Professional Documents
Culture Documents
TechKnowLogia is a forum for dialogue and sharing of knowledge and experiences, and an instrument
to encourage thinking "outside the box." The editor-in-chief outlines the context, raison d'etre and
editorial policy of the Journal.
Not only can education use technology, it can define technology’s uses in ways which reinforce
creativity, empowerment and equality.
8 The View from the Private Sector: Development Challenges and Opportunities
W. Bowman Cutter, Steering Committee Chair, GIIC
As a public policy maker, a practitioner in the field of information, and a business decision-maker,
Cutter sees a variety of technology investments and technology possibilities for education in the
information age.
Several threads of technology development, seemingly disparate, are being woven together, often
accidentally, to produce the unprecedented opportunities which we, on this eve of a new millennium,
have to educate the coming generations and to spread learning and knowledge to all.
Information technology, in particular the Internet and the web, have introduced a new society where
people can share information freely, anywhere, at anytime, across the globe. Now the skills required
are not merely how to use computers or how to get information.
15 TechKnowNews
♦ Technology Translates Real Speech ♦ Online University Gets Accredited ♦ Hong Kong: All Teachers
Must Be On Net by Next Year ♦ Sowing Technology's Seeds in Developing Countries
This article presents a synthesis of current uses of computers and telecommunications in education and
training, and focuses on the use of computer networks in professional education, corporate training and
human resource development.
23 Before The E-Mail There was The P-Mail: Distance Learning by Postal Correspondence
Sonia Jurich
Correspondence education filled the gaps of an educational system that was either too small to absorb
the increasing demand, or too rigid to respond to the needs of a society in transformation. Even in this
technologically advanced era, correspondence studies serve both as an adjunct to the regular
educational system and as an innovator.
This article describes the potential of broadcast and interactive radio instruction and relates a specific
example in Costa Rica whereby radio is used to enhance rural multigrade classrooms.
29 Mexico's Telesecundaria
Claudio de Moura Castro, Laurence Wolff and Norma Garcia, Inter-American Development Bank
Throughout its thirty years of operation, Mexico’s TV-based educational program, Telesecundaria, has
been hailed as an innovative and well-managed program, geared to the poor. This article describes
what Telesecundaria is, how it works, what it costs, and why it is successful.
34 Ghana: Networking For Local Development - How You Can Use A Computer without
Owning One
Mary Fontaine and Dennis Foote, The LearnLink Project, Academy for Educational Development
One model for providing public access that is growing rapidly around the world is the telecenter: a
public place where people can come to use computers when they need them. This article describes a
project in Ghana that is exploring the practicality of non-governmental organizations, or NGOs,
establishing self-sustaining telecenters.
Web-based instruction will revolutionize learning in developing countries. Its impact is likely to be
greater than the introduction of printed books. This article will explain how the web can facilitate
learning in developing countries, its main advantages and disadvantages, and its costs.
This article presents review of literature relating to the impact of video technology in the different areas
of learning, and the issues and variables that must be considered in planning their integration into the
instructional process.
The author summarizes a major review of experimental studies testing hypermedia’s impacts on
learning.
In assessing educational technologies, there are at least three kinds of issues to look at: costs,
effectiveness, and surrounding conditions. Only when we look at all three can we determine whether a
given technology is suitable.
The path to the successful use of computers in schools is full of traps and pitfalls. This article discusses
the challenges of bringing computers to schools. It also proposes a strategy beginning with easy
applications of computers in education and progressively moving to more difficult but more rewarding
modes.
52 Overhead Projectors
This article describes the advantages of using overhead projectors in the classroom and how they can
be used in conjunction with computers.
55 WorthWhileWebs
Frank Method, Director, Washington Unesco Office
Fundamental to the education and learning enterprise worldwide is the use of textbooks, reference
books and other published materials by teachers and students alike. This familiar teaching tool is
undergoing a substantial change. This article describes a number of electronic books, and their uses
and advantages.
This article introduces a major study being carried out in the OECD's Centre for Educational Research
and Innovation (CERI). The study is mainly being carried out through three inter-connected sets of
activities on: Software Quality, Market Issues, and Research and Evaluation.
• To ensure sustainable economic and social development, Since the potential is great and the stakes are high, decision-
even countries with limited basic education for their makers regarding the acquisition and use of learning tech-
populations, have to, concurrently, prepare cadres of nologies should be bold but not reckless, cautious but not
skilled and semi-skilled productive workers and highly- slow, and calculating but not static. To do that, they need an
trained scientific and management personnel. ever up-to-date solid knowledge base about present and fu-
• It is no longer enough to achieve mastery of content and ture technologies and how they work. But more importantly,
skills. The need is to enhance the ability of the learners they need to be enlightened by actual experiences -- drawn
to access, assess, adopt and apply knowledge, independ- from all over the world -- that demonstrate, positively or
ently, and in collaboration with others. negatively, policies, strategies and practical measures in the
• Education cannot be confined anymore to a particular use of technologies. This is exactly the raison d'etre of
place and a limited period in one’s life. It needs to be in- TechKnowLogia. We intend, with every issue, to provide
tegrated with other activities, life-long and in partnership policy-makers, strategists, practitioners and technologists at
among the different sectors of society. the local, national and global levels with a strategic forum to:
The Technology Promise! • Explore the vital role of different information technolo-
gies (print, audio, visual and digital) in the development
How can these challenges be met in an environment of lim- of human and knowledge capital;
ited human, physical and financial resources, and an escalat- • Share policies, strategies , experiences and tools in har-
ing demand? Enter information technologies that have dra- nessing technologies for knowledge dissemination, ef-
matically succeeded in the entertainment world and were the fective learning, and efficient education services;
EDITORIAL ASSISTANTS:
The Introductory Issue Carol Charles, Mark Dessauer,
Sonia Jurich, Irene Oujo
TechKnowLogia itself is a global network of collaborating organizations,
international advisors, advisory and contributing editors, authors, staff and GENERAL QUESTIONS OR COMMENTS
Info@KnowledgeEnterprise.org
cosponsors. I am grateful for their unique support and contributions, with- FEEDBACK ON ARTICLES
out which this Introductory Issue would not have been realized. This issue TechKnowLogia@KnowledgeEnterprise.org
covers the broad themes of learning technologies, and so will the next in- EDITORIAL MATTERS:
troductory issue to be posted in November 1999. Starting January 2000, a TechKnowLogia@KnowledgeEnterprise.org
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We live in a world where the first PhDs have been awarded for research conducted, supervised,
submitted, examined and stored online. At the same time, one-fifth of humankind living in the
highest-income countries has 74% of the world’s telephone lines, while the bottom fifth has just
1.5%. Whether people are connected or isolated impacts hugely on their ability to benefit from,
contribute or even simply belong to the "knowledge society."
