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How National Challenges Can Impact International DecisionsThe ICT in Education Survey and the Relevance of Statistics for Evidence-Based Policymaking
ONLINE EDUCA BERLIN20TH INTERNATIONAL CONFERENCE ON TECHNOLOGY SUPPORTED LEARNING & TRAINING
Berlin | 4th of December 2014
Who we are and what we do…
Latin America and Portuguese speaking African countries
Produces ICT indicators and statistics through ICT standalone surveys.
Promotes the use of ICT statistics for policymaking and academic research.
Monitors socioeconomic impacts of ICTs.
Facts and figures: basic education
and ICT access and use in Brazil…
Population: 202.6 million
85% living in urban areaSource: IBGE 2014
Source: CGI.br, ICT Household Survey 2013
Source: CGI.br, ICT in Education Survey 2013
49% Households with computers43% Households with Internet access51% Individuals are Internet users
Public schools:82% have computer labs95% public schools have Internet access 6% have computer in the classroom
Source: MEC/INEP, Census 2012
192.676 schools in basic education;
51 million of students enrolled in basic education;o 83,5% public schools.o 16,5% private schools.
2 million teachers in basic education.
…a very diverse country!
Why are statistics relevant for
evidence-based policymaking?
Policy and Practice DilemmaCohen, David
“Good policy requires good statistics at different stages of the
policymaking process.” (Scott, 2005)
“The impact of policy can bemeasured with good statistics.
If policy cannot be measured it isnot good policy.” (Othman, 2005)
…to reduce the gaps in translating policy into practice.
o Reliableo Policy relevanto Timelyo Accessibleo Cost-effectiveo Interdisciplinary
Policymaking
ICT4E Statistics and
Indicators
Internationally comparable
data
Policy-relevant data analysis
o Infrastructureo Access and useo ICT skillso Online activitieso Barriers and
motivations
ICT surveys to produce relevant statistics and data analysis.
Important policies for ICT in
Education in Brazil…
PROINFO: National Program of Educational Technology
PROUCA: One Laptop per Child Program (Pilot)
PNBLE: Broadband in School Program
Policies implemented by the Brazilian Ministry
of Education
National ICT in
Education Policies
What is the ICT in Education survey?
20142011 2012 2013
Articles on ICT4E Methodological report
Analysis of results ICT4E Indicators
20102009
Survey planning phase
STAKEHOLDERS
ICT in Education Survey
Stakeholders
o Target populationo Methodological approacho Dimensions to be measuredo Definition of Indicatorso Questionnaires
Methodologicalapproach
Data collectionmethods
Targetpopulation
Public and private schools in urban areas
Quantitative Qualitative
Teachers
Students
Principals
Director of Studies
Structuredquestionnaires
Observation
In-depth Interviews
ICT in Education Survey
Methodological approach
Administrative / management activities
ICT Infrastructure Barriers preventing ICT
use
Coordination and planning activities
Barriers preventing ICT use
ICT skills ICT training Online activities Barriers preventing use OER
ICT Skills ICT training Online school activities
SCHOOL PRINCIPALS TEACHERS
DIRECTOR OF STUDIES STUDENTS
Demographics, Access and Use of ICT Indicators
ICT in Education Survey
Dimensions of the survey
Some findings:
…infrastructure and technology are
not enough, lack of pedagogical
models and teacher ICT skills…
Infrastructure gapo Quantityo Qualityo Location of access
Teachers ICT skill gap
…gaps in Brazilian ICT in Education policies
POLICY
PRACTICE
Gap
95% of public schools
with computers have Internet access
78% of public school teachers,
low speed connection to the Internet is the main barrier to the adoption of ICT as pedagogical tools
57% of public schools have
connection speeds of up to 2 Mbps
82% of public schools in urban areas have computer labs
Public schools have on average 20 installed and working desktop computers
and an average of 653 students per school
80% of public school teachers state that the insufficient number of computers hinders the pedagogical use of ICT with students
ICT Infrastructure
Perception of Quality
Source: ICT in Education Survey 2013, CGI.br (2014)
ICT infrastructure in
Public schools
Location of installed computers Most frequent location for computer
and Internet use in activities with students
DIRECTOR OF STUDIES’ OR PRINCIPAL’S OFFICE
IT LAB
TEACHERS’ ROOM OR MEETING ROOM
LIBRARY OR STUDY ROOM
CLASSROOM
OTHER Source: ICT in Education Survey 2013, CGI.br (2014)
Location of Internet access and
Internet use in schools
Teacher Training
47% of public school teachers have
received formal ICT training during Tertiary Education
58% of Mathematics teachers have received training
36%
of Portuguese teachers have received training
ACTIVITIES CARRIED OUT WITH STUDENTS% of the total number of public school teachers
TEACHING TO USE COMPUTERS AND THE INTERNET
PROJECTS OR ASSIGNMENTS ON A SPECIFIC THEME
SEARCH FOR INFORMATION IN BOOKS, MAGAZINES OR ON THE INTERNET
PRODUCTION OF MATERIALS BY STUDENTS
PLAYING EDUCATIONAL GAMES
Source: ICT in Education Survey 2013, CGI.br (2014)
Pedagogical use of
ICT
