Professional Documents
Culture Documents
If technologies have the potential to significantly improve the teaching/learning process and revolution-
ize the education enterprise, how come that we have not experienced such drastic effects?
The author sketches out five main fields of interest: knowledge-information society, globalization, life-
long learning, ICT in education and training, and investments and costs.
This article is an excerpt of a paper commissioned for the 1999 Education Summit in the USA. The
main thesis is that IT can vastly improve the uses of data, for both policy and practice. This can best be
seen in technology's potential to strengthen accountability for students and adults.
12 How Large Is the International Market for Educational Technologies and Services?
Stephen P. Heyneman, Vice President, International Management and Development Group
Educational programs cannot operate without textbooks, teaching materials, vocational and scientific
equipment, educational software, videos, multimedia, and school furniture as well as school supplies
This article provides an analysis of the international market potential, size, and trends for educational
technologies.
15 TechKnowNews
♦ LNT Perspectives ♦ Computer Literacy Vital to a Country's Growth ♦ Laptops Without a Leach ♦
Video Email Connects Indian Villages ♦ SUN CEO Calls for Web-based Educational Programs ♦ De-
veloping Country Internet Education Provided by Cisco and UNDP ♦ Canada's Online Learning Feature
♦ Home Computers Help Homework Completion
This is a success story from Paraguay that demonstrates the use and sustainability of Community
learning centers.
21 Brazil's Telecurso 2000: The Flexible Solution for Secondary School Equivalency
Claudio de Moura Castro, Chief Education Adviser, Inter-American Development Bank
Telecurso, aired for more than 15 years, has been considered a major success. This article describes
Telecurso's history, content, approach, users, economics and effectiveness.
This article discusses various ways in which developing countries can make good use of existing re-
search and evaluation to improve their planning and management of education and training. It intro-
duces several search tools that are particularly helpful for finding these resources on the Web. It also
explains how to avoid problems and errors that can arise when using existing research and evaluations
This article describes the Computers in Secondary Education program and analyzes implementation is-
sues, cost, effectiveness and cost-effectiveness. , Despite the issues and uncertainties about using
computers for the learning process, the long-term economic and social payoff of the Costa Rican pro-
gram could well be significant.
The debate regarding the effectiveness of computers in the classroom is critical, particularly for devel-
oping countries, due to the magnitude of the investment involved in buying and maintaining computer
hardware and software, and providing adequate training for teachers and school staff. This article
summarizes four research reports on this subject.
This article explores the successes and failures of information technologies in education. It points to
their great potential: the tangible dream of using them to bring serious education to a vast number of
people. But it also points to the difficulties of fulfilling this dream, due to modes of utilization that fail to
adapt the potential offered by the vast array of technological innovations in existence to developing
countries.
49 WorthWhileWebs
Gregg Jackson, Associate Professor and Coordinator, George Washington University
This article introduces web sites of organizations that are major resources for research and evaluation
studies applicable to education development policy and planning in developing countries.
52 Today:VCR… Tomorrow:DVD?
What is DVD? Can DVD videos be played on a computer? What are the advantages of DVD? How
much does it cost? Is DVD the video storage technology of tomorrow?
53 !Download A Computer!
Research on nanotechnology is pointing in the direction of constructing things of the size of few hun-
dred nanometers, or billionths of a meter. That is the span of few atoms lined together. As a result, by
the year 2020 we may be able to use the Internet to download not just software but hardware also.
UNESCO, the organization responsible for education and communication within the UN family, has long
been advocating the use of new technologies in education. This article profiles the activities and ap-
proach of UNESCO in this field.
GINIE provides 'one-stop shopping' for busy education professionals working in nations with crises and
transitions. It is organized by country and theme web sites related to relief and development education.
Users can browse for free materials, contribute their own documents and links to share with the profes-
sion, ask questions, and make professional contacts across international agencies, NGOs/PVOs and
universities.
ICT in Education
Why Are We Interested? What Is at Stake?
In this article* I sketch out five main fields of interest that address the questions in the
title. They range from broad over-arching developments to specific educational realities.
The intense interest in information and communication technologies (ICT) and education
has resulted in the launching of the major new CERI study described by Jarl Bengtsson
in the September/October Issue of TechKnowLogia.
Knowledge Society, Information Society and the ability to make choices, not technical matters at all.
There might be a temptation to forget this when sights are
The “knowledge society” and the “information society” -- fixed firmly on huge investments in hardware for education.
once more -- slogans are increasingly being given substance
in OECD countries. More and more people are “knowledge Second, there are profound concerns now about the gaps
workers”. Development competitive edge, whether it be for opening up between the ICT haves and have-nots, between
the individual, the enterprise, the region or the country, those who reinforce their access to, and use of, ICT in
depends increasingly on how knowledge is used and how education by what they have and do at home, and those who
expertise is deployed. A premium is placed on accessing and enjoy little of either. This digital divide may become every
using information rapidly and strategically. Generally, our bit as profound as earlier forms of rigid social and education
cultures become increasingly technological cultures: at selection. Again, enthusiasm for ICT’s potential should not
home, in the community, at work, and - importantly for us - make us blind to very real accompanying risks.
in education.
Globalisation
It is hardly surprising that education is caught up in the midst
of these fast-moving developments. Can we tolerate a Globalisation is another term that is heard regularly in
situation where Education might fall increasingly behind so international circles and again there is a risk that it can be a
as to become out of step with these other characteristics of slogan devoid of substance. Yet it is increasingly obvious
contemporary life? The political response to this question is that it is a term that refers to some of the most profound
clear - education and schools in particular should not be changes taking place across our countries where ICT is right
isolated but instead be an integral part of all these changes. at the heart of the matter. Indeed, globalisation is closely
A major fear often expressed by countries is that if education linked to the notion of the information society in the sense
were to become any more isolated, they will fall behind, that increasingly national frontiers are put in question, with
socially and economically, compared with elsewhere. It is the myriad exchanges taking place electronically and
hardly surprising that the political interest has thus become instantly across frontiers. All of this raises profound issues
so high: some countries have adopted ambitious, national for education, some highly controversial.
plans to open access to computers and the Internet to all
school students - the Technology Literacy Challenge in the Globalisation offers considerable opportunities. All sorts of
USA, The National Grid for Learning in the UK, Schulen am limits can be stretched - the very purpose of education.
Netz in Germany, and Educnet in France. Students can dialogue with their counterparts across the
globe. Teachers can create networks and be members of
Despite the enthusiasm some words of caution are warranted. professional teams drawn from far and wide, rather than feel
First, there is a world of difference between the “knowledge” trapped within the boundaries of the single classroom or even
society and the “information” society, between knowledge the single school. New sources of learning materials drawn
itself and information. More and more information may even from right around the world are accessible via the Internet
make us less knowledgeable if we become overloaded by and these different networks.
data and instant communication. Paradoxical as it may seem,
some of the most important issues that the burgeoning
technological world creates for education are those of values
Review of Experience in Open and Virtual Universities, and Research on Their Effectiveness
Learning From the Corporate Model pletely bypassing CD-ROMs, floppy discs or other physical
Thirty years ago companies with massive transactional needs distribution media.
