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As ICTs become increasingly widespread, schools and other learning settings as well as education systems as a whole need to develop performance indicators to monitor the use and outcomes of the technologies and to demonstrate accountability to funding sources and the public. These indicators are needed specifically to monitor the types of ICT resources available and their accessibility, the extent and nature of professional development efforts, changes in teaching/learning practices, and improvement in what is learned by students.
An initial assessment of the indicators already developed by others shows their largely quantitative nature. While data that can be collected from these indicators can provide an overall view of infrastructure support and ICT penetration, this component should strive to examine more closely indicators that will show how ICTs have been used not only as a basic operational tool but also as a communications tool which promotes the development of creativity, interactivity, collaborative learning, critical thinking and problem-solving.
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