Jordan

When I was back in school, and long before I had come across names like Wilbur Schramm or Manuel Castells, I remember learning about the power of new information  and communication technologies to help change societies. Even from the (perhaps rather limited) perspective of someone growing up in a prairie state in the American Midwest, whether it was the role of pamphlets in the American Revolution or the more contemporary examples of audiocassettes in the Iranian revolution or photocopiers helping to spread samizdat culture and messages in the countries of the former Soviet Bloc, it was clear that the emergence, adaptation and innovative uses of new 'ICTs' could help committed groups of people upend the existing status quo.

(Whether such 'upending' is a good thing or not depends, I guess, on your perspective, and the specific circumstances and context. Flip through the pages of UNESCO's Community radio handbook, for example, and you may well be inspired, but read a recent paper from a researcher at Harvard about the role of RTLM radio in the Rwandan genocide and you will be chilled to the bone. Technology is a magnifier of human intent and capacity, as my friend Kentaro Toyama likes to say.)

More recently, the events of the 'Arab Spring' have been popularly attributed, in part, to the use of new ICTs and ICT tools like Twitter and SMS. Whether or not one agrees with this attribution (and about this there is much scholarly debate), there is no denying that rhetoric around 'ICTs' and the Arab Spring has increasingly marked and colored discussions about the use of educational technologies in many Arab countries. In announcing a recent report documenting technology use in education in the region, for example, the UNESCO Institute for Statistics (UIS) begins by noting that, "Against the backdrop of the Arab Spring, arguably the most significant ICT-assisted “learning” phenomena of the recent past, data from five countries provide a snapshot of ICT integration in education." It continues:

"Great strides have been made in the last decade to harness the power of Information and Communication Technologies (ICT) to help meet many development challenges, including those related to education. However, evidence shows that some countries in the Arab States continue to lag behind in fully implementing ICT in their education systems.
 
According to a UIS data analysis, which was based on a data collection process sponsored and conducted by the UNESCO Communication and Information Sector and the Talal Abu-Ghazaleh Organization (TAG-Org), policies for the implementation and use of ICT in primary and secondary education systems have not necessarily translated into practice. This is revealed in the newly released data from five participating countries."

Results from this data analysis were recently published by UIS in Information and Communication Technology (ICT) in Education in Five Arab States: A comparative analysis of ICT integration and e-readiness in schools in Egypt, Jordan, Oman, Palestine and Qatar [pdf], one part of a larger multinational effort to collect and analyze basic data related to ICT use in education around the world (results from a similar exercise in Latin America, also led by UIS, were featured on the EduTech blog last week; recent posts have also looked at related sorts of efforts in Europe and Central and West Asia).

As part of engagements with ministries of education around the world, I am often asked to provide lists of countries considered to be 'best practice examples of ICT use in education'. I am asked this so often that I thought I'd provide a representative list here to help point people in some useful directions, in case doing so might be of any interest.

But before I get to the list ...

First, I'd like to say that I prefer the term 'good practice' to 'best practice'.  This may seem to be unnecessary semantic nitpicking, but in many if not most cases and places, learning from and adapting 'good' practices is often much more practical -- and more likely to lead to success.  

And: Given that many initiatives seem immune to learning from either 'best' or even 'good' practice in other places, I am coming to the conclusion that it may be most practical to recommend countries that have had 'lots of practice' (of any kind).  Is this ideal?  Obviously no -- but it tends to yield better results. For whatever reason, there appears to be a natural learning curve that accompanies large scale adoption of ICTs in the education sector in many countries, and that there is an important element of 'learning by doing' that appears to be important, even if this means 'repeating the mistakes' of others. (This is a process often known in international development circles as 'capacity building'.)