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Surveying ICT use in education in Asia

Michael Trucano's picture
we're not all uniform in our use of ICTs
we're not all uniform in our use of ICTs

If you've ever been involved in discussions about current uses of technology in education -- and, given that you are currently reading a post on the World Bank's EduTech blog, it's probably safe to assume that you have -- you've probably noticed that, at some point in the back-and-forth, someone will inevitably be unable to resist talking about what's coming next. The history of technology use in education is, in part, a history of predictions about the use of technology in the future.

For the past few decades, many people around the world have almost instinctively looked toward Asia to get glimpses and insight into what the next wave of consumer technologies might look like and do, and how young people might use them. From the 'computer nerds' who frequented the Akihabara section of Tokyo in the 1980s to the young Filipinos whose affinity for SMS earned their country its designation as the 'texting capital of the world' around the turn of the century to today's designation of Indonesia as the 'social media capital of the world', the center of gravity for emerging uses of new technologies by young people has often been in the East. It is indeed no coincidence that the World Bank has co-sponsored an annual event bringing education policymakers to Seoul each fall to help discuss and plan for their country's potential uses of new technologies in schools in the future.

Of course, the stereotypically tech-savvy, mobile-phone wielding, hyper-connected youth in the big cities of East Asia, reviewing vocabulary on their smartphones while commuting on the subway or studying to the wee hours of the night on broadband connections at home, occupy one end of a very wide and diverse spectrum. Rural youth for whom the Internet is more aspiration than avocation and whose schools may not even have electricity, let alone a computer, or for whom 'computer time' means the two hours a month spent in a crowded school computer lab learning how to use a word processing program while waiting, waiting, waiting for their desperately slow Internet connection to bring up a single web page: Such young people and circumstances represent the reality of current technology use in education across Asia as well.

If we hypothesize that many future uses of technology in education might first appear in Asia, where might we want to look to get some first glimpses as what is likely to come to our own schools (wherever they may be)? If you want to know what a place might look like tomorrow, a good place to start might be by looking at what things look like there today.  With that in mind:

How and to what extent are countries across Asia currently utilizing information and communication technologies (ICTs) in their education systems?

Two recent publications from UNESCO provide much useful data and documentation to help those trying to come up with possible answers to this question.

Big Data in Education in 2025: A Thought Experiment

Michael Trucano's picture
all this talk of petabytes and exabytes is making me confused .... and hungry
all this talk of petabytes and exabytes
is making me confused .... and hungry

Each January, about 85 government ministers or so -- together with some members of their staffs, leaders of the education departments in international organizations, large NGOs and multinational companies, and other 'high level decision makers' -- gather in London to speak informally about topics of common interest during the Education World Forum, which bills itself as the 'world's largest gathering of education and skills ministers'. It's a rather unique and impressive collection of people with the power to make decisions affecting hundreds of millions of students and teachers around the world. This annual meeting was previously called the 'Learning and Technology World Forum'; despite dropping the word 'technology' from its official title a few years ago, talk of tech was inescapable during this year's Forum, whether onstage or in the hallways. If I were asked to identify three general themes that permeated discussions throughout this year's three-day event, they would be 'technology', 'systems' and 'data'.

For many groups, the Education World Forum offers a high profile venue to announce new initiatives, launch new publications, and present findings from recent research. My boss at the World Bank, Elizabeth King, for example, officially launched a new 'SABER' education data technology tool during her keynote speech on the second day ("When it comes to learning, education systems matter"). While the links between these three themes were perhaps not always explicit in Beth's speech, the important role that new technologies will play in helping education systems to collect and analyze key data about the health of the education system, especially as pertains to whether or not students are learning (and, if so, how), was echoed and amplified by many of the other speakers in both EWF plenary sessions and related side events.

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While the Forum has become increasing open over the years, embracing the use of social media throughout much of the agenda, for example, and quickly making available on YouTube key speeches and presentations, the off-the-record ministerial exchange sessions that happen on the second day are, as per the EWF social media policy, meant to be a largely Twitter-free zone. The hope is that, if/when/where given space to ask the 'dumb' questions of their peers, and freed from having it reported that someone, in response, provided some 'dumb' answers, Forum participants might feel comfortable enough to have what turn out to be some rather smart conversations about topics for which they had not been prepped, and about which no formal position papers had been prepared back home.

At one of the informal Forum ministerial exchange sessions a few years ago, rather exasperated that much of the conversation was concentrated on discussions of the lowest costs that various countries had paid for student laptops, I posed the following scenario, and question, as a sort of 'thought experiment':

Surveying ICT use in education in five Arab States

Michael Trucano's picture

revisiting the past while looking to the futureWhen 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).

