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Data-Driven ICT Planning for Schools: Appropriate, Effective, and Sustainable

This article discusses the importance of data-driven decision making in ICT planning for schools, divisions, and regions. It explores the National Strategic Planning Initiative for ICTs in Basic Education and outlines the steps to develop appropriate, effective, and sustainable ICT plans. The article also provides examples of data analysis and presentation methods.

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Data-Driven ICT Planning for Schools: Appropriate, Effective, and Sustainable

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  1. Data-driven Information and Communication Technology Planning for Schools, Divisions, and Regions Place your logo here. Delete this text afterwards. Ma. Mercedes T. Rodrigo, Ph.D. 7 September 2006

  2. Data-driven Decision Making • Gathering of information to guide planning • Removes guesswork and emotion • Plans are more deliberate and focused

  3. National Strategic Planning Initiative for ICTs in Basic Education • Launched in 2005 • Response to calls for reform • Recognition of the potential benefits of ICTs • Called for the development of appropriate, effective, and sustainable ICT plans

  4. Appropriate, Effective and Sustainable: How? • Base decisions and plans on data • Environmental scan: detailed examination of internal and external ICT resources • Documents strengths, weaknesses, opportunities, and threats

  5. Data on Strengths • Internal resources that help institutions attain their goals • E.g. new equipment in the computer laboratory

  6. Internal hindrances to goals E.g. lack of trained staff Data on Weaknesses

  7. Data on Opportunities • External resource that can help achieve targets • E.g. free training from local colleges or universities

  8. Data on Threats • External hindrance to goals. • E.g. obsolescence

  9. Scope and Instrumentation • ICTs: radio, cassette tape recorders, television, computers, and the Internet • Instructional uses • Non-instructional uses • Survey forms • FGDs

  10. Questions to Ask • Basic utilities • Current facilities • Extent of use of ICT facilities • Attitudes towards ICTs • ICT skill levels • ICT needs and desired uses • Perceived obstacles

  11. Basic Utilities • Electricity • Telecommunication • Cable television • Internet service

  12. Hardware Televisions Radios Video players Computers and peripherals Software CDs VCDs, DVDs Subscriptions Cable Internet Current ICT Facilties

  13. Extent of ICT Facilities • Who uses? • How often? • For what?

  14. Determinant of success of ICT integration Positive or negative attitudes? Attitudes Towards ICTs

  15. ICT Skill Levels • Inventory of ICT skills of faculty, administrators, and non-teaching staff • For technical staff • Ability to use • Ability to troubleshoot, maintain, and repair

  16. ICT Needs and Desired Uses • Data from FGDs • ICT applications that are not yet used • Opportunities for further integration

  17. Perceived Obstacles • Problems or issues preventing ICT use • Helps identify needs and opportunities for improvement

  18. Issues in data gathering • Time issues • Staff is already overworked • Financial issues • External funding required? • Reliability of data • Cross-validate with interviews and visits

  19. Data Analysis and Presentation • Descriptive statistics • SWOT analysis • Case study • Report • Essential: connection with ICT plans

  20. Current ICT facilities ABC High School has 15 computers connected to the Internet Current ICT usage Limited to computer literacy training only Computer laboratory is only used for computer classes ICT skills and attitudes Teachers are computer literate. They want to maximize use of ICTs for teaching other subject areas Plan: To train teachers in the use of ICTs for Math and Science Example: ABC High School

  21. Example: XYZ High School • Current ICT facilities • XYZ High School has 10 networked computers that can access the Internet. • ICT skills and attitudes • None of the teachers, administrators, or staff are computer literate. • The Mayor is excited about technology • Plan: To request the Mayor’s office for funding for teacher, administrator and staff training

  22. Essential: Connection with ICT plans • Facts may be interesting but not relevant, e.g. status of the cafeteria • Facts gathered should have a direct relationship with or effect on ICT plans, e.g. the availability of electricity and the usage of ICT facilities, the skill levels of the faculty and staff and their ability to support ICT activities.

  23. Conclusion • Data to guide planning • Basis for targets and proposed solutions • Appropriate, effective, and sustainable ICT plans

  24. Acknowledgements • Liezl Formilleza-Dunuan • Ma. Celeste Gonzalez • Anna Leah F. Macalincag • Ma. Thelma H. Tan • Victoria L. Tinio

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