Monitoring and Evaluation of ICT for Education Impact: A Review

Monitoring and Evaluation of ICT for Education Impact: A Review

In this chapter, we summarize the research results on the impact of ICT on students, teachers, schools, and communities. While the large majority of existing studies in these areas are from OECD countries, the results coming in from developing countries support similar conclusions. We will address some of the studies from the developing region to provide a basis for understanding the benefi ts and limitations of the various study designs that were deployed. Finally, we draw some conclusions of immediate relevance to policymakers.

Excerpted from the infoDev publication, Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries.

Executive Summary

  • Research evidence shows that simply putting computers into schools is not enough to impact student learning.
  • Nevertheless, specifi c applications of ICT can positively impact student knowledge, skills and attitudes.
  • ICT use can benefi t girls and boys, as well as students with special needs.
  • ICT can contribute to changes in teaching practices, school innovation, and community services.
  • Policymakers and project leaders should think in terms of combinations of input factors that can infl uence impact.
  • Coordinating the introduction of computers with national policies and programs related to changes in curriculum, pedagogy, assessment, and teacher training is likely to result in widespread use and learning.

 


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