ICT in Education Toolkit Version 2.0a
September 2006
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Tool 2.1: Identification of Educational Areas for ICT Intervention
1 Identification of Priority Areas
Establishing Priority Educational Areas
Revising Lists for Educational Goals
Revising Lists for ICT interventions
Revising Lists for Dynamics for Change
2 Diagnosis of Constraints, Issues and Bottlenecks
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Toolbox 2:
Development of an ICT-Enhanced Program
2.1 Identification of Educational Areas for ICT Intervention
2.2 Formulation of ICT Policy Interventions
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  Step 4. Revising Educational Priority Lists in Light of Dynamics for Change

Retrieve and print from the Filing Cabinet the following files related to Tool 1.4

Dynamics for change at the system level (Summary)
Dynamics for change at the system level (Summary)

On the basis of this information, the Team should be able to decide the scope of the parameters of each area for which an ICT intervention is contemplated. What scope do the dynamics of change at the system level and school level tolerate? If the indicators of modalities of decision making, readiness and attitudes are all on the conservative, low and negative side, the Team may wish to consider limiting the number of priority areas as well as narrowing the scope of a priority item. On the other hand, if the indicators are progressive, high and positive, the Team may allow for a large number of priority items as well as wide scopes of priority areas. If the indicators are somewhere in-between, then the Team may consider in-between scopes.

Based on the above analysis, the Facilitation Team should use its judgment to further revise the priority lists by performing any of the following two activities

  • Deleting items to bring the scope of priority areas to a tolerable level
  • Clicking on the Title of the Priority Item and editing the descriptors to reflect tolerable scope levels, by means of revising the scope of any or all of the following: educational levels, geographic areas, target populations, curricular emphasis, and problem focus.
Before finalizing the revisions at this stage, the Facilitation Team may seek further input from ICT-in-education experts or individuals/institutions with relevant experience regarding the potential of ICT interventions in advancing the educational objectives in the different priority areas. The Team may download the priority lists and send them to such individuals seeking their informal advice.
Priority Item List

Enhancing quality of learning
Improving facilities for teaching and learning process

Expanding educational opportunities
Reviewing the option alternatives in the school

Improving policy planning and management
Review Policy planning processes


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