It is not the technology itself that is widening the knowledge gap, but rather the globalized market
economy of which it is the driving force. Markets do not necessarily value or "factor in" the more
intangible aspects of education, such as those relating to human dignity, personal fulfillment, active
and responsible citizenship, the sharing of and access to knowledge or the protection and promotion
of the public domain online. We need to harness the great potential of communication and
information technologies in order to meet these fundamental needs of society and the individual, as
well as to maximize the "marketable" skills and knowledge which education provides.
Education is one of the main forces for shaping tomorrow’s world. Not only can education use
technology, it can define technology’s uses in ways which reinforce creativity, empowerment and
equality. Fora such as this one must be seized on as opportunities for making the new technologies
work with and for education. Our complex and rapidly changing world requires all of us to become
efficient learners and problem-solvers. To meet this need, is the priority to put a computer in every
classroom or build up community learning resource centers? How much should we focus on the
content potential of the new technologies and how much on the contact potential? What about the
issues of cost, monopolies, cultural and linguistic diversity, teacher training, hardware maintenance
or software support?
TechKnowLogia can contribute to the search for answers to questions such as these, through the
monitoring, exchange, analysis and debate of the latest information and examples of best practice.
This process, involving decision-makers, educators and all other stakeholders, will ensure that the
information age comes to be seen as a triumph of knowledge and not just a triumph of technology.
James Johnson
Several threads of technology development, seemingly disparate, with widely divergent origins are being
woven together to form the latest links in that golden thread linking human beings from the dawn of
learning. Developments in radio and television broadcasting, telephone and wireless communications,
photography and motion pictures, xerography and printing, computational machines and computers,
voice and sound reproduction and recording, transportation and aviation and space exploration -- have
all converged, often accidentally, to produce the unprecedented opportunities which we, on this eve of a
new millennium, have to educate the coming generations and to spread learning and knowledge to all.
Reference Websites:
http://library.advanced.org/22522/timeline1b_en.html http://www.davesite.com/webstation/net-history.html
http://www.isoc.org/internet/history/brief.html http://www.scri.fsu.edu/~odyssey/cyberkids/computers/his
http://www.isoc.org/guest/zakon/Internet/History/HIT.html tory/index.html
http://www.bbn.com/roles/researcher/timeline/ http://best.com/~wilson/faq/chrono.html
http://www.geocities.com/~anderberg/ant/history/ http://www.mediahistory.com/time/prehist.html
Information Literacy:
How does it differ from Traditional or Computer Literacy?
Information technology, in particular the Internet and the It mainly focuses on how to make decisions, create values or
web, have introduced a new society where people can share solve problems. Among these, the ability to collaborate with
information freely, anywhere, at anytime, across the globe. others through networks is most important. In short, infor-
Information networks have become an essential element of mation literacy is the ability to solve problems, taking ad-
our lives and the global economy. With widespread use of vantage of information technology and networks. Informa-
the Internet, it becomes clear that skills required are not tion literacy is not a new concept, rather a traditional one in
merely how to use computers or how to get information, but terms of problem-solving. However, attention should be paid
rather how to solve problems and how to create values with to the greater impact of information technology.
the help of others through information networks. Therefore,
the term information literacy means more than so-called
computer literacy.
Traditional Literacy
- Read Information Literacy
- Write * Computer Literacy
- Calculate + Information finding
+ Info Understanding
+ Info/Value Creation
+ Collaboration with
others through com-
Computer Literacy munication
- PC Operation The graph shows a typical hierarchy of education in the
- Email = Ability to solve problems, spectrum of literacy education expected, details for which
- Word processor take advantage of may differ from country to country and from school to
- Spread sheet information technology
- Presentation tool and networks school. Information literacy education may start in parallel
- Groupware with computer literacy education, providing that appropriate
- Database access portions of computer education are given. At the other level,
the content of corporate education and general public educa-
tion may be different, depending on motivations and goals.
: The Unimaginable
I think there is a world market, for maybe five (Television) won't be able to hold on to any mar-
computers. ket it captures after six months. People will soon
Thomas Watson, get tired of staring at a plywood box every night.
Chairman of IBM, 1943 Darryl F. Zanuck,
Head of 20th Century Fox, 1946
There is no reason anyone would want a com-
puter in their home. Everything that can be invented has been in-
Ken Olson, president and chairman vented".
of Digital Equipment Corp.,1977 Charles H. Duell,
Commissioner,U.S. Office of Patents,1899
640K ought to be enough for anybody.
Bill Gates, ,1981 (Man will never reach the moon) regardless of
all future scientific advances.
Lee de Forest
This 'telephone' has too many shortcomings to be Father of radio, 1967
seriously considered as a means of communica-
tion. The device is inherently of no value to us.