Surveying ICT use in education in Latin America & the Caribbean

Michael Trucano's picture

¡más computadoras, por favor!Almost a decade ago, delegates from over 175 countries gathered in Geneva for the first 'World Summit on the Information Society',  a two-part conference (the second stage followed two years later in Tunis) sponsored by the United Nations meant to serve as a platform for global discussion about how new information and communication technologies were impacting and changing economic, political and cultural activities and developments around the world. Specific attention and focus was paid to issues related to the so-called 'digital divide' -- the (growing) gap (and thus growing inequality) between groups who were benefiting from the diffusion and use of ICTs, and those who were not. One of the challenges that inhibited  discussions at the event was the fact that, while a whole variety of inequalities were readily apparent to pretty much everyone, these inequalities were very difficult to quantify, given the fact that we had only incomplete data with which to describe them. The Partnership on Measuring ICT for Development, an international, multi-stakeholder initiative to improve the availability and quality of ICT data and indicators, was formed as a result, and constituent members of this partnership set out to try to bridge data gaps in a variety of sectors. The UNESCO Institute for Statistics (UIS) took the lead on doing this in the education sector, convening and chairing a Working Group on ICT Statistics in Education (in which the World Bank participates, as part of its SABER-ICT initiative) to help address related challenges. At the start, two basic questions confronted the UIS, the World Bank, the IDB, OECD, ECLAC, UNESCO, KERIS and many other like-minded participating members of the working group (out of whose acronyms a near-complete alphabet could be built):

What type of data should be collected related to ICT use in education?

Not to mention:

What type of data could be collected,
given that so little of it was being rigorously gathered
across the world as a whole,
relevant to rich and poor countries alike,
in ways that permitted comparisons across regions and countries?

Comparing ICT use in education across all countries was quite difficult back then. In 2003/2004, the single most common question related to the use of ICTs in education I was asked when meeting with ministers of education was: What should be our target student:computer ratio? Now, one can certainly argue with the premise that this should have been the most commonly posed question (the answer from many groups and people soon became -- rather famously, in fact -- '1-to-1', e.g. 'one laptop per child'). That said, the fact that we were unable to offer globally comparable data in response to such a seemingly basic question did little to enhance the credibility of those who argued this was, in many ways, the wrong question to be asking. Comparing ICT use in education across all countries remains difficult today -- but in many regards, this task is becoming much easier.

Surveying ICT use in education in Europe

Michael Trucano's picture

igniting new approaches to learning with technologyOne consistent theme that I hear quite often from policymakers with an interest in, and/or responsibility for, the use of ICTs in their country's education system is that they want to 'learn from the best'. Often times, 'best' is used in ways that are synonymous with 'most advanced', and 'most advanced' essentially is meant to describe places that have 'lots of technology'. Conventional wisdom in many other parts of the world holds that, if you want to 'learn from the best', you would do well to look at what is happening in places like the United States, Canada, Australia, the United Kingdom, South Korea and Singapore. (Great internal 'digital divides' of various sorts persist within some of these places, of course, but such inconvenient truths challenge generalizations of these sorts in ways that are, well, inconvenient.) Policymakers 'in the know' broaden their frame of reference a bit, taking in a wider set of countries, like those in Scandinavia, as well as some middle income countries like Malaysia and Uruguay that also have 'lots of technology' in their schools. Whether or not these are indeed the 'best' places to look for salient examples of relevance to the particular contexts at hand in other countries is of course a matter of some debate (and indeed, the concept of 'best' is highly problematic -- although that of 'worst' is perhaps less so), there is no question that these aren't the only countries with lots of ICTs in place (if not always in use) in their education systems.

What do we know about what is happening across Europe
related to the use of ICTs in schools?

The recently released Survey of Schools: ICT in Education Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools provides a treasure trove of data for those seeking answers to this question. Produced by the European Schoolnet in partnership with the University of Liège in Belgium, with funding from the European Commission, the publication features results from the first Europe-wide survey of this sort across the continent in six years:

Analyzing ICT and education policies in developing countries

Michael Trucano's picture

find me some policies that I can learn from ... or else!For the last year or so, we have been collecting policy documents related to ICT use in education from around the world, with a specific interest in trying to document policy intent in developing countries, especially in East Asia. This is one component of a larger initiative at the World Bank called Systems Approach for Better Education Results, or SABER. As part of our SABER-ICT project, we are trying to help policymakers as they attempt to assess and compare their own policies against those of comparator countries around the world.  Here's a very real scenario:

An education minister approaches the World Bank and asks for help in formulating an 'ICT in education' policy, in preparation for what is intended to be a large scale investment in educational technologies.  She asks us:

What might be important to include in such a policy?

Comparing ICT use in education across countries

Michael Trucano's picture

still lots of questions ...At a fundamental level, attempts to answer many of the pressing policy questions we have about the use of ICTs in educational settings around the world -- and the impact of such use -- are complicated by the fact that we still do not have reliable, globally comparable data in this area.  As hard as it may be to believe -- especially given the large investments being made in this area and the increasing strategic importance of this topic in many countries -- basic answers to many basic questions about the use of technology in schools around the world remain largely unanswered.  Such questions include:

  • How many schools are connected to the Internet (and what is the quality of that connection)?
  • How many teachers have been trained to use ICTs?
  • How many schools have access to sufficient reliable power?
  • How many computers are being used for learning purposes in schools?
  • In what subjects are computers meant to be used, and to what extent?

 
This is about to change.

How to measure technology use in education

Michael Trucano's picture

one way to measure ... | courtesy of the Tango Desktop Project via the Wikimedia Commons ICTs are increasingly being used in education systems around the world. How do we know what the impact of such use is? How should we monitor and assessment the use of ICTs in education? How can, should and might answers to these questions impact the policy planning process?