- banks and insurance companies, for example - realized that
modern computational power made it possible to store and IT in Today's Schools
manage huge data sets electronically, with greater speed, In the modern firm, information has moved from the back
easier access and increased accuracy. The age of hand- room to the boardroom to the living room; it must travel the
posting came to an end as the era of management informa- same route in schools. Most schools today have at least a
tion systems (MIS) began. Twenty years ago decision- rudimentary MIS in place. However, few have decision-
support systems emerged, growing organically from MIS. support systems, experts systems or electronic tie-ins with
Using electronically stored operational data, it became possi- vendors. Almost none have customer information systems.
ble for trained decision-support specialists to accurately The issue is not lack of data - indeed, even small school dis-
monitor corporate performance and plot trends. Transactional tricts are awash in data. The issue is the strategic use of data
data - originally burdensome to track - became a resource. and attention to data integrity.
Hard on the heels of decision-support systems came expert In effective organizations, strategic data use takes two broad
systems, recognizing knowledge as a key corporate asset, and forms. First, and most important, is continuous attention to
executive information systems (EIS) put IT in the hands of achieving the institution's mission. Modern IT helps a school
senior executives themselves. Designed to serve decision- achieve its primary mission: improved teaching and learning
makers, EIS pushed data management and its exploitation to for all. The second form is the use of data to improve poli-
center stage. The chief information officer (CIO) became a cymaking. That is what accountability is all about. Every
key figure in the successful firm and a data warehouse be- successful institution must regularly ask (and answer) ques-
came a strategic resource. tions such as: How are we doing? What is our mission? How
do we measure success? How do we improve our perform-
Next came vendor information systems, giving suppliers and ance? The answers must be clear, concise and, to the extent
vendors access to corporate databases, making just-in-time possible, measurable. True, not everything a school does can
manufacturing and delivery a reality for both firms and their be reduced to a number, but most of what schools do can be
subcontractors. At the end of the business day Wal-Mart, a rendered in objective and measurable terms. Do all of our
large US discount store, suppliers know how much stock has students know mathematics? Can they all spell? Which stu-
moved and how much inventory remains. The most recent dents do not have the knowledge and skills they need? Which
paradigm shift is customer information systems, providing schools do they attend? What practices will be most effective
customers direct access to selected corporate databases. In- in raising these students' achievement?
deed, some modern, high visibility e-corporations (such as
Amazon.com or e-Bay) are essentially electronic databases; Answering such questions objectively does not interfere with
others, like Federal Express, give customers access to the more nuanced, less precise measures. Is our school a good
corporate database for package tracking purposes. For many place to teach? A good place to learn? Does IT reinforce
Internet users, the most dramatic capacity is the ability to habits of mind that make all our students better citizens?
routinely download software patches and upgrades, as well These are proper measures and deserve attention. And they
as music, video and other materials over the Internet, com- can be approached systematically, even if they cannot be
*Denis P. Doyle is a senior fellow at the Hudson Institute in Washington, D.C., and the author of numerous books and articles.
His most recent book is Raising the Standard (Corwin Press, 1998). He is also co-author with Lou Gerstner of Reinventing
Education (Putnam, NY, 1993) and co-author with Xerox CEO David T. Kearns of Winning the Brain Race (ICS Press, SF,
1989). Doyle is the co-founder and Chairman of SchoolNet.com, an education reform Internet Company.
Market Size and Trends The market for educational products in the :U.S. consists of
Publishing (35%), School Supplies (29%), Hardware (27%),
In North America1 alone, education companies have raised and Electronic Media (9%) (see Graph 2). Hardware consists
US$ 3.4 billion in equity capital since 1994 through 38 Initial of computers, networking, VCRs, televisions and other
Public Offerings (IPOs). Education and training stocks have audiovisual systems to schools. School Supplies consist of
seen a rise of 134% since 1994. The Education and Training learning tools and equipment (maps, blackboards, chalk,
industry is now North America’s second largest, accounting laboratory equipment marketed to schools, teachers or indi-
for nearly 10% of GDP. Education services constitute the vidual consumers). Publishing consists of textbooks and
fifth largest service export (US$ 8.5 billion in 1997). other print-based materials, but also electronic media cur-
riculum materials designed either for students or instructors.
Twenty-six billion dollars were spent on education-related Electronic Media consists of software and Internet delivered
goods and services in 1997. These included: US$ 11.6 billion products and services to home and school markets. These
on textbooks and supplementary materials, US$ 4.8 billion may include CD-ROMs, videos and laser disks. Internet
on technology, US$ 3.0 billion on testing and test prepara- products include tools for online student publishing. Web
tion. Within the government and corporate sector, US$ 9.6 services include school-home based connections, education
billion was spent on goods and services, US$ 6.1 billion on and tutoring Web-based sites, and network systems. (Reve-
IT training. nues in 1998: US$ 2.1 billion).
29%
Graph 1: Education Industry Re- 35%
School
i $82 billion Publishing
Source: EduVenture Research
School Services
$28 b $30 b
Prod- Market Trends
$24t b
There is an increasing emphasis on educational software, and
Internet use is growing rapidly. Throughout the world, Inter-
Source: DOE, Eduventure Research
net use has grown from 61 million users in 1996, to 147 mil-
lion in 1998, and is expected to grow to 320 million in 2000
If economies grow, more is spent on educational goods and The debate, however, is more than of academic interest. For
services per student. This will significantly raise the size of much of this century in many parts of the world the quality
the education markets in large countries with healthy rates of of education provided to children and youth has been ad-
economic growth. It is projected that by the year 2009, the versely affected by public policy that constrains the private
education market in India will grow to US$ 200 million, in provision of goods and services. It is not too much for par-
South Africa to US$ 580 million and in China to US$ 1.7 ents and teachers to ask that they have materials targeted to
billion. students with different learning needs, at varying prices and
qualities from which they may choose. It is, in fact, their
human right.
1
Source: David T. Kearns, The Education Industry: Markets and Opportunities,” Boston, Mass.: EduVentures, Spring, 1999.
2
Nua Ltd. “Computer Almanac Industry Inc. Report Ranks World’s Most Wired Countries,” 1999.
3
The Heller Reports, International Markets for Educational Technology, EduSoft, 1999.
Here is a story from Paraguay that sheds light on these and other important issues.