Western Union, 1876 Source: "Newsweek" January 27, 1997
Internet-based education reached a milestone this year when Sowing Technology's Seeds in
Jones International University, which has no campus and Developing Countries
holds classes only in cyberspace, got a stamp of approval
from a major educational accrediting association. The move Alliance for Global Learning is a new project launched by
was hailed by advocates of online education as a boost to its the World Bank’s World Links for Development, Schools
prestige and a precedent for other distance education Online, and International Education and Research Network,
ventures. "It gives credibility to all virtual institutions. That's otherwise known as I*Earn. The goal of this project is to
important," said Robert C. Albrecht, chief academic officer increase the number of Internet connections and “technology
of Western Governors University, an online learning venture savvy teachers” throughout the developing world. The first
with offices in Salt Lake City and Denver that is also seeking step isto introduce educational technology services to
accreditation. But for critics of electronic education, who secondary schools in 20 developing countries such as
say that it is less effective than traditional classes, the move Lebanon, Peru, and Zimbabwe. By teaming up, the three
was troubling. "It's another step -- I can't say how significant partner organizations will bring together their areas of
-- toward the sanctioning of a degraded education system," expertise—wiring, technology training for teachers, and
said David F. Noble, a history professor at York University classroom simulation—to combat problems such as lack of
in Toronto who has published a critique of online learning. access to the Internet.
On March 5, 1999, the North Central Association http://www.nytimes.com/library/tech/99/04/cyber/education/
Commission on Institutions of Higher Education, known as 21education.html
North Central for short, accredited Jones International
This article presents a cussions organized in a manner very other people involved in the learn-
similar to conventional class- ing process. The tendency is for the
brief synthesis of current roomsthus creating a form of “vir- individual to study independently
uses of computers and tual classroom.” Other uses are using software stored in computers
telecommunications in seminars mediated by computers, or networks.
education and training and case study discussions mediated by
computers, and on-line equivalents Integrated systems
focuses on the use of
of other small-group discussion Recently many examples of educa-
computer networks in pro- methodologies. tional applications have appeared
fessional education, in that involve a combination of in-
corporate training and in Computer-mediated informa- formation and instruction dissemi-
human resource develop- tion, or instruction, for indi- nation systems, such as CAI or
vidual learning CBT, with facilities for group dis-
COMPUTERS AND Another function of computer net- cussion on the same computer net-
NETWORKS IN works is to gain access to remote work. Such integrated systems of
EDUCATION databases, to consult electronic li- computer delivery and support of
braries or to transmit information to collaborative work are the basis of
Computer-mediated commu- workers at the workplace. Gener- the current movement towards
nication (CMC) for group- ally, such information may not be “telework” and “virtual groups” in
learning used for group discussion or argu- the business context. They are be-
Computer mediated communication mentation between people, but coming more common in education
(CMC) is a generic term used to de- rather by individuals for their own and training contexts. Other inte-
scribe any system which enables purposes. Examples include on-line grated systems appearing in the
people to communicate with other journals, electronic or virtual li- work context with ever-greater fre-
people by means of computer net- braries, access to interactive data quency are the so-called electronic
works. Well-known examples in- banks such as the Dow Jones Index performance support systems
clude computer conferencing, elec- on the stock exchange, and elec- (EPSS). This type of system sup-
tronic mail, discussion lists, list- tronic banking systems. plies the worker at his or her work
serves and bulletin board systems. station (which now typically is a
In education and training, CMC Yet another form of educational use computer attached to a network)
systems are used to implement dis- of computers is computer assisted with all the information and access
instruction (CAI) or computer- to other specialists who might be
Dr. Romiszowski is on the fac- based training (CBT). It comes in necessary to consult in order to get
ulties of the School of Educa- various forms but always with the the work done in the most cost-
tion, Syracuse University and intention of promoting specific effective manner. Use of these sys-
the School of the Future, Uni- learning through interaction with tems is growing so fast that it is
versity of São Paulo software rather than with teachers or considered by some to represent a
For many of us, the term, "distance We propose a fifth stage that began about 20 years ago, char-
learning," calls forth the image of a acterized by a renewal of distance learning with the Open
Universities and the introduction of computer and video
group of students communicating technology into the traditional structure of studies by mail.
with an instructor on another point of
Individual Initiative and Experimentation
the planet, or outside it, by means of In the late 1800's, individual pioneers start to use the tech-
computers and video devices. How- nological advances of their time -- the improvements of the
printing press and the post office -- to address the needs of a
ever, education at a distance predates growing literate population in search of general education or
more skilled work. Isaac Pitman, in England, used postcards
computers and has been around for to teach shorthand to far away students. Charles Toussaient
more than a century, spurred by tech- and Gustave Langenscheidt opened a school in Germany to
teach languages by correspondence. One of the most suc-
nological advances and social changes cessful examples of that period is Hans Hermod's in Sweden.
of the nineteenth century. With the mechani- When one of his students moved away, Hermod decided to
zation of the printing process, information could be repro- continue instructing the student by mail. From this timid
duced in faster and more economic ways. The information beginning grew Hermods-NKI, a correspondence education
could then spread farther and faster by a well-organized post institution that is part of the national system of formal educa-
office system, through the newly built infrastructure of roads tion in Sweden, from elementary to university level, and
and railways. Issues of national security and economic com- branching to technical and vocational education.
petitiveness brought education to the forefront of national
interests and the introduction of public education created a Correspondence studies were then a vehicle to bring educa-
large constituency able and eager to read. The time was ripe tion to many social groups who would otherwise be left out
for correspondence education. from the public system, such as women, older adults, low-
income workers and immigrants. In the United States, Anna
Correspondence education filled the gaps of an educational Ticknor founded, in 1873, the Society to Encourage Studies
system that was either too small to absorb the increasing de- at Home, in Boston, to stimulate at-home wives and mothers
mand, or too rigid to respond to the needs of a society in to expand their general education. From 1878 to 1894, the
transformation. Reneé Erdos divides the history of corre- Chautauqua Literary and Scientific Circle (C.L.S.C.), in New
spondence education in four stages: York, enrolled more than 225,000 students and had more
than 10,000 circles nationwide, where students met to read
and discuss the books borrowed from the circle. Similarly,
• a period of individual initiative and experiment by
the correspondence program in sociology at the University of
the late 1800's;
Chicago enrolled more than 30,000 students between 1893
• a period of incorporation into national systems of
and 1923. Among the students were gardeners, cigar-makers,
education in the 1900's in many countries;
department store managers, housewives, and many others
• the expansion period during the Second World War;
who would not dare, because of their occupation and up
and
bringing, attend classes at the prestigious university. Indeed,
• the post-war period of rapid and widespread devel- the impersonality of correspondence education was an ad-
opment.
