Information & Communication Technology (ICT) Matrix



information and communication technology development matrix by Katherine Fulford professor University of Hawaii at Manoa this matrix was developed as part of a ifip UNESCO project in 2004 information communication and technology this is the group that I worked with and Mike Kendall was my writing partner I'm proud to say that our part of the project has probably gained the most recognition worldwide as it is now being used as part of the world bank system for organizations to apply for World Bank funds for education with the matrix the assumption is the incorporation of ICT into the system is a dynamic process it's a tool designed to determine the stage of ICT development in an organization or educational setting it's designed to help you set goals for development there are four approaches reflecting international trends as this was an international group that I was working with it's across eight areas of ICT uses in a system even though this is somewhat hierarchical starting with basic use and ending with transforming institutions it's not to imply that this is what has to be done this is left up to each institution to make their own decisions about what might be at the beginning stages and how they want to plan to move their institution further towards transforming the ICT matrix is related to all areas of ICT use in a system everyone must work within the context of their system to determine what suits their unique situation you must realize ICT may be on various levels in different parts of the system various units or courses within an institution may actually use different approaches the approaches are emerging applying integrating and transforming and we will go through each of these emerging is our first area this is the beginning stages of ICT development this is where you've purchased some equipment and software and explore the possibilities for management and career it's grounded in traditional teacher centered practice and curriculum that increases the basic skills of ICT here are some examples teachers lecture and provide content while students listen take notes and are assessed on prescribed content school organization provides discrete time periods for each subject learners access to technology is through individual teachers and curriculum increases the basic skills and awareness of the uses of ICT in applying there's an understanding of the contribution of ICT to learning ICT is used for management and curriculum teachers largely dominate the learning environment there's also an increased use of subject specific tools and software here's some examples the teacher lectures supplemented with ICT presentation programs and word-processed handouts students use ICT tools to complete lessons there are still discrete time periods there is some flexibility to combine subjects and time periods one or two classroom computers and computer labs ICT is still a separate subject area and there's an increased use of ICT in subject areas integrating has a range of technologies and labs classrooms and offices it explores changes in personal productivity and professional practice and begins to merge the subject areas to reflect real-world applications some examples are it allows a project-based ICT enhanced approach there's content through multiple sources including the internet technology access enables learners to choose projects and ICT tools across subject areas and it provides flexibility to combine subjects and time periods they're more choices with regard to learning styles and pathways learners take more responsibility for learning and assessment ICT is taught as a subject area at the professional level and it begins to involve community in the learning environment and as resource providers transforming this uses ICT to rethink and renews organization it becomes an integral part of personal productivity and professional practice its learner centered and integrates subject areas in real-world applications ICT is taught as a subject area at the professional level it's incorporated into all vocational areas and it serves as a center of learning for the community some examples of transforming our students work with community leaders to solve local problems by accessing analyzing reporting and presenting information with ICT tools learner's access to technology is broad and unrestricted learners take responsibility for their own learning and assessment transforming examples ICT has taught at the professional level and incorporated into all vocational areas the school has become a center of learning for the community there are eight areas of ICT development vision philosophy of learning and pedagogy development plans and policies facilities and resources understanding of the curriculum professional development of staff community involvement and assessment first of all vision these are the aspirations and goals of individuals and the system as a whole as the system advances it becomes more unified is written down and provides a basis for decision making it helps the learning community to visualize the future and act in harmony philosophy of learning and pedagogy this is the way in which teachers and students interact in the system it characterizes the way ICT is incorporated the control and domination of learning and ICT affects the choices of projects resources content design and tools by the teacher is a teacher centered philosophy and by the learner is a learner's Center philosophy for development plans and policies this is how vision and philosophies are carried out how policies are set budget is allocated facilities are dedicated roles are defined tasks are delegated and evaluation plans set Direction this works for both interim and long-term targets facilities and resources this has to do with the learning environment the infrastructure things like electrical wiring internet access lighting air conditioning in space ergonomic design choices of furniture impact on the use of ICT health and well-being of the users as well as technological devices computers with peripherals wireless capabilities photo and video equipment mobile devices projectors or smart boards specialized tools like digital microscopes and etc as well as various types of resources software video sound and images next is the understanding of the curriculum this is the progression of ICT in the curriculum number one the awareness stage ICT literacy number two basic skills applying ICT to regular tasks number three integrating overlaps subject areas and tools vocational use of ICT professional development of staff how personal productivity and professional practice are enhanced with ICT parallel to student development the awareness stage ICT literacy basic skills apply ICT to regular tasks integrate and overlap subject areas and tools and vocational use of ICT in professional practice it's a move from discrete skills training to reflective practice and integrative professional development budget allocation and release time for professional development next is community involvement community involvement by parents and families businesses industry government agencies private foundations social religious and professional organizations as well as other educational institutions vocational schools and universities donations of equipment and resources as well as human resources provided for training