AMIC@S IN ASUNCIÓN
LEAPFROGGING DEVELOPMENT
By Mary Fontaine
The LearnLink Project3, Academy for Educational Development (AED)
Two years ago, Mayor Martin Burt spoke at a signing Asunción’s CLCs are known affectionately as amic@s
ceremony in Asunción. Celebrating an agreement between (aulas municipales de información, comunicación y
USAID and the municipal government, the Mayor welcomed aprendizaje, loosely translated as “municipal classrooms for
the establishment of Community Learning Centers (CLCs) in information, communication and learning”), a play on the
neighborhoods throughout Paraguay’s capitol city. “With word “amiga” or “friend” in Spanish. The original goal of the
these Centers,” he said, “we are pursuing a hypothesis and a project was to provide less advantaged communities with the
dream.” By giving communities greater access to information benefits of computers and communications technology for
and opportunities to solve their own problems, he postulated, civic development purposes. In particular, the project sought
they can leapfrog development, moving into the 21st century to contribute to an overall process of democratization by
while skipping some of the stages and sidestepping some of decentralizing municipal systems and services, improving
the struggles that industrialized countries experienced during communication between citizens and government officials,
the 20th century. and strengthening popular participation in civic activities.
A Picture of Paraguay
Paraguay is South America’s ‘empty quarter,’ a country little known even to its neighbors. For much of its
history, it has distanced itself from the Latin American mainstream, and for a substantial period of this
century was South America’s most notorious and durable police state. PJ O’Rourke summed it up bluntly
when he wrote, “Paraguay is nowhere and famous for nothing,” and then, on a short visit to cover elections,
promptly fell in love with the place.
Paraguay is relatively new to the concept of democracy and the government is starting to implement democratic systems,
the practice of participatory governance. Since the turn of the reform the economy and enhance human rights.
last century, periods of instability were followed by 34 years
of limited political freedom and isolation from the global Economic challenges include a thriving informal commercial
community. A military coup in 1989 led to free presidential sector unconnected to the formal economy,
and congressional elections, followed by political, legal and underemployment, and a low level of basic infrastructure—
economic reforms. In 1992, a new constitution was drafted, roads, sewer services, running water, electricity, trash
establishing a democratic republic. Today, despite an collection and telecommunications. As a member of the
unstable political and institutional system, a high level of Mercosur, a group of trading partners in the region, Paraguay
government corruption, and a low level of public confidence, must run to catch up with Argentina, Brazil and Chile, its
big, aggressive neighbors.
1
Steve Cisler, “Telecenters and Libraries: New Technologies and New Partnerships,” August 4, 1998,
http://home.inreach.com/cisler/telecenters.htm.
2
“Enchanted by Telecentres: A Critical look at Universal Access to Information Technologies for International Development,”
paper presented at the conference “New IT and Inequality,” University of Maryland, February 16-17, 1999, Ricardo Gomez,
Patrik Hunt, Emmanuelle Lamoureau, International Development Research Center (IDRC), Canada.
3
LearnLink, USAID Contract HNE-I-96-00018-00, is funded by the Human Capacity Development Center in the Global
Bureau, the Africa Bureau, and other Bureaus, offices and missions.
4
Aranda, Sergio and Steve Cisler, Amic@s: Public Access Centers in Asuncion, Paraguay, INET 99, Internet Society’s Annual
Conference, June 22-25, 1999, San Jose, California.
5
Steve Cisler, “Letter from Paraguay,” October 1998. http://home.inreach.com/cisler/paraguay.htm.
6
Dr. Martin Burt, Mayor of Asuncion, January 1998.
7
Aranda, Sergio and Steve Cisler, Amic@s: Public Access Centers in Asuncion, Paraguay, INET 99, Internet Society’s Annual
Conference, June 22-25, 1999, San Jose, California.
By contrast to Mexico's Telesecundaria (see The initial discussions on the development of a curriculum
TechKnowLogia, Sept./Oct., 1999), Telecurso targeted for the three courses to be offered by Telecurso 2000 (Level
young adults who left primary or secondary schools before One, Level Two and the Vocational Course on Mechanics)
graduation. Brazil always had open examinations for primary were subsidized by education specialists who wished to
(eight years) and secondary (11 years) certificates (“exame elucidate the teaching of basic skills in the context of a
supletivo”) for young adults who are beyond a certain age. postindustrial society.
Since these were open examinations, students could prepare
on their own or enroll in preparatory courses. The Telecurso With that beginning, the guiding principles for the
took the place of these preparatory courses, allowing students educational program of Telecurso 2000 were developed as
to follow the curricula by watching television. A number of follows:
institutions received supervision from FRM to create
classrooms where, under the supervision of a teacher, 1. Job-oriented education. The purpose is to educate
improvised or certified, students could watch the individuals for a job: to educate workers so as to enable
programs/classes and use the complementary written them to relate in a meaningful way to life in society,
materials. bearing in mind the fundamental role of education in
ensuring worker productivity.
In the early 1990s, with the rapid transformation and
globalization of the Brazilian economy, industrialists were 2. Development of basic skills. In a society marked by
having problems with the appallingly low schooling levels of scientific and technological progress, it is not enough
their workers. In many cases, they provided sponsorship for simply to learn to read, write, count and solve simple
their students to take the preparatory courses leading to the arithmetic and geometry problems. It is essential to
government examinations. However, the quality of these enable people to organize their thoughts, solve problems
courses was, at best, mediocre. involving numbers, interpret what they read and apply it
This article discusses various ways in which developing evaluation can do that in several ways. More specifically,
countries can make good use of existing research and past studies:
evaluation to improve their planning and management of ♦ Can indicate the range of innovations that have been
education and training. It introduces several search tools that tried for improving education structures, teacher prepa-
are particularly helpful for finding these resources on the ration, and courses of study, curriculum, and teaching
Web. It also explains how to avoid problems and errors that methodologies.
can arise when using existing research and evaluations. In ♦ May indicate problems and opportunities that have
addition, the WorthWhileWebs section of this issue of arisen when implementing a given innovation, strategies
TechKnowLogia describes 10 web sites that have consider- used in response, and the extent to which the actual im-
able education research and evaluation information. plementation corresponded with the planned implemen-
tation.
Uses of Research and Evaluation in the ♦ Often indicate how well various innovations have met
their objectives.
Planning and Management of Education ♦ Can indicate unanticipated side effects (both positive
The challenges of planning and managing education in de- and negative) that may occur from a given innovation.
veloping countries are more difficult than ever before. The ♦ Can indicate the costs of a given innovation.
aspirations for education are rising throughout the world ♦ Can indicate whether a given innovation was soon aban-
faster than the resources to fund them, and the measures to doned or long retained.
fulfill them. At the same time, education and training are
increasingly important to the futures of developing countries.