Globalization of Correspondence
During the Second World War, correspondence schools be-
This growing and diversified came an important tool in providing education to both youth
and adults in countries where curfews and black-outs made it
population, faced with a changing impossible to attend evening schools. Also, many countries
job market, required skills that the involved in the war established a complex system of corre-
spondence education across continents to ensure that the edu-
formal school system was unable cation of their service personnel was not interrupted by the
war. In Australia, the system was under the Departments of
to provide. Education of each state, while the United States Armed
Forces Institutes (USAFI) were under the Department of De-
fense.
formal school system was unable to provide. The expansion
of proprietary correspondence schools addressed this need by Air-Correspondence
introducing innovative educational methods and partnering The post-war was a period of expansion of correspondence
with major corporations to facilitate jobs and promotions for education, now enhanced by the use of another somewhat
their students. The most famous of these schools was the recent technology, the radio. The introduction of radio as an
International Correspondence School (ICS), in Scranton, adjunct to correspondence education began in 1937 in New
Pennsylvania. Founded in 1880 as a mining school by mail, Zealand. Radio programs provided a more dynamic teacher-
thirty years later the ICS contained 31 divisions that provided student relationship, offering explanation, reinforcement, and
courses in over 500 subjects, and had a budget exceeding $2 further elaboration of the topics contained in the student's
million. handbook. Developing countries soon became leaders in the
combined use of radio and correspondence for educational
Australia and New Zealand had another type of challenge. purposes. In 1972 the South Korean government developed
Rather than a high demographic concentration in cities, as the the Korea Air-Correspondence Junior College (KACOJUC)
United States, these countries had to educate a population to address the needs of a large number of youth who were un-
dispersed through a large and mostly uninhabited territory. able to attend college for economic reasons or lack of edu-
An Australian farmer, who was settling with his family in a cational facilities. The Ministry of Education in Kenya es-
far outpost, wrote a letter to the Director of Education in the tablished an air-correspondence course unit to provide in-
State of Victoria asking how his sons would continue their service training for teachers in rural areas. The course was
education. The Director passed the letter to the Principal of part of the University College of Nairobi, with technical as-
the Teachers' Training College, who requested some volun- sistance from the University of Wisconsin. In the late 1960's,
teers among the teacher trainees to teach the boys by mail. the Madureza Project in Brazil used this mix of radio and
The response was so enthusiastic that Victoria's Department correspondence in an official effort to increase the country's
of Education decided to establish a correspondence school to literacy level, providing adults with a second chance to com-
provide education to all those children living too far to at- plete their basic schooling and acquire technical skills.
tend schools. Soon the idea was adopted throughout Austra-
lia. Likewise, New Zealand solved the problem of scattered
vision program about educating winds up and one full crank can last
Africans about AIDS. The TV an hour. The crank motion creates
commentator observed that in many tension in a clock-like spring that
No Electricity, No Batteries regions radio was the only available powers the generator in the radio
media, but the need that, in turn, pro-
One evening, in 1993, Trevor Balis, for batteries or elec- vides electricity.
tricity made them too The solar panel
expensive or too dif- stores the energy for
ficult to access. There the radio. In direct
was, therefore, the sunlight, the radio
need for an educa- switches to solar
tional tool neither power automatically.
print nor electricity-
based. Within 3
months, Trevor in-
vented a clockwork (windup) radio!
The crank radio is solar powered as
well as self powered. It needs no
an English inventor, watched a tele- batteries or electricity to work. It
WHAT IS TELESECUNDARIA? rates, since with just three classrooms and three teachers the
complete curriculum can be covered.
Telesecundaria was created over three decades ago, to
respond to the needs of rural Mexican communities where a Telesecundaria has experienced a very substantial growth
general secondary school (grades 7-9) was not feasible, since rate since its inception in 1968. After a reform in 1993 and
the number of students was very low and it was difficult to the introduction of satellite transmission, growth has further
attract teachers. The main characteristics of Telesecundaria increased, from approximately 512,700 in 1993 to 817,200
have always been: by the end of 1997-98 and an estimated 890,400 by the end
of the 1998-1999. In 1968, when the program began
• the use of television to carry most of the teaching load; operating, there were 304 Telesecundaria schools. Ten years
and ago there were 7,289 schools in the system and by the end
• the utilization of one teacher covering all subjects, rather 1997-98 there were 13,054 schools and 38,698 teachers.
than the subject matter specialists used in general (See Table 1.) These numbers are expected to grow, by the
secondary schools. end 1998-99, to 14,101 schools and 42,615 teachers. Current
enrollment is equivalent to 16.6% of total enrollment in
This combination permits the effective installation and grades 7-9. Traditional general schools account for 53.6% of
implementation of these schools in sparsely settled rural the enrollment, technical schools for 28.5% and “workers’
areas that are usually inhabited by less than 2,500 people and schools” for the remaining 1.3%. Telesecundaria is projected
have low primary completion and secondary enrollment to enroll around 1,100,000 students by the year 2004.
