Edu transformation
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Edu transformation
- 1. Education Transformation Research: Lessons Learned Across eLearning Programs Mariana Iribarne Corporate Affairs Manager Copyright © 2010 Intel Corporation. All rights reserved. Intel and the Intel logo are trademarks Septembernames and brands may be claimed as the property of others. and other or registered trademarks of 2011 countries. *Other 29 Intel Corporation or its subsidiaries in the United States 1 INTEL CONFIDENTIAL, FOR INTERNAL USE ONLY
- 2. Why Education Transformation? Systemic framework • Support and improve education • Increase national competitiveness • Prepare citizens for the 21st century workplace • Improve social cohesion Collaboration with governments worldwide to transform education 2
- 3. Research & Evaluation Continuous improvement of education reform for sustainable education transformation. 3
- 4. Current Research Context Education policy makers questions are shifting: 100% Laggards 16% 80% From: why invest in eLearning? To: how to best integrate eLearning? Late Majority 34% The Chasm 60% PC Adoption (K-12) 40% Early Majority 34% 20% Early Adopters13.5% 0% Innovators 2.5% 1985 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 We are2009 2011 here 2013 2015 2017 2019 2021 2023 2025 2027 2029 2031 2033 2035 2037 2039 2041 2043 2045 IDC Historical Data Adoption Curve Forecast CHALLENGE: GAP IN THE RESEARCH 4
- 5. HOW to best integrate eLearning Intel designed a new research methodology to address HOW to best integrate ICT. Research Value: • Guide eLearning Deployments • Mitigate Risk via real-time course corrections • Lessons learned and country examples intel.ly/toolkit-evaluacion 5
- 6. Guide to Monitoring eLearning Programs In collaboration with SRI & local evaluators 6
- 7. 7
- 8. Deployments Studied • Argentina, Conectar Igualdad Program – Presidential mandate with aligned federal vision, support and financing – Phased rollout of 3Mu to public secondary schools nationwide • Brazil, Pirai Municipal 1:1 Program – Municipal 1:1 eLearning program that informed federal UCA program – 5.5ku to all citywide schools, 560 teacher laptops • Macedonia, Computer for Every Child Program – National program organized Ministry of Information Sciences (MIS) – 55ku for students grades 1-3, 22ku netbooks for teachers • Portugal, Escolinha (Magellan) Program – National govt vision with strong ministry and initial financial support – Annual ~200ku rollout with 420ku distributed to students grades 1-4 (1st cycle) by end of 2009 • Turkey, Kocaeli Municipal 1:1 Program – City envisioned, managed & financed program – Annual 27ku rollout, 54ku to date, target 130ku by 2013 – MoE oversees distribution, pedagogic integration 9
- 9. Outcome: Deployment Framework Evaluation & Vision Planning Implementation Adaptation 10
- 10. Vision: Lessons Learned • Need for program champion • President, Prime Minister, Minister of Education, Minister of ICT • Establish program priorities, goals, indicators • Brazil: social inclusion, ed transformation • Portugal, Turkey, Argentina: social inclusion, local economic development • Macedonia: ed transformation, local economic development • Innovative funding models • Portugal: 3G spectrum auction proceeds • Brazil: local, low interest borrowing from federal fund; fixed-price, tax-free purchase from local manufacturer • Argentina (Buenos Aires): ICT solution as a service – monthly fee to supplier 11
- 11. Planning: Lessons Learned • Engage expanded set of stakeholders • Include constituencies critical to achieving stated goals • Need supportive educational leadership for pedagogical change • Independent program committees can arbitrate differences • Brazil (Pirai pilot): consensus approach with administrators, teachers, parents • Map objectives to actionable steps • Focus on in-school use (Macedonia) or family access (Portugal, Turkey) • Tailor content & training to target audience (Argentina) • Plan for feedback & adjustment mechanisms • Aim for bold vision but allow for mid-course corrections & innovation • Scale over time; incremental steps grow available pool of experts to smooth implementation • Turkey: focus on 6th grade and add one new class each year • Argentina: Monitoring and Evaluation Program for continuous improvement 12
- 12. Implementation: Lessons Learned • Sequencing of roll-out • Aim to have infrastructure (power, connectivity, security) in place before distribution • Teacher training should be timed with distribution • Ongoing need for development & distribution of relevant digital content • Stakeholder engagement and training • Engage key stakeholders (teachers, administrators, parents) • Brazil: temporary distribution halt to provide additional teacher training • Argentina: online teacher trainings; annual teacher awards • Training should focus on both ICT skills and pedagogical strategies • Operations and management • Plan for ongoing maintenance (HW & SW) 13