International economic, technological and trading trends Finding Research and Evaluation on the Web
make the future of these countries partly dependent on their There are three basic ways of finding research and evaluation
ability to expand and improve their education systems. studies that may be of use in the planning of education. The
first is to use search engines that will help you find appro-
Are the developing countries doomed to impoverished serf- priate studies located throughout most of the Web. The sec-
dom in the global economy and the information age? Some ond is to use indexes to specific fields of research, such as
officials undoubtedly think so privately. Others are so filled education. The third is to check the web sites of organiza-
with optimism that they blindly move forward. This article is tions that do many studies applicable to education in devel-
not for either. Rather it is for those who are both cautiously oping countries.
hopeful, who are mindful that the good intentions of past
efforts have not always been accompanied with satisfactory 1. Search Engines
results, and who are determined to work smarter in the future
when planning and managing their educational systems. In Search engines explore most of the Web, index what they
this context, consulting existing research and evaluations is encounter, and then steer you to web sites that appear to cor-
essential as a way of broadening the knowledge and experi- respond to your interests. There are now more than 100
ence brought to bear in making decisions. Research and
Search engines are a good way to find research and evalua- Each search engine has some instructions for its use on its
tion reports conducted by international development organi- web site, but finding the appropriate link to click can be dif-
zations, NGOs, some government agencies, and university ficult because of the cluttered home pages. Look for some-
research centers. Search engines are not a good way to find thing labeled [Search Tips], [Simple Searches], [Advanced
the scholarly and professional journals, because most of Searches], [Help], and [FAQ]. Most search engines have a
those journals are not yet available on public web sites. The [simple] and an [advanced] search mode. If one does not
Northern Light search engine, however, does make the full- work well, try the other. The advanced mode of some en-
text of about 50 education journals available on the web. gines actually provides better guidance than the simple
These include Academe, British Journal of Sociology of mode. Some search engines also have an e-mail address to
Education, Change, Comparative Education, Harvard which you can send questions about how to use the search
Education Review, Review of Education Research, and So- engine when you have had difficulties. It usually is on one
ciology. If a search in Northern Light finds an article in one of the just indicated pages, towards the bottom.
of these journals, it will allow you to read an abstract for
free, and then for a fee of U.S. $1.00 to $4.00 it will allow The best book on the use of search engines is Alfred and
you to view and print the full text of the article. The fee is Emily Glossbrenner's Search Engines for the World Wide
automatically charged to the user's individual or corporate Web. Since search engines are changing frequently, make
credit card. sure to get the latest edition. The second edition came out in
early 1999. It costs U.S. $17.99 and can be ordered through
Each of the above search engines appears easy to use. It amazon.com and barnesandnoble.com.
seems that all you have to do is type a word or phrase in the
search box on the web site. Occasionally it works that easily, If your search yields few or no hits:
but without some knowledge about how to use each engine, ♦ Check the spelling of the terms that you typed in the
you are likely to get no hits or thousands of hits unrelated to search window.
your interests. It takes an hour or two of study and practice ♦ Use synonyms for some or all of the search words.
to become moderately skilled in using any of these search ♦ Use a wildcard (for most search engines this is an aster-
engines. The needed instruction can be found on the Web: isk) at the end of key words that can have multiple end-
ings (such as using school* to represent school, schools,
To date, the best web site for this purpose is Sprintmail's schooling, and schooled).
Web Search Strategies at: ♦ Use broader terms.
http://home.sprintmail.com/~debflanagan/main.html. ♦ If your hits include a few useful web sites, check those
It provides explanations and interactive exercises that in- for links to other web sites.
volve the actual use of search engines. These exercises will
divide your screen into two frames with the left side provid- If your search yields too many hits:
ing the instructions and the right side opening and displaying ♦ Check the first 10 or 20 listed hits to see if they are use-
the actual search engine. HINT: You will have to use the ful; many search engines try to list hits in order of their
horizontal scroll bar near the bottom and right-hand side of apparent relevancy for the specified search.
your screen to view the full width of the search engine dis-
♦ Capitalize the initial letters of proper names (names of
play.
persons, places, and titles).
♦ Use synonyms for some or all the words.
Another good site for learning how to use AltaVista and Ya-
♦ Use more specific terms.
hoo is Lincoln College’s site at:
http://learn.lincoln.ac.nz/comn103/www_srchs/index.htm. ♦ Do a phrase search by enclosing multiple words within
The tutorial for each search engine is displayed on the left of double quotations (e.g. "education reform").
your screen and the search engine opens and is displayed on ♦ Do a title search so that the search will find only those
the right of the screen. A tutorial is divided into several sec- web pages that have your search term in their titles (the
tions, each of which provides information, assigns searches manner in which this is specified depends on the search
for you to conduct in the right hand side of the screen, and engine).
quizzes you on the results. HINT: To move between the
.
How to Interpret Studies
Questions Warnings
Is the report really based on a study, or is it just someone's
opinion?
What was the problem that was addressed by the study? Some reports do not indicate the problem clearly. If the prob-
lem was different from the one you face, the results may not
apply to your situation.
What were the contexts in which the innovation was to be Sometimes reports provide little information on the contexts.
implemented? What contexts may have affected whether or
not the innovation would work?
What innovation was planned to reduce or eliminate the Sometimes impressive names are given to innovations that
problem? involve only minor changes.
To what extent was the planned innovation actually imple- If the planned innovation was not well implemented, then the
mented? How did it perhaps fall short, and for what rea- findings are not about the planned innovation but rather what-
sons? ever was actually implemented. If several studies find that the
plans were not implemented, that suggests the innovation is
difficult to implement.
How much does it cost to deliver the innovation? For much research and evaluation, there is little or no informa-
tion on the costs. Look for all costs: start-up, physical and hu-
man infrastructure, maintenance, evaluation…
How did the study determine whether the innovation, rather It is best to assess outcomes by measuring the objectives before
than something else, was actually responsible for observed and after the innovation, in a group exposed to the innovation,
changes in the objectives of interest? and in a similar comparison group not exposed to the innova-
tion.
How were changes in the objectives measured? By self- Self-reports of program planners, administrators, and teachers
reports, tests, observations, or other means? Are those responsible for implementing an innovation usually indicate
means likely to be valid? greater success than more objective measures made by people
not directly responsible for the innovation.
From whom were the data about the objectives collected? It is best to have before and after measures of the objectives on
all those in the group exposed to the innovation and all those in
the comparison group. If data are not available for a substan-
tial portion, that may seriously bias the results.
Is the average size of the changes in the objectives reported, If there are more than 100 learners participating in the innova-
or do the authors only indicate whether the results are sta- tion, it is possible for small improvements in the outcomes to
tistically significant? be statistically significant even though they may not be educa-
tionally important.
Does the average size of the changes in the objectives vary If intended beneficiaries vary in some ways that may influence
for different sub-groups of intended beneficiaries? the effectiveness of the innovation, it is important to examine
the average changes in the objects for each sub-group.
