ICT in Education Toolkit

Dynamics for Change at the School Level
Decision Making Modality: School Level


For each decision making element spectrum, there are four positions that fall along the continuum. Select one position that best describes the current decision making practice, although it may not represent every policy/plan decision


Problem-oriented




Goal-oriented
On one extreme of this continuum the decision aims to solve a particular problem identified by decision makers. On the other extreme the policy/plan decision is derived from a vision or goal set by legislation or authorities without necessarily addressing an existing problem.


Bottoms-up




Top-down
On one extreme of this continuum the decision is the result of a process of discussions and negotiations with interest groups and stakeholders. On the other extreme the decision is made by the educational authorities and passed down to stakeholders.


Decentralized




Centralized
On one extreme of the continuum decisions are made close to where actual implementation is to take place. On the other extreme, decisions are made at the central level.


Incremental




Comprehensive
On one extreme the preference is to make incremental decisions, focusing on a limited sub sector or area of concern and allowing for experimentation and adjustment. On the other extreme the preference is for comprehensive large-scale decisions that deal with the whole inter-related system allowing for economies of scale, high impact, and long-term solutions.

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  Decision Making Modality
 

Step 1: Decision Making Modality

Decision making for policy formulation, planning and implementation, is a complex and multi-faceted process. A decision making modality is usually a composite of a number of characteristics that fall over corresponding spectrums. For the purpose of this tool, four spectrums are identified:

The Facilitation Team may informally ask for the opinions of a representative group of school personnel about modalities of decision making in their respective institutions. On the bases of their input the team completes the form below.

For each decision making element spectrum, there are four positions that fall along the continuum. Select one position that best describes the current decision making practice, although it may not represent every decision.

If you wish to upload the completed Print Form document to the Filing Cabinet:

  • Download the print form onto your hard drive, complete and save;
  • Go to the Filing Cabinet and select "Upload documents for Tool …"
  • If you wish to replace a file, delete the old file first, and then upload the new version.
  • If you wish to have multiple versions of the same file, give each file a unique name, and follow the above process.

Characteristics of the Teaching/Learning Environment


Select one option that best describes the current school environment, although it may not represent every school.


Traditional/conservative




Innovative/progressive

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  Characteristics of the Teaching/Learning Environment
 

Step 2: Characteristics of the Teaching/Learning Environment

Review the following file from Tool 1.2 Profile of the Teaching/Learning Environment

On the basis of the summary information in the file, Profile of the Teaching/Learning Environment below, complete the following questionnaire.

Select one option that best describes the overall current school environment, although it may not represent every school level or location.

Degree of Preparedness of Schools to Support ICTs for education


Select one position that best describes degree of preparedness of the ICT sector to support ICTs for education.
  Our schools are not ready for ICT projects; before the project can be implemented, foundation work is needed.
  Our schools are moving toward readiness but foundation work must be an important part of any ICT project; in addition, considerable differences exist across regions and they must be taken into account.
  Our schools are moving toward readiness; expansion is already occurring; projects using simple technology (e.g. radio, television) can be implemented without much foundation work.
  Our schools are ready for ICT projects; some gaps still exist but they will not deter the implementation of any ICT project.

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  Degree of Preparedness of Schools for ICTs for Education
 

Step 3: Degree of Preparedness of Schools for ICTs for Education

Review the following file from Tool 1.3 Preparedness of the Education Sector for ICT Interventions

On the basis of the profile in the file, Preparedness of the Education Sector for ICT Interventions below , complete the form below.

Approach to Usage of ICT for Education

Select the option that best describes present approach to usage of ICTs for educational purposes of schools to support ICTs for education.

  Schools do not use ICTs or use ICTs for rudimentary instructional and managerial purposes. Technical support is not available.
  Schools make limited use of ICTs for enhancing core-content teaching and learning, and for storing school data. Technical support is moderately available.
  Schools use ICTs to make associations across school subjects and topics, and to analyze school data for decisions. Technical support is available on an ongoing basis.
  Schools use ICTs to tap external resources and participate in national and international projects, and to manage the leaching/learning process. Technical support is available as needed.

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  Usage of ICT for Education
 

Step 4: Usage of ICT for Education

Review the following file from Tool 1.3 Present Education Usage of ICTs REPORT

On the basis of the profile in the file, Present Educational Usage of ICTs Interventions, complete the form below. When you submit the form, the information will be incorporated into a summary file "Dynamics for change at the school level (summary)" and saved in the Filing Cabinet.

Attitude Survey of Teachers and School Administrators


Rate your agreement or disagreement with each statement below by using the scale next to it.
Strongly Disagree Disagree Agree Strongly Agree
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


Rate your agreement or disagreement with each statement below by using the scale next to it.
Strongly Disagree Disagree Agree Strongly Agree
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 Towards ICT-in-Education
 

Step 5: Attitude Toward ICT-in-Education

The purpose of this summary questionnaire is to provide a rough indication of the way school personnel perceive the importance and potential of ICTs for educational purposes. Such information is important in making decisions for ICTs in education. On the other hand, these attitudes may indicate the need for dialogue, orientation and training before embarking on ICT-enhancing interventions.

To measure the attitudes and perceptions decision makers and planners towards technologies for education, select a small representative sample of decision makers and planners and send them an attitude survey which they can fill out electronically. The Tool will summarize the results and make them available to you electronically.

 
  Summary
 

Output

The Tool summarizes your input regarding the five elements of the dynamics of change at the school level.

Dynamics for change at the school level (Summary)