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Data-driven Information and Communication Technology Planning for Schools,
Divisions, and Regions
Ma. Mercedes T. Rodrigo, Ph.D.7 September 2006
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Data-driven Decision Making
• Gathering of information to guide planning
• Removes guesswork and emotion
• Plans are more deliberate and focused
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National Strategic Planning Initiative for ICTs in Basic Education
• Launched in 2005
• Response to calls for reform
• Recognition of the potential benefits of ICTs
• Called for the development of appropriate, effective, and sustainable ICT plans
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Appropriate, Effective and Sustainable: How?
• Base decisions and plans on data
• Environmental scan: detailed examination of internal and external ICT resources
• Documents strengths, weaknesses, opportunities, and threats
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Data on Strengths
• Internal resources that help institutions attain their goals
• E.g. new equipment in the computer laboratory
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Data on Weaknesses
• Internal hindrances to goals
• E.g. lack of trained staff
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Data on Opportunities
• External resource that can help achieve targets
• E.g. free training from local colleges or universities
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Data on Threats
• External hindrance to goals.
• E.g. obsolescence
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Scope and Instrumentation
• ICTs: radio, cassette tape recorders, television, computers, and the Internet
• Instructional uses• Non-instructional
uses• Survey forms• FGDs
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Questions to Ask
• Basic utilities• Current facilities• Extent of use of ICT
facilities• Attitudes towards ICTs• ICT skill levels• ICT needs and desired
uses• Perceived obstacles
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Basic Utilities
• Electricity• Telecommunication• Cable television• Internet service
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Current ICT Facilties
• Hardware– Televisions– Radios– Video players– Computers and
peripherals
• Software– CDs– VCDs, DVDs
• Subscriptions– Cable– Internet
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Extent of ICT Facilities
• Who uses?• How often?• For what?
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Attitudes Towards ICTs
• Determinant of success of ICT integration
• Positive or negative attitudes?
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ICT Skill Levels
• Inventory of ICT skills of faculty, administrators, and non-teaching staff
• For technical staff– Ability to use– Ability to troubleshoot,
maintain, and repair
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ICT Needs and Desired Uses
• Data from FGDs• ICT applications that
are not yet used • Opportunities for
further integration
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Perceived Obstacles
• Problems or issues preventing ICT use
• Helps identify needs and opportunities for improvement
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Issues in data gathering
• Time issues– Staff is already
overworked
• Financial issues– External funding
required?
• Reliability of data– Cross-validate with
interviews and visits
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Data Analysis and Presentation
• Descriptive statistics• SWOT analysis• Case study• Report• Essential: connection
with ICT plans
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Example: ABC High School
• Current ICT facilities– ABC High School has 15
computers connected to the Internet
• Current ICT usage– Limited to computer literacy
training only– Computer laboratory is only
used for computer classes
• ICT skills and attitudes– Teachers are computer
literate. – They want to maximize use
of ICTs for teaching other subject areas
• Plan: To train teachers in the use of ICTs for Math and Science
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Example: XYZ High School
• Current ICT facilities– XYZ High School has 10 networked computers that
can access the Internet.
• ICT skills and attitudes– None of the teachers, administrators, or staff are
computer literate.– The Mayor is excited about technology
• Plan: To request the Mayor’s office for funding for teacher, administrator and staff training
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Essential: Connection with ICT plans
• Facts may be interesting but not relevant, e.g. status of the cafeteria
• Facts gathered should have a direct relationship with or effect on ICT plans, e.g. the availability of electricity and the usage of ICT facilities, the skill levels of the faculty and staff and their ability to support ICT activities.
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Conclusion
• Data to guide planning
• Basis for targets and proposed solutions
• Appropriate, effective, and sustainable ICT plans
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Acknowledgements
• Liezl Formilleza-Dunuan
• Ma. Celeste Gonzalez• Anna Leah F.
Macalincag• Ma. Thelma H. Tan• Victoria L. Tinio