| |
| Step 1. Establishing Priority Educational Areas Derived From National Priorities |
|
| |
Open and print the follow files.
Review thoroughly the information in these files, and, in light of this information, identify educational areas of pressing high priority and summarize in the corresponding forms, as described below:
For consistency throughout the Toolkit, priority areas will be listed by educational objective. The educational objectives have been grouped under eight categories and are defined and discussed in Resource Handbook 1: ICT-in-Education Essentials. Click on each link below to view explainations and related resources.
To create the list of pressing priority educational areas under a specific objective, click the "Create Priority Item". Every time a FORM is submitted, a List Item is created and its title appears under the Priority List, linked to that Item.
|
| |
| Step 2. Revising Educational Priority Lists in Light of Educational Goals and Plans |
|
| |
|
Access and Print from the Filing Cabinet the following files related to Tool 1.2:
Educational Goals and Plans
Use the information in these files to revise the priority lists generated in Step 1 by performing any or all the following three activities: :
- Adding priority items, by clicking on the "Create Priority Item" below
- Establishing the degree of priority/urgency of each priority item, by clicking on the corresponding title of the item in the list below
- Deleting priority items in light of the above analysis and expert input when applicable.
Expert input from knowledgeable individuals or institutions may be sought in one of two ways:
 The Team can download each list and send it to the designated persons to be complete the necessary questionnaires and return to the Team.
 The Facilitation Team sends the list through the Toolkit to designated individuals who will complete it online. Use the [Send out Survey] button. The Facilitation Team is able to view the results and save them.
|
| |
| Step 3. Revising Educational Priority Lists in Light of Potential of ICT interventions |
|
| |
|
Assess for each priority area in your revised list, the potential of ICT interventions in enhancing the achievement of the corresponding educational goals and related plans/initiatives. To do that, review for each item in the priority list the corresponding sections of the Reference Handbook, Part 2: Analytical Review, and Part 3, Resources (case studies and demonstrations) related to them. Click on each link below to view explanations and related resources. You may also use the search feature to find relevant information.
Team should use its judgment to further revise the priority lists by clicking on the appropriate priority item and either:
- Estimating the potential/value of ICT interventions in advancing the educational objectives by clicking on the corresponding title of the item in the List below or
- Deleting any priority items where the potential of ICT interventions is not clear or compelling.
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.
|
| |
| 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.
|
|
|