Table 1:
Telesecundaria and General Middle Schools: 1997-98
Telesecundaria Schools General Middle Schools
The programs are aired from 8:00AM to 2:00PM and Table 2 summarizes the unit cost breakdown of
repeated from 2:00PM to 8:00PM to a second shift of Telesecundaria, based on Calderoni, compared with
students. At eight o’clock the teachers in all of the estimates of costs of general secondary schools. Some
Telesecundaria schools in Mexico turn on the TV. The elements of these unit costs appear to be lower for 1998-99,
students then watch 15 minutes of television. At the end of due to an increase in enrollment and an apparent class size
the TV session, the set is turned off and the book, workbook, increase from 60 to 63 students. This results in the reduction
Table 2:
Comparative Annual Costs per Student of Telesecundaria and General Middle Schools (1997US$)
predominantly located in rural areas, where we would expect a pilot basis in a few states. Here, we could expect increases
the worst performance in the ability of the school to prevent in student scores of 5-10%, as well as a 1% increase in flow
its students from dropping out. The rates. However, without any changes, the
explanation offered by Telesecundaria costs would be 16% higher. An alternative
officials is that there is strong would be to consider modestly increasing
involvement of local communities, the The “value added” of the Telesecundaria student/teacher ratio,
use of single teachers who are much learning is higher in say to 25:1, therefore reducing significantly
closer to students, (instead of one Telesecundaria than in the cost difference. Another approach
teacher per discipline) and the quality of might be to use Telesecundaria in only
the delivery are factors which encourage
general schools selected cases, such as math and science,
retention. where conventional teaching would be
weakest.
More importantly, data will shortly be available for the first
time comparing achievement. The SEP’s Dirección General WHY IS TELESECUNDARIA A SUCCESS?
de Evaluación gave tests to the first, second, and third year of
Telesecundaria, general middle schools, and technical middle Telesecundaria goes against the grain of Latin American
schools, covering the primary school curriculum, designed to school tradition. It constitutes one of the very few programs
see how these students improve their mastery of a curriculum in which the poor receive a better-conceived and better-
that they should have already known. The results showed managed program than urban middle and upper socio-
that Telesecundaria students start significantly behind other economic classes.
students but catch up completely in math and cut the deficit
in half in language. It strongly suggests that the “value Why is this an exception to a pattern of high endogeny
added” of learning is higher in Telesecundaria than in between schools and their students? Telesecundaria goes
general schools. Interestingly it also confirms previous against the grain of general schools. It takes away more
research around the world that the school is more important degrees of freedom from the teacher than is acceptable to
for the teaching of mathematics than it is for the teaching of pedagogues both on grounds of pedagogical doctrine or
language. ingrained habits of conventional schools. It replaces the
lectures of the teachers and structures the remaining
Cost-Effectiveness classroom time. The book, which is closely linked with each
individual class, ensures that each minute of class time is
Cost-effectiveness is usually measured comparing two used according to what it prescribes. The moment the teacher
different treatments of the same or similar populations. In turns off the TV set (which is exactly the time other grades
the case of Telesecundaria, there are two different turn on theirs), the teacher is supposed to follow a pre-
populations, urban and rural children, and therefore we need ordained routine. Administrators indicate that students read a
to examine cost-effectiveness on a hypothetical basis. One minimum of 14 pages each day, supposedly far more than
approach would be to see if conventional secondary schools regular students.
could be instituted in rural areas. The result, as discussed
above, would be a cost of 3 to 4 times the cost of Super-teachers can do better with their own imagination and
Telesecundaria, as well as lower student achievement. So personal style. They can deploy their own bag of tricks and
the cost-effectiveness ratio from this point of view is infinite. probe students to rediscover the physical world and invent
novel and creative ways to teach. But very few teachers have
Another approach would be to consider establishing these skills, the preparation, the available time and the
Telesecundaria in urban areas. This is being undertaken on initiative to conduct such a class. The overwhelming
The authors are grateful to Jose Caldaroni for his article (1998), and to Carola Alvarez, Marcelo Cabrol, and Natanael
Carro Bello for the valuable inputs. The views expressed herein do not necessarily represent the official position of the
Inter-American Development Bank
SELECTED REFERENCES
Arena, Eduardo. 1992. Actualización del cálculo del costo Encinas, Rosario. 1983. Evolución del sistema nacional de
de la Telesecundaria Mexicana. In Educación a Distancia Telesecundaria. In Televisión y enseñanza media en
en América Latina: Un análisis de costo-efectividad, eds. México: El caso de Telesecundaria, eds. A. Montoya and
J. Batista Aráujo e Oliveira and G. Rumble. Instituto de M.A. Rebeil. Mexico: CNTE-GEFE.
Desarrollo Económico. Washington, D.C.: The World
Bank. Noguez, Antonio. 1983. “La Telesecundaria,” Prospectiva
de la Telesecundaria Educativa al año 2000. Mexico:
Calderoni, José. 1998. Telesecundaria: Using TV to Bring ILCE-GEFE.
Education to Rural Mexico. Education and Technology
Notes Series. Volume 3, No.2. Washington, D.C.: The Secretaría de Educación Pública (SEP). 1998. Informe de
World Bank. Labores:1997-98. Mexico: SEP.
who do not own their own computer • The Central Region Development Commission
to participate fully in modern socie- (CEDECOM), which focuses on small-scale enterprise,
rural housing, and tourism development in Cape Coast.
ties and economies.
