edu transformation
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INTEL CONFIDENTIAL, FOR INTERNAL USE ONLY1
Copyright © 2010 Intel Corporation. All rights reserved. Intel and the Intel logo are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.
Education Transformation Research:Lessons Learned Across eLearning Programs
Mariana Iribarne
Corporate Affairs Manager
September 29 2011
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Collaboration with governments worldwide to transform education
Why Education Transformation?
Systemic framework
• Support and improve education
• Increase national competitiveness
• Prepare citizens for the 21st century workplace
• Improve social cohesion
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Research & Evaluation
Continuous improvement of education reform for sustainable education transformation.
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Current Research Context
1985
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2015
2018
2021
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0%
20%
40%
60%
80%
100%
We are here
Th
e C
hasm
IDC Historical DataAdoption Curve Forecast
Innovators 2.5%
Early Adopters13.5%
Early Majority 34%
Late Majority 34%
Laggards 16%
We a
re
here
PC
Adopti
on (
K-1
2)
From: why invest in eLearning?To: how to best integrate eLearning?
Education policy makers questions are shifting:
CHALLENGE: GAP IN THE RESEARCH
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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
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In collaboration with SRI & local evaluators
Guide to Monitoring eLearning Programs
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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
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Outcome: Deployment Framework
Vision Planning Implementation Evaluation & Adaptation
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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
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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
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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)
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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
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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
Argentina wants to be seen as the Latin American leader for digital inclusion.
Education TransformationArgentina
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Challenges• Teaching & education
quality• Education inequality &
digital literacy gap• Economic development
Conectar Igualdad Program Argentina
Solutions• Secure funding• Large-scale, country
wide rollout of netbooks• Strong collaboration
• federal & provincial• public & private
BKM• Strong leadership• Independent oversight• Early consideration of all
components to transform education
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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.
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Join our research community!
intel.ly/edtransformation
http://www.intel.com/about/corporateresponsibility/education/transformation/index.htm
INTEL CONFIDENTIAL
Thank You
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