International Cooperation Programs for ICT Application in Basic Education of China: A Multiple-Case Evaluation Study
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This document summarizes and evaluates several international cooperation programs that aimed to promote the application of information and communication technologies (ICT) in basic education in China. It finds that the programs helped train millions of teachers, improve ICT literacy, introduce new educational philosophies and concepts, and develop educational resources. However, it also notes that some programs lacked sustainability and failed to fully understand the local context.
International Cooperation Programs for ICT Application in Basic Education of China: A Multiple-Case Evaluation Study
- 1. International Cooperation Programs for ICT Application in Basic Ed cation of China A Education China: Multiple-Case Evaluation Study Bodong Chen, OISE/University of Toronto Qiong Wang, PKU/Peking University April 7, 2011 at CAERDA in New Orleans, LA
- 2. Background National efforts to promote ICT application in education International cooperation projects The role of program evaluation
- 3. Program evaluation What is program evaluation? Program evaluation is the use of social research methods to systematically investigate the effectiveness of social intervention y y g ff f programs in ways that are adapted to their political and organizational environments and designed to inform social action in ways to improve social conditions (Rossi, Lipsey & Freeman, 2004, p. 16). Utility Program evaluation standards (Joint Committee on Standards for Educational Evaluation 1994) Evaluation, Feasibility Accuracy Propriety
- 4. Method Case selection criteria “information-oriented” Participants and data project documents and reports semi-structured interviews Data analysis
- 5. Intel® Teach Program Intel Education Initiative Intel Teach Worldwide to improve teacher effectiveness in integrating technology 9 million teachers in over 60 countries comprehensive training curriculum Intel Teach in China launched in 2000, Intel® and MOE in partnership 1 5 million primary secondary and pre service teachers 1.5 primary, secondary, pre-service
- 6. 1. Training curriculum Developers headquartered in US Quality training content have good understanding of g g Acceptance from teachers both theories and practice Global management Meet local needs allow localization all revisions be reviewed by Quality assurance its headquarter Content project-based learning and project based Introduce new concepts participatory training
- 7. 2. Training support and program evaluation Support teacher training Handbook of Training Guidelines Meet challenges of diversity Training support by experts g pp y p Quality assurance Q y Teaching support by trainers Stimulate changes in authentic teaching practice Program evaluation “suitability evaluation” in first y Check socio-cultural suitability 3 years and trainers’ capacity d ’ evaluate to improve teacher Maintain the original design training, f i i formative i not adopted by other programs
- 8. 3. Educational leadership Cultivate cadre teachers Opportunities for advanced research and communication and training workshops g p collaboration international events Introduce educational changes to the global community Get principals and p p administrators involved Nurture a pleasant political Annual Program atmosphere for changes Management Conference Principal Leadership Forum C Camp Schools C ti it T i S h l Creativity Trip
- 9. Strengthening Capacity in Basic Education in Western China Project Canadian International Development Agency (CIDA) $10.5 million, 2002-2007 6 counties from Ningxia, Xinjiang and Sichuan g j g to strengthen basic education through enhanced teacher training systems using distance education. Efforts Learning Support Centres (LSC) In-service teacher training on the Student-Centered Instructional (SCI) approach Educational resources
- 10. Project participants Figure from: Crichton, S. & Kopp, G. (2006). Only One Million Teachers to Train. In B. Pasian. Plan to Learn: Case Studies in eLearning Project Management. Canadian eLearning Enterprise Alliance (CeLEA).
- 11. 1. Make connection with previous projects Baseline survey at the very beginning To better use technology Learning Support Centres equipment from the Li Ka Ka- Transform participants’ Shing project understanding of technology h l
- 12. 2. Introduce advanced instructional philosophies Student-centered instruction Student centered A departure from teacher- teacher (SCI) approach centered to student-centered Casebook: Student Centred instruction of teachers (?) Instruction: Classroom Suggestions 4 training courses for Teachers Develop subject resources R Resources in 3 subjects i bj t Designed by Canadian experts Capacity of designing training and NCET, developed by PCET Working Manual for Instructional S Systematic approach of i h f Design developing educational E Encourage educational d i l resources research in schools
- 13. 3. Drawbacks of CIDA project Absence of a sustaining No way to know whether the evaluation component SCI approach has been applied or whether resources have been used “P “Power structure”: d i i ” decision made by Canadian experts Barriers to better understand local context and Chinese partners Too many issues to be addressed; project d dd d design was too complex
- 14. Microsoft Partners in Learning As a 10-year global initiative 2003-2012 initiative, to improve teaching and learning more than 8 million teachers and 190 million students in 114 countries till 2009 In China, two 5-year phases 5 year 2003-2008 Construction of technology infrastructure gy Teach education Competition 2008- Nurturing creativity talent in education
- 15. 1. One Hundred Computer Classrooms Plan Construct one computer classroom for each of 100 sc oo s, co a o at o schools, in collaboration Technology equipment with the Modern Distance Education Project in Rural j Schools A ten-day training for y g C Capacity t use t h l it to technology computer classroom administrators
- 16. 2. Teacher training Training for ICT teachers Regular training delivered by DVD y Training for subject Provide an arena for local teac e s teachers experts Designed by graduate But this project falls short students i i d i di in introducing outstanding ways of teaching and learning with technology from other countries
- 17. 3. Competition activities Competitions for teachers to share their creative Spurred the development usage of technology o tec o ogy of project based learning project-based activities in elementary and Competitions for students secondary schools to share their school work h h h l k
- 18. Conclusions Impacts of international cooperation programs p p p g helping to train millions of elementary and secondary teachers improving ICT literacy of teachers and students i t d i advanced educational philosophies, b li f and concepts introducing d d d ti l hil hi beliefs d t developing hardware and software resources in western and rural areas developing educational resources (for both curriculum and extracurricular) strengthening the capacity to develop quality educational resources in China providing funding for teacher education in local educational department providing rich experience in project management of distance education programs and t hi t i i programs d teaching training introduced successful cases of educational reforms and outstanding teachers and students from China to the global stage
- 19. Conclusion (cont’d) Enablers and Inhibitors challenges in localization to accurately define participants and their needs as well as implement each program step a deep understanding about local politics, economy and p g p , y cultures, the gap between cities and rural areas, and local conditions which enable or disable the implementation of projects support from school or regional leadership
- 20. Bodong Chen bodong.chen@utoronto.ca g @ Twitter: bodongchen (twitter.com)