Are all the reported findings strongly positive or strongly Educational innovations operate in complex environments, and
negative? rarely is there complete consistency in the findings unless the
study has been biased or some of the findings have not been
reported.
Are the conclusions and recommendations directly sup- In some study reports, the conclusions and recommendations
ported by the findings? are not always based on the findings, but also involve specula-
tion.
One current and acknowledged problem is the lack of inte- From a longer-term perspective, the program could well be
gration into the official subject matter curriculum. This cost -effective. To put it simply, if the program succeeds in
question and related training and cost issues will eventually getting students interested and excited over computers, and
need to be addressed. While the encouragement of bottom-up more likely to enter technical and mathematical careers
experimentation was noteworthy, eventually standardization rather than to humanities, law, and social science, then, given
of approaches and contents will be needed. As in any inno- the expected higher economic returns to technical fields, as
vation, as the program goes national some school directors, well as Costa Rica’s national commitment to information
teachers, and communities may not be adequately committed technology, the program could well be considered a success.
to the program.
Data from the 1992 Household Survey provide an example
COST of the potential economic payoff to the Computers in Secon-
dary Education program. The average salary of engineers at
A very rough estimate of annual unit costs of the program at that time was about US$6800 per year, compared to $4500
the time was $38 per student. This assumes $22 per student for graduates in philosophy, arts, and letters, for a difference
in annualized capital costs ($73,000 for a school of 1,000 of $2300 per year. This means that the cost of providing
with a computer life of four years and a 10 percent discount computer instruction ($38 per student per year, or $114 over
rate), $6 for the cost of a full time technology teacher (esti- the three years of lower secondary school) could be recouped
mated salary of 6,000), and $10 for training, maintenance by society if no more than 1 percent of all secondary school
and electricity (perhaps $10,000 per year). Overall this students changed their profession from humanities to engi-
comes to 13 percent of the estimated annual cost of $300 per neering (e.g., the gain to society would be $23 per year for
student in academic secondary schools in Costa Rica. These the entire work life of a graduate).
costs are significantly lower than those in Chile and Jamaica
but are nonetheless significant. One reason for the low costs In short, in spite of the issues and uncertainties about using
is that Costa Rica’s program provided only minimum soft- computers for the learning process, the long -term economic
ware and a maximum of two hours per week of computer and social payoff of the Costa Rican program could well be
labs for each student. significant. To verify this positive impact, future studies of
cost-effectiveness of secondary school computer programs
EFFECTIVENESS should especially focus on the impact of computer programs
on student occupational aspirations, as well as, through
“tracer studies,” on the actual occupations chosen by gradu-
Under a contract with the Government, the University of
ating students.
Montreal undertook a comprehensive evaluation of the im-
In the past twenty years, com- school computer use for mathematical tasks; (2) access to/
frequency of home computers use; (3) professional develop-
puters have become an essen- ment of mathematics teachers in technology use; and (4)
tial tool for communication, higher-order and lower-order use of computers by mathe-
work and entertainment. For the matics teachers and their students. Higher-order activities
new generation of children born in industrialized countries, a for fourth graders were learning games and for eighth graders
world without computers and video games seems more pre- were applications and simulations, while drill and practice
posterous than a little green man from Mars. Computer- were defined as lower-order use. Data was obtained from a
related occupations are the fastest growing segment of the national sample composed of 6,227 fourth-graders and 7,146
modern job market, and the mastery of computer technology eighth-graders controlled for socioeconomic status, class
gives a competitive edge to individuals and nations alike. To size, and teacher characteristics (education level, years of
address this growing need for a technology-savvy popula- experience, presence/absence of degree in mathematics).
tion, policymakers and administrators are scrambling for Outcomes included academic achievement in mathematics
money to bring computers into the classroom, while critics and the social environment of school. Models were accepted
argue that this money can be better employed on traditional when goodness of fit indices were better than .9 and results
instructional methods. This debate is critical, particularly for were statistically significant at .05 level.
developing countries, due to the magnitude of the investment
involved in buying and maintaining computer hardware and Findings:
software, and providing adequate training for teachers and
school staff. 1. The greatest inequities in the use of technology were
related to how computers were used, rather than the fre-
As a contribution to this debate, this article summarizes four quency of use. For instance:
research reports on:
♦ Among eighth-graders, students who were black,
1. the relationship between the use of computers and poor, and from urban and rural areas were less
mathematics achievement; likely to be exposed to higher-order uses of comput-
2. the impact of computers in classrooms on the academic ers and more likely to be exposed to lower-order
achievement of elementary school children; uses than students who were white, non-poor and
3. the use of computer assisted instruction to improve the from the suburbs.
reading; and ♦ For both fourth- and eighth-graders, mathematics
4. how computers are used in classrooms internationally. teachers in urban and rural schools were less likely
to have received professional development in tech-
nology over the last five years than teachers in sub-
Does it Compute? The Relationship between Educational urban schools.
Technology and Student Achievement in Mathematics
(1998) by Harold Wenglinsky. Princeton, NJ: Educa- 2. Academic achievement in mathematics and the social
tional Testing Service. www.ets.org/research/pic. environment of the school were positively related to:
Focus: The study focuses on the relationship between ♦ teacher’s professional development in technology;
technology characteristics and educational outcomes and ♦ the use of computers to teach higher-order thinking
addresses the question of “what kind of computer use has skills; and
what kind of effect, on which groups of students.” ♦ the frequency of home computer use (eighth-graders
only).
Methods: The researcher used a technique of struc-
tural equation modeling with four variables: (1) frequency of 3. Academic achievement in mathematics was negatively
Observations: The researcher cautioned that: 3. Contrary to the idea that girls are not technology-driven,
girls used computers as much as boys and had similar
1. The research does not solve the issue of whether the uses score gains in math and reading tests.
of technology promote high levels of academic
achievement or whether high-achieving students are 4. Students who had access to computers in their class-
more likely to use technology in certain ways. rooms had higher overall scores and math scores than
students who were taught in laboratory settings.