Empowerment: Networking for Local Development is the
theme chosen by the NGOs to describe their new Community
How Can the Web Facilitate Learning in Web-based instruction combines the capabilities of books,
Developing Countries? filmstrips, radio, television, and instructional software. It also
adds access to the vast resources stored on thousands of
The following are some of the ways: servers, sophisticated search tools, and communication among
two or more people located at great distances. For most
• Soon many of the world's journals and books purposes, the user can use the web at whatever time is
will be "downloadable" in less than an hour, convenient for him or her, without regard for time zone
translated into any of the major languages. differences. Each can proceed at his or her own pace. For
several, but not all purposes, it is much less expensive than
• Elementary students can now travel by the web
to other lands, seeing and talking with other other options available to developing countries.
children, sharing customs and hopes for the
INSTRUCTIONAL TECHNOLOGY
--THEN AND NOW
In 1974 Wilbur Schramm and others at Stanford University completed a major
study on instructional technology. Twenty-five years later, the conclusions of
that study may still be relevant. Below is a matrix of conclusions from that
study compared to tentative conclusions for 1999.
Learning
1974 1999
Students usually learned as much from an instructional technology This continues to be true, but there are now elements of curriculum
as from classroom teaching (this applied to cognitive skills only). which may be taught more effectively by technology than by con-
ventional instruction (e.g., simulations, foreign language)
There was no general learning superiority for one type of technol- This still appears to be true. However it may be that interactive
ogy over another. technologies (e.g. Internet, CD-ROM) will be found to be more
effective than traditional radio and television (but these can simu-
late interactivity).
The addition of another channel of instruction, for example print Still true. Now defined as multi-channel instruction.
plus television, usually improved instruction.
The costs of instructional television (ITV) ranged from $.015 to Hardware and communication costs, especially of radio and televi-
$.15 per student served. The lower limit could be reached if a mil- sion, have declined significantly and will continue to decline.
lion students were located in a relatively small region. The costs of
instructional radio were about one fifth the costs of television.
Computer aided instruction (CAI) was so expensive that it was not Costs of computers have declined so much that generalized instruc-
feasible except on a pilot basis. tion by computers is now feasible. Off-the-shelf software especially
for drill and practice is now inexpensive. Nonetheless costs are still
significant and investment tradeoffs must be made.
1974 1999
Students usually learned as much from distance programs as from This remains true. In addition, there may now be elements of cur-
conventional instruction. riculum which can be taught more effectively by technology than
by conventional instruction.
These programs cost less than conventional classroom instruction. Cost savings through distance education should be even greater
than in the past.
Distance education programs offered opportunities that would nor- The increased number of instructional technology options means
mally not be available because of cost, logistics, or staffing prob- that there are even more opportunities than before, especially in
lems. They were usually successful because separate and new in- higher education, for distance education.
stitutions were established.
Conclusions
1974 1999
The most important need for developing countries was to conceptu- With the rush to introduce technology throughout and the increased
alize their educational objectives and problems and then to choose number of options, the need to define educational objectives and
the most cost-effective system--which could include various tech- problems before selecting technologies becomes even more impor-
nologies--to achieve their goals and deal with their problems. tant than before.
No single technology could solve all problems, and variation in This is still fundamental.
learning was more dependent on how a technology was managed,
organized and presented in context rather than which one was used.
What's changed: increased flexibility and interactivity of technology; much greater choice; and much lower costs.
What hasn't changed: can't start with the technology, must start with the educational problem; costs are still a major issue;
distance education works; technology can be a powerful tool for reform at the classroom level but bureaucratic inertia must be
overcome, incentives changed and teachers adequately trained and motivated.
It is not surprising then, that educational environments increasingly rely on visual media to improve learning. A
1997 survey of the use of television and video in North American schools reveals a strong acceptance of multimedia
in the classroom. Ninety-two percent of the teachers interviewed considered that television and video helped them to
be more effective teachers, and 88 percent responded that the technology enabled them to be more creative. In addi-
tion, almost 80 percent observed highly positive student outcomes as a result of their classroom use of video technol-
ogy (Corporation for Public Broadcasting, 1997). Across the globe, even in countries where electronics are not
prominent industries, television and video are quickly becoming household items and important tools for learning.
The Impact of Video Technology heard, associating visual and auditory stimuli as a tool to
expand vocabulary. At the same time, the students were ac-
quiring basic scientific concepts. The children's enthusiasm
Clovis (1997) describes her use of video to help foreign-
led some parents to use the videotapes at home to learn Eng-
born children learn English in an elementary school in lish. In addition, students developed their own lessons based
the United States. Equipped with a regular television and on the videos, and volunteered as peer tutors for younger
video recorder set, Clovis obtained educational programs non-English speaking children. Clovis observed that, after
produced by the public broadcasting network. Before introducing the videos in her classroom, the students in-
showing the program to her class, she assigned specific tasks creased their English proficiency in shorter periods of time.
to the children. For instance, the students should raise their
hands when seeing primary colors in a program about color,
Video technology also helps bridge the gap between the
or hearing specific sounds in a program about acoustics. At
that moment, the tape was paused and the class participated school's artificial environment and the outside
in activities related to the topic. The students watched video world, bringing "reality" into the classroom. An example is
segments with and without the sound -- to improve their the pioneer program developed by Jones & Taff (1986) to
hearing and speech skills, and would write about the segment train vocational education students in banking operations.
-- to practice their verbal and written skills. The use of The instructors could not place the students as clerk interns
close-caption enabled the children to see the words being because the banks required actual work experience for the
Hannafin, M.J, (1984). Guidelines for using locus of instruc- Neisser, U. (1997). Rising scores on intelligence tests. American
tional cojntrol in the design of computer-assisted instruction. Scientist, 85: 440-447.
Journal of Instructional Development, 7 (3): 6-10. Polin, L. (1992). Changes in teacher's understanding and use of
technology for instruction. Paper presented at the annual confer-
Hatfield, M.M. & Bitter, C.G. (1994). A multimedia approach to ence of the American Educational Research Association. San
professional development of teachers. A virtual classroom. In Francisco, CA.
