Monitoring and evaluation

of ICT for education impact:

a review
Robert B. Kozma
 Measuring impact of ICT in
education
• Student outcomes
• Teacher and classroom outcomes
• Schools and increased access of
community members
• If everything is in place – ICT sources &
training
– What have we learned from these
experiences?
– To what extent has the potential of ICT
been realised?
 Student outcomes (1 of
3)

• Impact on learning of school

subjects
– no consistent relationship between
availability or use of ICT and student
learning/scores/tests
– negative relationship between the
availability of computers in the home
and achievement scores
– communication or educational uses of
home computers - a positive
relationship with achievement
 Student outcomes (2 of
3)

• Student motivation and new

skills
– positive effect on student
motivation, attitudes toward
technology, instruction, or the
subject matter
– ICT can support the learning of such
skills as
• technology literacy, information
management, communication,
• working in teams, entrepreneurialism,
• global awareness, civic engagement,
 Student outcomes (3 of
3)

• Impact on diverse students

– increased knowledge of school
subjects and new skills, including ICT
skills – girls
– boys have more experience with
technology than girls and that girls are
more anxious about technology than
boys
– students with disabilities, indigenous
(minority language speaking) students
– students from low income homes -
student-centered pedagogy - growth
in their sense of self esteem and
 Teacher and classroom
outcomes (1 of
2)
• Impact on teacher skills and
motivation
– two years of face-to-face training
consisting of at least 100 hours (Chile)
• use computers for professional, managerial,
out-of classroom
– 200 hours of teacher training (World
Links )
• use ICT, Internet for teaching and
learning, use of tele-collaborative learning
projects
• integration of ICT into the curriculum and
teaching, and innovative pedagogical
 Teacher and classroom
outcomes (2 of
2)
• Impact on classroom practice
– case studies conducted in 27 countries
• administrative support, teacher training, and
supportive plans and policies
– changing their classroom practices
• conducting research, gathering and
analysing information, collaborating with
students, and communicating with parents,
communities,
• constructivist pedagogy, develop students’
cognitive skills and creativity
– barriers to ICT-supported
• lack of time in the curriculum and school
day, lack of skilled personnel, and lack of
infrastructure - including power,
telecommunication access, and Internet
 Broader contextual
outcomes (1 of
2)
• Impact on schools
– Can introduction of ICT into schools
significantly transform school
organisation and culture?
• robust teacher training
• learning theories
• changing pedagogical practice
• changing assessment approaches
• accountable and responsible leadership
• on-going research
•
 Broader contextual
outcomes (2 of
2)
• Impact on communities
– Introduction of ICT via community
technology centers or multimedia
centers
• radio, video, computers, and Internet
access
• information and services related to ICT
skills,
• adult literacy, and education for out-of-
school youth
• impact research is needed
 GautengOnline project
• Research output
– Dagada – UJ MEd study
– Kyama – Project manager GDE
– www.gautengonline.gov.za
– www.gautengonline.com
– http://
www.gautengonline.gov.za/web/guest/hom
–
–
 Khanya project
• Research output
– Critical success
– Case study
– http://www.khanya.co.za/index.php

 Assignment 2B
Due date: 12 May 2010
• Read: Kozma, B: Monitoring and evaluation of ICT for
education impact: a review (In: Wagner et al, 2005.
Monitoring and Evaluation of ICT in Education Projects.)
•  
• Kozma identifies several ways in which ICT’s
can and should impact education. In the
context of his article, critically evaluate the
GautengOnline and Khanya projects in South
Africa.
•  
• Maximum 800 words
• (20)

• practicalemd@gmail.com