2. Computers may be one of the many media used to teach
higher-order thinking skills and that all of these media 5. Teachers who had computers in the classroom reported
are conducive to high levels of academic achievement. higher skill levels in delivering instruction, planning les-
sons, managing paperwork and word processing, and
more time using computers for reading, math and writ-
West Virginia Story: Achievement Gains from a Statewide ing instruction than teachers whose access was limited to
Comprehensive Instructional Technology Program (1999) computer laboratories.
by Dale Mann, Charol Shakeshaft, Jonathan Becker &
Robert Kottkamp; afterword by Lewis C. Solmon. 6. Almost half (48%) of the teachers rated technology as
Milken Exchange on Education Technology and the West the number one explanation for the student learning
Virginia Department of Education. gains.
www.milkenexchange.org/research/wvirginia_summary.html
7. Cost benefit analysis showed that the BS/CE program is
Focus: The report presents an evaluation of the Basic more effective in improving students' achievement than
Skills/Computer Education (BS/CE) Program, a statewide other interventions, including class size reduction, in-
eight-year project to implement computer technology in creased instructional time, and cross age tutoring pro-
West Virginian elementary schools. The project, which be- grams.
gan with the kindergarten class of 1990-1991, included the
distribution of hardware to Observations:
schools to ensure easy and regu- Researchers cautioned that:
lar access to technology, the de- …a positive relationship between in-
structional use of computers and 1. The instructional
velopment and distribution of students' scores
basic skills software compatible learning system used in the
with the state’s educational program was a decade old
goals, and teacher training on the use of technology. and outdated both in terms of the pedagogy underlying
the system and the technology employed (newer systems
Methods: Researchers collected data on all fifth grad- and technology could result in more significant gains).
ers from 18 schools involved in the project (950 students)
and 290 teachers from the same schools. The schools se- 2. The program fits the learning and teaching realities of
lected were representative of the student population, intensity West Virginia at that time and may not be appropriate
of the program implementation and software vendor. Re- for schools in other localities.
Observations: Researchers caution that: 3. Access to external networks is still rare, except in the
U.S., Austria and the Netherlands, and their regular use
1. Gender-related differences might reflect the influence of is infrequent in all participant countries.
gender socialization, or the fact that most girls had al-
ready high scores in the pre-test. 4. Although the quantity of software available to schools
has improved since 1989, shortage of software is still
2. Improvement in scores may be a function of the greater seen as an important problem.
interest and motivation shown by the students in the ex-
perimental classrooms (an indirect effect of CAI). 5. Computers are mostly used for teaching about computers
This article summarizes an overview report prepared by the Commonwealth of Learning and funded by
the Department for International Development, London. The full report is available at
http://www.col.org/virtualed. The Report provides a snapshot of the trends, advances and challenges of
virtual education in the following regions and countries: Australia, African Continent, Canada, Carib-
bean, East and South Asia, Europe, Indian Subcontinent, Korea, Latin America, New Zealand/Pacific
Islands and the United States. The label virtual is widely and indiscriminately applied around the world,
and frequently used interchangeably with other labels such as open and distance learning, distributed
learning, networked learning, Web-based learning, and computer learning. Furthermore, it is used in
some regions to refer to systems that combine broadcast and interactive teleconferencing technologies
that operate in real time. This summary focuses on five dimensions:
“While there are still few examples of vir- 3. With rare exceptions, the development of virtual institu-
tual institutions in the purest sense, the tions is still experimental, unfocused and not necessarily
amount of development activity in all types matched to the learning needs of its clientele, but wher-
and levels of educational organizations, ever decision-makers were able to develop and cham-
both public and private, is considerable in pion a clear vision for the educational system, the results
all parts of the world.” (Farrell, p. 3) were remarkable.
1. The emergence of virtual institutions is directly linked to 4. The educational use of information and communication
the development of, and access to, the infrastructure technologies is changing the educational market in two
supporting information and communication technolo- ways: (1) it has increased the degree of competition
gies. In general, the strategic planning for the develop- among educational institutions that now must cope with
ment of this infrastructure, when it exists, gives little or large national and international competitors; and (2) it is
no consideration for educational applications. Conse- shifting the emphasis from general programs geared to-
quently, access to the technology is characterized by ward a common market group into strategies that re-
large socio-economic and geographical disparities even spond to specific learning needs.
in developed countries.
5. Besides the institutions that have historically been in-
2. In all ten regions, activities related to the educational use volved in open and distance education, virtual education
of information and communication technologies are in has also attracted new players, including traditional in-
rapid expansion. However, few institutions use the stitutions such as schools and universities, the corporate
available technologies to carry out all functions related sector, and individual entrepreneurs who mostly use the
to the teaching process. The most frequent use of the World Wide Web to create learning opportunities either
♦ technological improvements that offer new, creative ♦ front-end cost of implementing high quality virtual
and flexible venues through which individuals can models; and
acquire lifelong learning;
♦ limits on learners’ access to the necessary equip-
♦ continuing decrease in costs related to the technolo- ment, including computer hardware and software
gies, particularly computer hardware; and network access.
♦ demand from all types of learners for more equita- 2. Opposing forces related to the current organization of
ble access and service; and educational institutions include:
♦ growth of knowledge in general, and in particular, ♦ the lack of systems of learner support that can func-
of new types of knowledge that do not match tradi- tion in a virtual environment to help the less inde-
tional educational programs. pendent or capable learners through the educational
process; and
2. Other important forces in the expansion of virtual edu-
cation are: ♦ the limitations on the current system of course cred-
its transfer among institutions. (Students could de-
♦ the realization that information and communication sign innovative programs by taking courses from
technologies can enhance the quality of the learning several different institutions if only these course
experience; credits would transfer to their home institution).
♦ the perception, particularly among the more tradi- 3. Opposition from students -- mostly from younger and
tional institutions, that the new technologies enable less experienced independent learners -- who still prefer
them to increase their market share in an increas- a face-to-face learning environment.
ingly competitive environment;
4. The “reticence” from teachers and faculty to embrace
♦ the need to be seen as modern - “ keeping up with the use of information and communication technologies,
the competition;" and generally related to:
♦ the overall expectation that virtual delivery modes ♦ lack of training in the use of the technologies;
will reduce costs, increase productivity and enable
4. The “unbundling” of functions has given origin to new 7. Although the expansion of virtual education has been
types of organizations, such as: primarily in higher education, new projects are focusing
on primary and secondary education, such as the
♦ organizations designed to acquire or broker pro- SchoolNet in Canada, India and South Africa, and the
grams from a variety of providers and add value Open School in British Columbia, Canada. These
through flexible entry and credit transfer policies, school-related models are likely to remain focused on
such as the Public Broadcasting System’s Going the the classrooms, while providing a more flexible role for
Distance Project in the United States, and the Uni- the teachers.
versity of the Highlands and the Islands Projects in
Scotland; 8. Most distance and virtual education programs face two
serious limitations. First, they generally respond to the
♦ information and facility provider organizations de- availability of a new technology, rather than a pedagogi-
signed to provide support to learners and institu- cal need. Second, they tend to follow a traditional peda-
tions, such as the Queensland Open Learning Net- gogical paradigm, creating learning environments with
1
Extracted by permission from: Glen M. Farrell, Study Team Leader and Editor, The Development of Virtual Education: A
Global Perspective, 1999, Vancouver, Canada: The Commonwealth of Learning.
