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Adapting Technology for School Improvement: a Global Perspective Adapting technology for school improvement: a global perspective International Institute for Educational Planning www.unesco.org/iiep International Institute for Educational Planning www.unesco.org/iiep Adapting technology for school improvement: a global perspective Edited by David W. Chapman, University of Minnesota (USA) Lars O. Mählck, International Institute for Educational Planning (Paris) International Institute for Educational Planning International Institute for Educational Planning www.unesco.org/iiep The views and opinions expressed in this booklet are those of the authors and do not necessarily represent the views of UNESCO or of the IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs of this study have been covered through a grant-in-aid offered by UNESCO and by voluntary contributions made by several Member States of UNESCO, the list of which will be found at the end of the volume. Published by: International Institute for Educational Planning 7-9 rue Eugène Delacroix, 75116 Paris e-mail: [email protected] IIEP web site: www.unesco.org/iiep Cover design: Corinne Hayworth Typesetting: Linéale Production Printing: IIEP Publications ISBN: 92-803-1255-3 © UNESCO 2004 International Institute for Educational Planning www.unesco.org/iiep Contents About the authors 7 The role of technology in school improvement Chapter 1. The role of technology in school improvement 19 David W. Chapman, University of Minnesota Amy Garrett, University of Minnesota Lars O. Mählck, International Institute for Educational Planning Chapter 2. Are new technologies better technologies? For whom? 39 Claudio de Moura Castro, Faculdade Pitágoras Chapter 3. International uses of education technology: threats and opportunities 55 Stephen P. Heyneman, Vanderbilt University Katherine Taylor Haynes, Vanderbilt University Top-down versus bottom-up approaches Chapter 4. Using instructional technology as a bridge to the future: Palau’s story 81 Gregory C. Sales, Pacific Learning Services, Inc. Masa-Aki N. Emesiochl, Pacific Resources for Education and Learning Chapter 5. The introduction of computers in secondary schools in Jamaica: a case of bottom-up reform 101 Errol Miller, University of the West Indies Interactive radio instruction in the schools Chapter 6. Distance education in Ethiopia 123 Teshome Nekatibeb, Addis Ababa University Thomas Tilson, Academy for Educational Development Chapter 7. Sustainability and interactive radio instruction: why some projects last 149 Andrea Bosch, Education Development Center Computers in the classroom Chapter 8. Is constructivism universal? In search of meaningful technology in Morocco and Namibia 175 Jeffrey Coupe, Academy for Educational Development Jeffrey Goveia, Academy for Educational Development Houcine El Haichour, World Bank, Washington, DC Alfred Ilukena, National Institute for Educational Development, Namibia 5 International Institute for Educational Planning www.unesco.org/iiep Adapting technology for school improvement: a global perspective Chapter 9. Technology and educational change at the local level: the case of the Campana schools network in Argentina 201 Cecilia Braslavsky, International Bureau of Education Laura Fumagalli, International Bureau of Education Chapter 10. The pedagogical uses of web-based chat: the Brazilian experience 223 Vera Atsuko Suguri, Ministério da Educação, Brazil María de Lourdes Matos, State University of Montes Claros Noara M. de Resende e Castro, NTE Montes Claros Rosal va Ieda V. Guimarães de Castro, NTE Gurupi Lurdes Marilene da Silva Jung, NTE Novo Hamburgo Eric Rusten, Academy for Educational Development Technology in teacher education Chapter 11. Utilizing technology in a rural teacher certification programme in Iceland 237 Ingólfur Ásgeir Jóhannesson, University of Akureyri Anna Thóra Baldursdóttir, University of Akureyri Issues in the adoption of technology Chapter 12. Integrating technology into education: the Czech approach 249 Bozena Mannova, Czech Technical University Chapter 13. The school online initiative in German schools: empirical results and recommendations to improve school development 269 Renate Schulz-Zander, Institute for School Development Research, University of Dortmund Where does it lead? Chapter 14. Effective use of technology to improve education: lessons for planners 297 Lars O. Mählck, International Institute for Educational Planning David W. Chapman, University of Minnesota 6 International Institute for Educational Planning www.unesco.org/iiep About the authors Anna Thóra Baldursdóttir is an assistant professor of education and the Chair of the