- 13. Evaluation: Lessons Learned • Need for ongoing formative assessment as feedback loop • Argentina: ongoing qualitative monitoring of deployments to enable adjustments over time • Summative assessment also important but longer term • Portugal: engaging third-party monitoring to assess effectiveness; began in years 2-3 of program implementation • Try to capture learning from both planned activities and unplanned adaptations • Source of ideas for future innovations • Ensure learning is disseminated broadly 14
- 14. Education Transformation Argentina Argentina wants to be seen as the Latin American leader for digital inclusion. Nationwide • 1:1 eLearning at 250,000 high schools, with plans to reach three million students • Intel® Teach: 100,000 teachers learn to integrate technology and 21st-century skills into classrooms • National and regional purchase programs for students, teachers, and community members • Students developing 21st century skills 15
- 15. Conectar Igualdad Program Argentina Challenges • Teaching & education quality • Education inequality & digital literacy gap • Economic development Solutions BKM • Secure funding • Strong leadership • Large-scale, country wide • Independent oversight rollout of netbooks • Early consideration of all • Strong collaboration components to transform • federal & provincial education • public & private 16
- 16. Call to Action • Take measures steps toward visionary goals, but leave room for innovation. • Develop a feedback loop with real-time formative assessment • Practical realities require course correction • Scale over time • Engage a broad cross-section of stakeholders. • Seek balance of timeline & stakeholder buy-in • Plan for horizontal and vertical coordination • Form a third-party organization for program coordination • Adopt a distributed model for program preparation. Assume flexible stance. 17
- 17. Join our research community! intel.ly/edtransformation http://www.intel.com/about/corporateresponsibility/education/transformation/index.htm 18
- 18. Thank You 19 INTEL CONFIDENTIAL
Editor's Notes
- Systemic framework to support and improve educationIncrease national competitivenessPrepare citizens for the 21st century workplaceImprove social cohesion
- To address the question of HOW to best integrate eLearning, Intel designed a new research methodology and launched a new research initiative.The key outcome of this research is an approach and set of analytic resources that can be used across education technology integration efforts for planning, assessing, describing progress and, if necessary, for recommending course corrections. In summary:It is a process to guide eLearning DeploymentsIt Mitigates Risk and increases the probability of success by tracking real-time progress to make course correctionsIt identifies key lessons learned across deployments worldwide.
- This Standard Research Design and Toolkit is intended to be adaptable to multiple settings, levels of effort, and capacities of research teams. Our suggested research activities are in the following steps:• Establishing the setting, which focuses on gathering background information about both the integration context and aspects of the rollout.• Customization of the integration research, whereby local researchers draw from the Standard Integration Research Design and Toolkit to select data collection activities and modify the data collection instruments.• Participant recruitment, which is done using techniques that are congruent with the size and the purpose of the integration research in any given setting.Design Overview• Data collection, which entails research activities (primarily interviews with participants and observations of technologyuse) to better understand the enactment of the integration and the changes that result in policy and practice.• Analysis and reporting, in which local researchers use a variety of analytic and reporting templates to synthesizedata, identify critical success factors and course corrections, and draw connections between enactment andchange; this step draws from interim findings reported to Intel and may also include a comparative global roll-up.• Post-analysis, which involves iteration of the toolkit. Design Overview. Although some research activities will be common to all educational technology integration settings, others will apply only to selected settings, warranted either by the nature of the integration or other parameters of integration research (such as resources available and capacities of local researchers). Exhibit 1 indicates essential activities; activities appropriate for some contexts, as determined by the size and the level of effort of the technology integration; and activities for greater depth, typically to be pursued in settings where additional resources and international research support are available. The sections that follow describe the essential research activities in detail; suggestions for optional activities are highlighted in the sidebars.