ICT in Education Toolkit

Tool 3.3 Personnel Training
Estimation of Number of Personnel Who May Need Orientation/Training


Institution:
# of Institutions:
Personnel
Institution Administrator ICT Coordinator Teacher Media Technician Computer Technician*
By Institution
All Institutions

Data Collection Information
Annotations on data

Additional comments

 
  Estimation of Number of Personnel Who May Need Orientation/Training
 


This step is to estimate the number of personnel to be involved in the Project at the different geographic and institutional levels, and who may need orientation/training as a prerequisite for successful implementation of the ICT Project.

Step 1: Estimate the Scope of Personnel for Each Project Institution

The team, in consultation with local authorities, estimates for each Program Institution. Personnel include administrators, project coordinator, teachers, and technicians.

The Team may also consider the potential of training some students to maintain ICT infrastructure and hardware, thus lowering the required numbers of computer technicians.

Record the estimates for each institution by clicking on its name in the list below and completing the form. Once the form is submitted a    appears next to the institution's name.

Personnel Involved in the ICT Project at Regional Levels


Geographic Area:
Personnel
Department Head Education Officer Supervisor ICT Coordinator Other

Other Roles (describe)
 
  Estimate Personnel Involved in the Project at the Regional Level
 


Step 2: Estimate the Number of Personnel Involved in the Project at the Regional Levels

The Team, in consultation with regional and central authorities, identifies the personnel - at each geographic area (as defined in Tool 2.2) - who may have influence on the implementation of the ICT Program, and who may need orientation about the purpose, potential, and elements of the Project. Such personnel include department heads, education officers, supervisors, ICT coordinators, etc…

Record the position/role and number of such personnel, for each geographic area (as defined in Toolbox 2.2) by clicking on its name in the list below and completing the form. Once the form is submitted a   appears next to the institution's name.

Personnel Involved in the ICT Project at Central Level


Training Needs at Central Level
Personnel
Department Head Education Officer Supervisor ICT Coordinator Other

Other Role (describe)
 
  Estimate Personnel Involved in the Project at the Central Level
 


Step 3: Estimate the number of Personnel Involved in the Project at the Central Level

The Team, in consultation with central authorities, identifies the personnel  at the central level  who may have influence on the implementation of the ICT Program, and who may need orientation about the purpose, potential, and elements of the Project. Such personnel include department heads, education officers, supervisors, ICT coordinators, etc…

Complete the form below with position/role and number of such personnel for the central offices.

Attitude Survey of Teachers and School Administrators at Institution Level


Strongly Disagree Disagree Agree Strongly Agree
1 2 3 4
Using television or computers to support a lesson may increase students’ motivation.
Our children need to have computers in school to be prepared for the marketplace
With supervision, children may learn much from surfing the Internet.
I (my teachers) should integrate the use of technology into lesson plans.
I enjoy using computers for my own work.
Having computers in schools is not enough for good education.
Girls can profit from the use of technology as much as boys.
The use of technology needs to be aligned to educational objectives and standards.
Television or computers in the classroom help teachers to enhance their lessons.
There are many different technologies that can be effectively used to improve education
Parents will support technology projects if well informed of the projects objectives.
I think that technology can help me (my teachers) to become a better teacher.
Television is a good tool to connect what I am teaching to real-life examples
The Internet increases our ability to connect our students with the world.
Technology in education is more than teaching students how to type, use the calculator and similar tasks.
With training and support I am willing to integrate technology into my lesson plans.
Having access to technology to support a lesson plan may create a richer learning environment.
Although I have never used technology to supplement education, I am open to try it.
It is not the technology that helps education, but how it is used.
Technology does not replace the teacher; it is simply a helping tool.
Attitude Survey of Teachers and School Administrators at Institution Level