D.B. Aichele (Ed.), Professional Development for Teachers of
Mathematics. Reston, VA: National Council of Teachers of Rusman, E., de Vin, J. D., Willemse, A., Verhagen, P.W. &
Mathematics (NCTM). Wieggers, M. (1997). Pre-instructional strategies and segment
length in interactive video programs. In Proceedings of selected
Jones, G. & Taff, E.D. (1986). Using today's teaching tools. research and development presentations. National Convention of
Vocational Education Journal, 61 the Association for Educational Communications and Technol-
(6): 43-44. ogy, Albuquerque, NM.
Lambdin, D.V., Duffy, T.M. & Moore, J.A. (1997). Using an Tovar, M. & Coldevin, G. (1992). Effects of orienting activities
interactive information system to expand preservice teachers'; on instructional control of learning facts and procedures from
visions of effective mathematics teaching. Journal of Technol- interactive video. Journal of Educational Computing Research,
ogy and Teacher Education, 5 (2/3): 171-202. 8: 507-519.
Maheshwari, A.N. & Raina, V.K. (1998). Inservice training of Verhagen, P.W. & Breman, J. (1995). Instructional format and
primary teachers through interactive video technology: An Indian segment length in interactive video programs. In Proceedings of
experience. International review of Education, 44 (1): 87-101. selected research and development presentations at the National
Convention of the Association for Education Communications
and Technology (AECT), Anaheim, CA.
Educational Technology is a fairly broad term. It encom- they are effective in helping children learn at all educational
passes print (chiefly textbooks but other printed materials as levels—primary, secondary, and post-secondary.
well), audio cassettes, programmed learning, radio, broadcast
television, personal computers, as well as relatively low-tech Now if you look carefully at blackboards and chalk, it
elements, such as slide projectors and blackboards and chalk. quickly becomes clear that their qualities can be divided into
In fact, someone observed recently that the most important two categories: costs and effectiveness. Furthermore, it is
innovation in educational technology over the past century or clear that both costs and effectiveness are influenced signifi-
more has been blackboards and chalk. While that may sound cantly by something else that is independent of blackboards
like a trivial comment, the blackboards and chalk may tell us and chalk: the conditions in which they are expected to oper-
a lot about the economics of educational technology. ate. So that suggests that in assessing educational technolo-
gies, there are at least three kinds of issues to look at: costs,
effectiveness, and surrounding conditions. Only when we
look at all three can we determine whether a given technol-
ogy is suitable.
Costs
So, let us look for a moment at blackboards and chalk. What Not surprisingly, fixed costs are different for different kinds
are their essential characteristics? They are cheap, readily of technology. The fixed costs of textbooks and other printed
available, portable, require nothing from the surrounding materials are fairly low, consisting mainly of payments to
environment to function, need almost no maintenance, and authors to write the books and materials. The fixed costs of
can be mastered by anyone who possesses basic literacy. And radio and television are much higher, and consist of payments
to produce and broadcast programs. Television costs consid-
But fixed costs have an important quality: they are spread out Another important aspect of technology costs is the way they
over all the students served. We need to remember that the fit into the educational system. Technologies designed to
fixed cost per student for some educational technologies, substitute for personal classroom teaching—many of the dis-
such as radio and television, drops rapidly as tance education programs, for example—
more students are served, because of econo- have a built-in cost advantage: they make
mies of scale. The fixed cost of an educational unnecessary many of the personnel costs
TV program that serves just 1000 students
The question is, what of conventional schools. This is particu-
would be about the same as the fixed cost of a does it take to make larly the case for students who are in re-
program that serves 100,000, or 1,000,000. technology effective, mote areas or highly dispersed geographi-
You need the same up-front investment in and how much does cally. Research suggests that distance edu-
producing programs. But the fixed cost per that cost? In eco- cation programs for training teachers, for
student drops rapidly when you can divide nomic terms, we’re example, can be developed at a cost of
that cost by 100,000 students, or by a million, talking about cost- between one-third and two-thirds the cost
rather than by 1000. By contrast, approaches effectiveness. of conventional programs.
that have low fixed costs, such as conven-
tional teaching—which relies exclusively on By contrast, educational technology that
the time of teachers—offer no significant requires significant supervised classroom
economies of scale. teaching, or that is designed to complement the traditional
activities of a teacher, is less likely to reduce costs. These
Variable costs are what it costs to add students to the system programs usually incur both the costs of conventional
after it has been set up. It is the cost of serving an additional schooling and the costs of the new technology. Some of them
student. For textbooks it is the cost of producing and may also bring “hidden” costs by requiring new curricula,
distributing each additional book, and for computers it is the new roles for teachers, and a new managerial system. Gov-
cost of providing and maintaining each additional computer ernments might still choose such programs, of course, but
and its programs, plus the additional cost of providing they should do so because the learning increment is worth the
electricity and perhaps telephone service. Training teachers additional cost, and not because they expect costs to be
to use the new technology is also principally a variable cost; lower.
you must train additional teachers every time you introduce
the technology to another classroom. What does all of this tell us?
Providers need to calculate both fixed and variable costs
Variable costs also are different for different technologies. when assessing technology programs, and need to consider
The variable cost of textbooks is low, particularly if each how many students they expect to serve.
cohort of students reuses the books. The variable cost of ra-
dio is also low, since radios are already widely available and 1. Technologies with high fixed costs and low variable
can run on batteries if necessary. The variable cost of educa- costs—such as television and radio—can be quite inex-
tional television is higher, perhaps 10 times as high as radio, pensive, if they serve large numbers of students. They
since televisions cost more to purchase, require an electrical yield greater economies of scale.
hook-up, and need more maintenance. The variable cost of
computers is even higher—perhaps 100 times as expensive as 2. Technologies with high variable costs, and that work in
radio—because of purchase and maintenance costs, and per- conjunction with conventional teaching—such as per-
haps the cost of teacher training. Access to the Internet also sonal computers—are unlikely to bring any cost advan-
requires a telephone line. Computer costs are, of course, a tage. Indeed, they may be quite expensive.
moving target and have dropped significantly during the past
few years. But they remain high compared to traditional lev- 3. Technologies that replace conventional teaching, rather
els of per-student spending in developing countries. The vari- than complement it, are likely to have a cost advantage.