This article explores the successes and failures of information technologies in education. It points to
their great potential: the tangible dream of using them to bring serious education to a vast number of
people. But it also points to the difficulties of fulfilling this dream, due to modes of utilization that fail
to adapt the potential offered by the vast array of technological innovations in existence to developing
countries.
Rich countries have used television in education in very What all these experiments have in common is that they
modest ways. The British Broadcasting Corporation (BBC) reach the masses, which the conventional educational sys-
in the U.K. may be an illustrious exception. Programs for tems cannot always do. They also compensate for the inade-
preschoolers, such as "Sesame Street" and others associated quate preparation of teachers. Telecurso 2000 and Tele-
with the Public Broadcasting System (PBS) in the U.S., cater secundaria use classrooms with learning facilitators to help
to populations not served by regular schools and have also the students. But if these instructors were to teach the stu-
fared quite well. But by and large, educational TV in rich dents, they could never deliver anything comparable to what
countries does not amount to very much. All one needs to do can be done with professional actors and scripts prepared by
to verify this proposition is to surf the cable channels and the best teachers in the country. Last but not least, these pro-
contrast the quality, tempo, color, and wealth of images on grams have low costs per student. Any cost divided over
commercial networks with the "talking heads" lecturing on millions of students becomes small.
standard school subjects on the local educational TV chan-
nels.
Some Lessons
By contrast, Mexico has been operating its Telesecundaria
To conclude, what this article is saying is that technology
for many years, with millions of students having gone
today offers many exciting alternative paths for improving
through its courses. Also in Mexico are the impressive
education, but each of these alternatives is not equally good
achievements of the Tecnologico de Monterrey with its tech-
or appropriate for all countries. Rich countries have used
nical courses beamed to students in many states and now
technology to make their good education even better. If de-
reaching several other countries with its technical and man-
veloping countries were to follow the same path, they would
agement courses.
be choosing alternatives that, in addition to being very ex-
pensive, require high-quality teachers who are not available
Brazil, a country of modest achievements in education, has
and cannot be made available. These experiments are, there-
become a leader in the area of distance education, bringing
fore, doomed to remain enclaves, catering to local elite but
forth many interesting innovations. Particularly impressive
incapable of being scaled up to reach the number of people
have been the achievements of Globo network. Recently, it
who are in dire need of better instruction.
retired the old Telecurso, just short of its twentieth anniver-
sary. It is safe to say that it has been watched or carefully
Instead, then, developing countries need to focus on those
followed by many millions of poor Brazilians. This program
technologies that compensate for the factors that are lacking-
was replaced by the new Telecurso 2000, which also offers a
- namely, well-trained teachers and the resources to pay for
"second-chance" program for young adults, with separate
expensive equipment. Developing countries should concen-
primary and secondary programs.
trate on those technological alternatives that, at low costs,
One interesting feature of this program is all the classes are
bring to the students the imagination and creativity of a few
filmed in environments that look like factories, offices, tour-
excellent teachers.
ism agencies (for English language), newspaper stands and
so on. All materials are contextualized in real life situations.
While the use of computers in classrooms is not to be deni-
Young adults learn by watching scenes that are close to their
grated, a much greater potential can be found in distance
worlds, rather than the stale classroom with a teacher and
education. The fact of the matter is that despite considerable
students. In fact, the program uses professional actors for all
efforts to bring computers into academic classrooms, devel-
scenes except for some quick interviews.
oping countries remain marginal players in this area. This
contrasts with the superlative and world-class performance of
Along the same lines, TV also offers privately funded pro-
several mass education programs using radio, broadcast TV
grams of agricultural extension and small business develop-
and video.
ment. The audience for these programs is extraordinarily
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"Dumb as a Board?" That's not so dumb!
©Corel
What is reference software? version where you can search for a word you know how to
Anything you use or consult to get information is considered spell, the electronic versions let you use wild cards for parts
reference material. It could be an encyclopedia, dictionary, or of the word; or you can even search for the meaning and let
world atlas - what we normally think of as reference - or the software identify the word.
maybe a newspaper, a book, or even your next door neigh-
bor. But what most often gets conjured up in people's minds Most reference programs can also be accessed on the web
when they hear the word "reference" is the aroma or sturdy under various and sundry reference websites. Some school
feel of a bound, printed encyclopedia lying on a bookshelf libraries subscribe to encyclopedias, giving their students
somewhere. Most people, especially those from the pre-PC password access. You can also subscribe to these as indi-
age, are sometimes reluctant to give up that secure and nos- viduals. The latest coup in encyclopedias is Britannica's an-
talgic feeling of a book in hand for an aluminum disk in a nouncement on October 19, 1999, that their entire Encyclo-
flimsy plastic box. But that's what's happening. Computer- pedia Britannica is available online at no cost at
based reference works have nearly erased the market for pa- www.Britannica.com. Various dictionaries are also available
perbound reference works. Why? on the web, including the Merriam-Webster dictionary.
AED supports innovative education and human development programs in many developing countries. It provides assistance
with needs assessment, research, program planning, program implementation, social marketing, and evaluation. AED provides
special web sites for some of its programs with considerable information. Its recent reports include: Reflections on a Global
Workshop on Children with Disabilities in Developing Countries, and Beyond Enrollment: A Handbook for Improving Girls'
Experience in Primary Classrooms. AED's Advancing Basic Literacy and Education (ABEL) project has produced several
Information Packages that review research and practice, and a few Resource Packages that address education policy issues for
developing countries. The AED home page includes a Links page that will guide you to many web pages relevant to
education in developing countries. The AED web site is in English and most of the publications are in English while a few are
in several other widely spoken languages.
ADB makes loans, provides technical assistance, and undertakes research and evaluation for economic and social development
in the Asian and Pacific region. Its publications include several on education, including Combating Primary School Dropout in
South Asia, Case Studies in Education Research and Policy, and Distance Education for Primary School Teachers. Most of
the publications are currently available in print, but a few have been put on the Web in full-text. The web site is in English and
most of the publications are in English.
EDC is a private organization that collaborates with governments, institutions, and communities to design, manage and
evaluate curriculums, educational tools, and educational systems. It has several projects in developing countries. The EDC
web site provides a brief description of each project, has linked web pages for some, and has some reports available in full-text.
The EDC projects include Action Group for International School Nutrition and Health, Human Capacity Development:
Advancing the Agenda, and Trainer and Teacher Training: Active Learning Methods in Eastern Europe.
IDB finances development efforts in Latin American and Caribbean nations and provides technical assistance to assist them. It
supports the entire spectrum of economic and social development. IDB makes its interim reports of each project available
publicly, which is rare among development banks and organizations. They are sold in hard copy through IDB's Public
Information Center. It also prepares overview reports such as those on Education for All: Caribbean Perspectives and
Imperatives, and Education and the Information Age, which are briefly described on the web and available for sale in
hardcopy.