Strongly Disagree Disagree Agree Strongly Agree
1 2 3 4
Using television or computers to support a lesson may increase students’ motivation.
Our children need to have computers in school to be prepared for the marketplace
With supervision, children may learn much from surfing the Internet.
I (my teachers) should integrate the use of technology into lesson plans.
I enjoy using computers for my own work.
Having computers in schools is not enough for good education.
Girls can profit from the use of technology as much as boys.
The use of technology needs to be aligned to educational objectives and standards.
Television or computers in the classroom help teachers to enhance their lessons.
There are many different technologies that can be effectively used to improve education
Parents will support technology projects if well informed of the projects objectives.
I think that technology can help me (my teachers) to become a better teacher.
Television is a good tool to connect what I am teaching to real-life examples
The Internet increases our ability to connect our students with the world.
Technology in education is more than teaching students how to type, use the calculator and similar tasks.
With training and support I am willing to integrate technology into my lesson plans.
Having access to technology to support a lesson plan may create a richer learning environment.
Although I have never used technology to supplement education, I am open to try it.
It is not the technology that helps education, but how it is used.
Technology does not replace the teacher; it is simply a helping tool.
 
  Mapping Personnel Attitudes: Institution Level
 


Step 1: Map Personnel Attitudes towards ICT-in-Education: Institution Level

Ask personnel in Program institutions - as identified in Element 1 of this Tool - to fill out the "Attitude Survey of Teachers and school Administrators"

Attitude Survey of Decision Makers and Planners at Regional and Central Levels


Strongly Disagree Disagree Agree Strongly Agree
Technology projects are complex and expensive.
Technology in education means putting computers in schools.
Technology is the solution for our educational problems.
The Internet is a dangerous place and our children should not be allowed access to it.
We need technology in schools to become competitive in the global market no matter how we use it.
Technology projects do not help women because they are generally afraid of technology.
Teachers are against technology and will not use it.
Technology in schools is a waste of money; we can solve our education problems without it.
We have not the appropriate infrastructure for a technology project.
The costs of connectivity are prohibitive; therefore, technology projects are not an option for us.
If we use technology, our children will be educated by machines instead of real teachers.
Computers or television in classroom will distract the students.
Books have all information that children and teachers need; the rest is luxury.
Low technology projects, such as radio, are outdated and out-of-question
Put a computer in the classroom and soon the children know what to do with it.
Attitude Survey of Decision Makers and Planners at Regional and Central Levels


Strongly Disagree Disagree Agree Strongly Agree
Technology projects are complex and expensive.
Technology in education means putting computers in schools.
Technology is the solution for our educational problems.
The Internet is a dangerous place and our children should not be allowed access to it.
We need technology in schools to become competitive in the global market no matter how we use it.
Technology projects do not help women because they are generally afraid of technology.
Teachers are against technology and will not use it.
Technology in schools is a waste of money; we can solve our education problems without it.
We have not the appropriate infrastructure for a technology project.
The costs of connectivity are prohibitive; therefore, technology projects are not an option for us.
If we use technology, our children will be educated by machines instead of real teachers.
Computers or television in classroom will distract the students.
Books have all information that children and teachers need; the rest is luxury.
Low technology projects, such as radio, are outdated and out-of-question
Put a computer in the classroom and soon the children know what to do with it.
 
  Mapping Personnel Attitudes: Regional and Central Levels
 

Step 2: Mapping Personnel Attitudes and Perceptions: Regional and Central Levels


Also ask personnel at regional level and central levels - as identified in Element 1 of this Tool - to fill "Attitude Survey of Decision Makers and Planners" 

The results give an indication of the intensity of need for orientation to deal with misconceptions about ICT and to develop positive attitudes regarding the potential and effectiveness of ICT in education.