Graduate and Teacher Certification Programs within the Department of Teacher Education at the University of Akureyri (Iceland). She received college education in Sweden and finished her Master’s Degree in educational administration at the Iceland University of Education in 2001. She formerly taught in a secondary school in Iceland as well as in the Department of Business Administration at the University of Akureyri (e-mail: [email protected]). Andrea Bosch is an educational specialist at the Education Development Centre where she has been working for nearly a decade. She has experience designing interactive radio instruction in countries in Africa, Asia, and Latin America with a particular focus on early childhood development, primary education, and gender. She also has an interest in other creative applications of active learning theory to help overcome the challenges of education around the world. She holds a doctorate in education from Stanford University (e-mail: [email protected]). Cecilia Braslavsky is the Director of the UNESCO International Bureau of Education. She holds a degree in education from the University of Buenos Aires and a Ph.D. from the University of Leipzig (Germany). She was formerly the Director of the Section on Education of the Latin American Faculty on Social Sciences, the National Director for Educational Research and Development at the National Ministry of Education in Argentina, professor at the University of Buenos Aires and member of the National Council of Research. She has worked in many countries in the fields of educational quality, especially on teacher education and curriculum development. She has received numerous awards for her contributions on educational policies and development (e-mail: [email protected]). Claudio de Moura Castro is currently the President of the Advisory Council of Faculdade Pitágoras (Brazil). He studied Economics at the University of Minas Gerais, earned a Master’s Degree from Yale University and a Ph.D. in Economics from Vanderbilt University. 7 International Institute for Educational Planning www.unesco.org/iiep Adapting technology for school improvement: a global perspective He has taught at the Catholic University of Rio de Janeiro, the Vargas Foundation, the University of Chicago, the University of Brasilia, the University of Geneva and the University of Burgundy (Dijon). He served as the Technical Co-ordinator of the ECIEL research project on education (comprising 10 Latin American countries), Director of CAPES (Brazilian Agency for Post-Graduate Education), and as Executive Secretary of CNRH (the Brazilian social policy institute of the Planning Secretariat). Between 1986 and 1992, he served as Chief of the Training Policies Branch of the International Labour Office (Geneva) and later worked in a Technical Division of the World Bank as Senior Human Resource Economist. He subsequently was Division Chief of the Social Programs Division and then Chief Educational Advisor of the InterAmerican Development Bank. He has published over 30 books and around 300 scholarly articles. The main fields of research are labour markets, social and economic aspects of education, vocational training and science and technology policies (e-mail: [email protected]). Rosal va Ieda Vasconcelos Guimarães de Castro is a teacher at Gurupi, in the state of Tocantins in northern Brasil. She has a degree in education from the Faculty of Philosophy and Human Sciences of Gurupi, Tocantins – FAFICH-Gurupi. She earned a specialist diploma in educational planning from the Integrated Faculties of São Gonçalo, São Gonçalo-Rio de Janeiro; in psychopedagogy from the Faculty of Philosophy and Human Sciences of Gurupi, and a Master’s in managerial sciences. In addition to teaching, she co-ordinates and teaches an undergraduate course at FAFICH-Gurupi. She has published several articles on IT in education, including: Didática e Prática de Ensino: ação alternativa. In: IX ENDIPE, 1998; Águas de Lindóia, Encontro Nacional de Didática e Prática de Ensino, Informática Educativa: Um Novo Olhar na Capacitação Docente. In: Anais do V COINFE, 2001, Rio de Janeiro (e-mail: [email protected]). Noara Maria de Resende e Castro earned a degree in physical education at the School of Physical Education of the Federal University of Minas Gerais. She is presently the co-ordinator of IT and educational projects at Hilda Rabello Matta Municiple School, in Belo Horizonte, Minas Gerais (Brazil). She also works to promote activities involving the educational use of information technology. 8 International Institute for Educational Planning www.unesco.org/iiep About the authors She has participated
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