The ILI provides research, development, and training for literacy in developing countries. It has conducted a series of literacy
forums and seminars in various parts of the world, offers intensive "Summer Literacy Training Programs" for professionals in
developing countries, and has produced an International Literacy Explorer CD-ROM which is now available on the web, and
soon will be available in Spanish and French, as well as English. Its publications include Adult Literacy in Developing
Countries: A Contemporary Annotated Bibliography, Lifting Literacy Levels with Story Books: Evidence from the South
Pacific, Singapore, Sri Lanka, and South Africa, and Indigenous Education and Literacy Learning. Some of the reports are
available in full-text on the web. Others can be ordered. The site includes an on-line Literacy Innovations Newsletter. The
site is available only in English.
United Nations
www.un.org
United Nations Development Program (UNDP)
www.undp.org
The United Nations is an international forum with responsibilities for international law, peacekeeping, humanitarian aid, and
development. Among its many functions, the UN operates the United Nations Development Program (UNDP) which assists
countries with development efforts and conducts many studies. UNICEF undertakes most of the UN's elementary and
secondary education projects, but the UN Development Program does directly undertake projects related to higher education
and technical training. It has issued reports on TA for the Reform of Higher Secondary Education, Human Resources
Development and Utilization, and Civil Aviation Training and Technical Support. The most notable is the annual World
Human Development Report. Some of the reports are available in full-text on the Web and others are only summarized and
must be ordered. The UN's main web site is available in several major languages, but the Development Program site is only in
English.
UNESCO's main objective is to contribute to peace and further universal respect for justice, the rule of law, and human rights.
It strives to do this by promoting collaboration among nations through education, science, culture, and communication.
UNESCO is a major source of international statistics by which countries can compare themselves. It has a database of
innovative education projects. Its International Institute for Educational Planning was created specifically to assist policy
makers, planners, and managers in developing countries. Most of the publications found on this site are not available in full-
text on the Web, but have to be ordered. This web site is also available in French.
UNICEF works for the protection of the rights of children throughout the world. It focuses on primary health care, basic
education, and sanitation in developing countries. UNICEF publications include State of the World's Children, International
Guidelines for Landmine and Unexploded Ordinance Awareness Education, and Transcending the Legacy of Apartheid. Most
of the current publications are available in full-text on the Web. The older publications must be ordered and that can be done
through the web site. The UNICEF web site is available in English, Spanish, and French.
USAID is the primary U.S. agency responsible for humanitarian aid and development assistance. Education and training are
one of its six principle areas of service. It provides grants, food aid, technical assistance, and evaluation services. Many of its
research and evaluation reports are available in full-text on the Web.
The World Bank is the largest source of development assistance in the world. It makes almost $30 billion in loans
annually, conducts extensive research on development needs, provides considerable training and technical assistance, and does
extensive evaluations of its operation. The World Bank now has 6,000 of its reports, or substantial executive summaries of
them, on the Web in full-text. These include background research on prevailing conditions, appraisal reports prior to the
making of development loans, and evaluation reports assessing the success and sustainability of the projects undertaken with
the loans. Most of the reports are in English, but some have been partially translated into Spanish, French, and Arabic.
!Download a Computer!
R esearch on nanotechnology (see below) is pointing in the results. " I'm betting on molecular electronics in the near
direction of constructing things of the size of few hundred term."
nanometers, or billionths of a meter. That is the span of few
atoms lined together. As a result, according to James
Ellenbogen of Metre Corp in Virginia, USA, (BusinessWeek,
August 1999), we will be able to use the Internet to download
not just software but hardware also. What Are Nanotechnology and Nanocomputers?
It should come as no surprise that UNESCO, the organisation Mongolian women. In that case,1 UNESCO spearheaded a
responsible for education and communication within the UN distance education project in which booklets and radios were
family, has long been advocating the use of new technologies distributed and the actual teaching took place via radio
in education. Within the last years, UNESCO has embraced broadcasts. Since radio broadcasts do not allow for interac-
the use of the new information and communication technolo- tivity they were followed up by visits by teachers who in this
gies (ICT). ICT is seen as having a great potential in the on- fashion could ensure that the message of the broadcasts had
going attempts to increase accessibility to knowledge. The been understood.
1996 Delors-report1 on education in
the twenty-first century recom- ICT becomes financially attractive
mended that adult and distance edu- UNESCO has embraced the use only when there is a sufficient popula-
cation be diversified and improved of the new information and com- tion base that can use the equipment.
through the use of ICT. This recom- munication technologies. That was not the case in Mongolia but
mendation was followed up in July fortunately it is in most other parts of
1997, when the member States of the world. UNESCO is currently co-
UNESCO confirmed their desire to strengthen the synergy sponsoring a pilot program to test the idea of Multipurpose
between the media, ICT and adult learning in the Hamburg Community Telecentres (MCT). The MCT’s aim at pro-
Declaration on Adult Education. viding communication and information facilities (phone, fax,
Internet, computers, photocopier, etc.) to local communities.
Whereas the World Bank and UNDP, as funding agencies, Initially this programme will be implemented in Benin, Mali,
can finance the infrastructure needed in most of the devel- Mozambique, Tanzania and Uganda.
oping world, UNESCO does not have that capacity. Our role,
therefore, must be to demonstrate in pilot projects or Again we find ourselves in a situation where we have an
through the use of seed money (limited as it may be) how emphasis on the infrastructure. Recently it has become more
ICT and other forms of technology can be used for the fur- and more recognised that the donor agencies also have a
thering of educational purposes. Furthermore it often falls on responsibility for securing reading material for the literate
UNESCO to provide the training needed for the use of the population so that they do not lapse back into illiteracy. An
infrastructure provided by the World Bank and other donors. upcoming UNESCO project in Bangladesh, Bhutan and the
Philippines aims at remedying this deficiency by using ICT
The examples below serve to show how UNESCO has tried to spread reading material, cheaply and fast. Through ICT it
to apply the most appropriate technology in a wide variety of is now possible to share information and decide locally what
cases. They are merely intended as a list of examples and are one wishes to print. Local printing capacity also creates an
neither supposed to be exhaustive nor represent an attempt to opportunity for income generating activities.
describe all the varied ways in which UNESCO uses tech-
nology in education. In conclusion, UNESCO strongly believes in the advantages
and potential of many of the new information and communi-
We of course carefully evaluate which technology will be cation technologies. It is, however, our duty to ensure that
most appropriate to meet a given need. In the green Gobi the two necessary conditions for ICT to deliver its full po-
desert of Mongolia, for example, there was not much point tential are met in each case, namely, the right level of the
in trying to establish a PC-network among the widespread applied technology, and the sufficiently trained personnel.
1
Learning: The Treasure Within, Jacques Delors et al., UNESCO, 1996.