Mapping of Skills in the Use of Technology for Education of Personnel in Program Institutions


Familiarity with use of radio/TV
Skill Area Totally unfamiliar Familiar Fluent
Program a VCR
Run a tape recorder
Connect VCR to a television
Record a tape or video tape

Familiarity with computer systems
Skill Area Totally unfamiliar Familiar Fluent
Operate a computer
Connect computer to a projector
Solve common printing problems
Use of camera or camcorder to create videos
Scan a document

Familiarity with Software Applications
Skill Area Totally unfamiliar Familiar Fluent
Use word processor for writing only
Use of formatting features in word processor
Use formulas/functions in a spreadsheet
Use graphic features in word processor or spreadsheet
Format/initialize a disk
Use simulation software
Install/uninstall application software
Download/upload compressed files (ZIP)
Create electronic presentation
Create a query in a database
Create macros on spreadsheet
Create newsletters using desktop publishing software
Create relational database

Familiarity with the Internet
Skill Area Totally unfamiliar Familiar Fluent
Use search features on the Internet
Create bookmarks
Send/receive e-mail
Open/attach documents to e-mail
Subscribe/unsubscribe and participate in mailing list (LISTSERV)

Familiarity with ICT in education
Skill Area Totally unfamiliar Familiar Fluent
Used educational radio or audio tapes for teaching
Used educational television or videos for teaching
Used educational software
Used educational material from the web
Used educational CDs
Mapping of Skills in the Use of Technology for Education of Personnel in Program Institutions


Familiarity with use of radio/TV
Skill Area Totally unfamiliar Familiar Fluent
Program a VCR
Run a tape recorder
Connect VCR to a television
Record a tape or video tape

Familiarity with computer systems
Skill Area Totally unfamiliar Familiar Fluent
Operate a computer
Connect computer to a projector
Solve common printing problems
Use of camera or camcorder to create videos
Scan a document

Familiarity with Software Applications
Skill Area Totally unfamiliar Familiar Fluent
Use word processor for writing only
Use of formatting features in word processor
Use formulas/functions in a spreadsheet
Use graphic features in word processor or spreadsheet
Format/initialize a disk
Use simulation software
Install/uninstall application software
Download/upload compressed files (ZIP)
Create electronic presentation
Create a query in a database
Create macros on spreadsheet
Create newsletters using desktop publishing software
Create relational database

Familiarity with the Internet
Skill Area Totally unfamiliar Familiar Fluent
Use search features on the Internet
Create bookmarks
Send/receive e-mail
Open/attach documents to e-mail
Subscribe/unsubscribe and participate in mailing list (LISTSERV)

Familiarity with ICT in education
Skill Area Totally unfamiliar Familiar Fluent
Used educational radio or audio tapes for teaching
Used educational television or videos for teaching
Used educational software
Used educational material from the web
Used educational CDs
 
  3. Mapping of Skills in the Use of Technology for Education of Personnel in Program Institutions
 


Personnel directly involved in the use of technology within the ICT project need to have the skills to use this technology. Before planning the training content in this area, it is important to determine the existing level of technological skills of personnel who will be directly involved in the use of the technology (Teachers/facilitators and ICT coordinators.) For instance, a school administrator must have a positive attitude toward technology to support the project, but does not need to know how to use technology; while a teacher does.

Ask the personnel in Program institutions (as defined in element 1 of this Tool) - to fill "Technology Skills Survey" below



 
  4. Addressing Needs: Orientation/Training Programs
 


To prepare the personnel for effective implementation of the ICT Program, a program of orientation and training must be provided to the personnel identified above. The program should take into consideration two things:

  • The attitudes/perceptions and skills of targeted personnel (as surveyed in Sections 2 and 3 above)
  • The desirable knowledge, attitudes and skills that they should have in order to ensure successful and effective implementation of the Project.

The Team, in consultation with specialists in training and in the different areas of the ICT program (such as hardware, contentware, using ICT for teaching/learning, etc.), plans for four types of orientation/training programs:

  • Orientation of Central and Regional Staff
  • Orientation and Training of the Administrators of the Program institutions
  • Trainingg of Teachers/facilitators and ICT Coordinators
  • Training of Media and Computer Technicians

The development of the actual curriculum and the running of the programs will take place at the appropriate times during the implementation phase of the Project.