and technical assistance examples might be community evening access to computer labs students offering training to parents and building websites for community organizations opportunities to interact with local and global communities sharing projects with remote schools gaining and sharing knowledge with experts conducting community in global projects assessment is our final area this includes assessment of students so it's a reflection of choices in learning pedagogy an understanding of ICT in the curriculum for example project based portfolios versus pencil and paper test it's also overall assessment of the system all areas in the matrix should be assessed to determine the impact on learning it should help inform practice it should support the management of learning it should help determine whether outcomes have been met it should include a review and revision process it should also look at budget allocations policies and procedures for ICT and how they match with vision philosophies and curriculum choices now we're going to take a look at combinations of areas and approaches across the matrix first of all vision in our emerging vision we see it's mostly dominated by individual interest its limited and still very pragmatic as we move to applying we see that it's often driven by ICT specialists as we move to integrating we find that it's driven by subject specialists still in discrete areas and yet a transforming vision has leadership acceptance by the entire learning community and it's a network centered community our philosophy of learning and pedagogy at the emerging level tends to be teacher centered and didactic in the applying area a lot of factual knowledge based learning it's teachers centered didactic and ICT is still a separate subject at the integrating level it's learner centered and collaborative and at the transforming level there's critical thinking and inform decision making you look at the whole learner multi-sensory learning styles it's collaborative and experiential development plans and policies emerging tend to be non-existent for ICT or accidental many times they're restrictive policies like who gets to use the mobile devices and there's no planned funding in the applying area it still is limited and ICT resources tend to leave there tend to be centralized policies and there's funding for hardware and software it's primarily just automating existing practices integrating by the time we get to integrating they're usually individual subject plans that include ICT more permissive policies broadly based funding then includes teacher training at the transforming level ICT is integral to the overall school development plan all students and all teachers are involved there are more inclusive policies ICT funding is integral to the overall school budget and it's integral to professional development facilities and resources at the emerging level we see standalone workstations for administration individual classrooms computers and Printers word processing spreadsheets databases and presentation software and games at the applying level we've added perhaps a computer lab for ICT specific outcomes computers printers and limited peripherals internet access word processing spreadsheets databases presentation and ICT software in the integrating area we have computer labs and classroom computers networked classrooms an intranet and an Internet ICT and learning resource rich learning centers a range of devices such as digital and video cameras scanners graphic calculators laptops etc we also have video conferencing word processing spreadsheets databases presentation software as well as multimedia authoring video and audio production and a range of subject specific software by the time we get to transforming we have all of these and more we have whole school learning ICT infrastructure with access emphasis on a diverse set of learning environments a wide range of current devices includes the same as integrating and more web-based learning spaces brainstorming conferencing collaboration and distance education and web course where students self management software an understanding of the curriculum our emerging area we have ICT literacy awareness of software and learning this is the responsibility of individual teachers in the applying area we have applying software within discrete subjects and a use of artificial and isolated context in the integrating area integration with non ICT content integrated learning systems authentic context problem solving project methodology and resources based learning in our transforming area we have virtual and real-time context and new world modeling ICT is accepted as a pedagogical agent itself and the curriculum is delivered by the web as well as by staff for the professional development of staff in the emerging area it's primarily driven by individual interest ICT is partly funded by the school and by the teacher in the applying area there's ICT applications training that it's largely unplanned and it tends to be focused on personal ICT skills in the integrating area we see that it's more subject specific as well as developing professional skills in integrating subject areas using ICT and it's also evolving as we're transforming we see a focus on learning and management of learning self managed and personal vision and plan and at schools supported innovative and creative and it involves an integrated learning community students and teachers as co-learners as for the community in our emerging area there might be some discrete donations a few guest speakers tends to be problem driven and largely accidental in the applying area we might start to seek grants and donations and there's more parental and community involvement in ICT in a school that's integrating we might see a more subject based learning community providing discreet occasional assistance by request global and local networked communities in the area of transforming we have broad-based learning a community that's actively involved parents families business industry religious and volunteer organization universities and vocational schools its global and local real and virtual school is a learning resource for the community assessment remember assessment applies to not only the students but also the entire system first in the emerging area it tends to be didactic with discrete subjects paper and pencil and closed tasks it's very controlled it tends to be the responsibility of the individual teacher and for the administration it tends to be equipment based and budget oriented applying it still skills based and teacher centered it does have a subject focus and there are various reporting levels it's moderated within subject areas integrating in this assessment it's a lot more integrated in the curriculum the use of portfolios subject oriented learner centered a lot of it has to do with student responsibility various media to demonstrate attainment moderated across subject areas social and ethical as well as technical in the transforming area assessment is continuous and holistic it's not only the whole learner but it's also the whole system its peer mediated and learner centered and it's open to learning community involvement it's open-ended and project-based here are some references if you'd like to learn more

Be First to Comment

Leave a Reply

Your email address will not be published. Required fields are marked *