Orientation/training Programs
1. Orientation of Central and Regional Staff
Target: This program targets the personnel identified in Step 1.2, and takes into consideration their attitudes as measured in Step 2.3.
Program: The Orientation Programs should cover the following topics.
1.
Value of ICT for Education - The elements of ICTs for Education: Analytical Review corresponding to the educational objectives of the Project. Using the relevant Resources from ICTs for Education: Resources will be motivating and helpful.
2
Objectives and elements of the ICT Project as articulated in Tool 2.2
3
Elements of the implementation plan as outlined in Tool 5.2 (Master Plan) and corresponding Toolboxes under "Planning for Implementation."
Duration : This program may require 2-3 days.

Orientation/training Programs
2. Orientation and Training of the Administrators of the Project Institutions
Target: This program targets the administrators identified in Step 1.1, and takes into consideration their attitudes as measured in Step 2.1.
Program: The Program for this group should cover the following topics:
1.
Value of ICT for Education - The elements of ICTs for Education: Analytical Review corresponding to the educational objectives of the Project. Using the relevant Resources from ICTs for Education: Resources will be motivating and helpful.
2.
Objectives and elements of the ICT Project as articulated in Tool 2.2
3.
Elements of the implementation plan as outlined in Tool 5.2 (Master Plan) and corresponding Toolboxes under "Planning for Implementation."
4.
How to plan for acquisition and maintenance of ICT infrastructure, equipment and contentware.
5.
If ICT for management is included in the ICT Project, training in the use of this component.
Duration : Topics 1-4 may require 2-3 days; Topic 5 may require 3-4 days
Orientation/training Programs
3. Training of teachers/facilitators and ICT coordinators
Target: This program targets the teachers/facilitators identified in Step 1.1, and takes into consideration their attitudes as measured in Step 2.1 and their skills as measured in Step 2.2.
Program: The program covers two segments:
Orientation: The program covers the following Topics:
1.
Value of ICT for Education - The elements of ICTs for Education: Analytical Review corresponding to the educational objectives of the Project. Using the relevant Resources from ICTs for Education: Resources will be motivating and helpful.
2.
Objectives and elements of the ICT Project as articulated in Tool 2.2
3.
Elements of the implementation plan as outlined in Tool 5.2 (Master Plan) and corresponding Toolboxes under "Planning for Implementation."

Skill Training in:

1.
Use of equipment and software selected for the Project, including learning management systems
2.

Technical and pedagogical use of contentware acquired and/or developed for the Project
3.
Surfing the web for education resources, objects and assets, guided by Tool 4.3 (where connectivity is possible)
4.
Using collaborative instruments where feasible, such as email, chat rooms, etc.
Duration: The orientation segment may require 2-3 days; the skill training program may require 5-10 days

Orientation/training Programs
4. Training of Media and Computer Technicians
Target: This program targets the technicians and designated students identified in Step 1.2.
Program: Normally technicians have a satisfactory background in technical skills. However, they need to become well acquainted with the specific features of the ICT Project to be of value to the administrators, instructors and learners in the Project institutions.

They should therefore, join the program for administrators, for the following topics:

  • How to plan for acquisition and maintenance of ICT infrastructure, equipment and contentware.
  • If ICt for management is included in the ICT Project, training in the use of this component.

Similarly, they should join the program for teachers/facilitators, for the following topics:

  • Use of equipment and software selected for the Project, including learning management systems
  • Technical and pedagogical use of contentware acquired and/or developed for the Project

Experts developing the content of the training program for teachers and facilitators may benefit from the following reference:

  • Sam Carlson and Cheick Tidiane Gadio. 2002. "Teacher Professional Development in the Use of Technology". In Wadi D. Haddad and Alexandra Draxler. Technologies for Education: Potentials, Parameters, and Prospects. Paris: UNESCO and Washington, D.C.: Academy for Educational Development.
  • The International Society for Technology in Education (ISTE) - Recommended Foundations in Technology for All Teachers: http://www.iste.org/

 
  OUTPUT OF THIS TOOL
 

The application of this tool generates the following files:

These files are saved in the Country's Filing Cabinet. They may be accessed anytime from the Filing Cabinet or from the above list by clicking on the specific file.

If any documents have been uploaded to the Team Bookshelf, they may be accessed at anytime.

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