Such technologies may allow setting up new programs
Effectiveness
Here the story is relatively simple. All our research and expe-
rience tell us that under the right circumstances and with suf-
ficient resources, nearly any of the new educational technolo-
gies can be effective in improving learning. Studies also sug-
gest that technology does not have to be implemented large-
scale in order to be successful and sustainable. Often, tech- © Corel Gallery
nology that fulfills a specific, narrowly defined purpose in the
classroom and complements other educational goals has a The idea that complicated, high-tech
greater chance of being effective. Clearly, effectiveness does approaches are more effective than
not require that large quantities of technology be added simple, low-tech ones has not been
across the entire educational system. demonstrated.
circumstances. Generally, however, research suggests that
Interestingly enough, research fails to support the idea that
technology has a greater potential for improving effectiveness
more expensive or more complex technologies produce better
or expanding access than it does for reducing unit costs. So
educational outcomes. It appears that motivated students can
when we think about cost-effectiveness, we will more often
learn from any medium that is competently used. To be sure,
need to decide that we are willing to pay more money to get
we have little research to date on the learning outcomes of
more learning.
computer and multimedia approaches; perhaps future re-
search will yield different conclusions. But it is also true that
Surrounding Conditions
relatively simple new technologies, such as electronic mail
and off-the-shelf computer software, appear to give good
Conditions necessary for educational technology to be suc-
results. Thus far, then, the idea that complicated, high-tech
cessful are often not present. These technologies need some
approaches are more effective than simple, low-tech ones has
combination of factors from their surrounding context—
not been demonstrated.
proper conditions—for success. Economists call this
combination of factors a production function. It specifies
The question therefore is not really whether technology is
what output can be expected from any particular combination
effective. It usually can be. Rather the question is, what does
of inputs. The idea is to maximize output (in this case,
it take to make technology effective, and how much does that
learning) from the inputs you have available, and to be sure
cost? In economic terms, we’re talking about cost-
that the right mix of inputs is on hand so that each can do its
effectiveness. We need to know whether the cost of success-
job. When educational technology is adopted, then the key
fully incorporating technology is a good investment. Here,
questions are what combination of factors or conditions is
research is fairly limited, but does suggest that some ap-
necessary to make it work, and whether it is possible bring
proaches are better than others. For example, distance educa-
that combination together.
It is vital to ensure that in the initial stages people are not their introduction, with all the problems that creates. Bring-
demoralized by weak or disastrous results. In the 1980s the ing computers to schools is controversial enough without the
1
French program to put one hundred thousand computes in added accusations that the computers remain idle. Newspa-
schools was a severe disappointment, demoralizing its pro- pers will surely call attention to schools without chalk and
ponents and making subsequent efforts more arduous. Other blackboards while others spend fortunes on computers that
countries had similar disasters. are never used.
In the past, many attempts to bring computers to schools After hardware and software, the third great hurdle in the
introduction of computers in schools is teacher training. Al-
4
failed due to the shortcomings of the hardware. But this is no
longer the case. Computers are far more reliable, and have most all evaluations indicate that lack of preparation of
relatively long lives without too many troubles. Yet, they do teachers is the number one difficulty. Conversely, all suc-
require maintenance. It is imperative to make provision for cessful initiatives result from a serious and well-thought-out
effort to train teachers to use them.
2
maintenance budgets or preferably to allocate maintenance
funds from the same budgets paying for the purchase of the
computers. Without maintenance, schools quickly become In order to ensure the political survival of the initiative, it is
huge digital graveyards. Some American schools prefer to necessary to ensure the immediate utilization of computers.
buy computers at a higher price but with longer maintenance Therefore, a fail-safe strategy is required. In other words, a
5
contracts built in. This is because it is easier to obtain funds strategy is needed to get computers going immediately after
for the initial purchases than for the subsequent maintenance. their installation. From a political point of view, it does not
Israelis go further and require that sales, maintenance and matter if the initial uses are neither brilliant nor ultra-
software be provided by the same vendor, to prevent one creative. The greatest enemy at this initial stage is the tyr-
seller from blaming another and evading its obligations. anny of the purists. If they have the upper hand, initial utili-
Therefore, computers should not be shipped to schools until zation will be delayed, giving ammunition for those who
the financial and logistical problems of maintaining them dislike computers in schools.
have been solved.
There are at least three schools of thought in the utilization
3
Once the hardware problems became less important, the next of computers in schools. Each has its strengths and weak-
hurdle in using computers in school is the software. There are nesses. The first sees the computer as a teaching machine,
6
many superb pieces of software today, even though most are be it for spelling and simple arithmetic or for tutoring the
less than superb and there is much room for improvement. A student along curricular lines. The second is to use the com-
dearth of software is no longer the bottleneck. The question, puter to develop thinking skills and to enrich education, de-
however, is their choice. Computers should not be shipped ploying its potential to simulate problems and stimulate the
to schools without a minimum kit of software. Expecting intellect. The third is to use the computer as a tool, in the
schools to purchase software before they become used to way that enterprises do. In this case, computers are used in
having computers in classrooms is not realistic and will delay school to prepare students to use computers at work. We
7 9
permissible to ignore the mistakes of the past. The most Along this line, some additional thoughts are in order. Gone
lofty and noble use of computers is to teach how to think. are the days when it made sense to write drill and practice
Those who saw a demonstration of LOGO have had a chance programs in Basic, in order to teach irregular verbs or to re-
to glimpse the potential of computers to develop intellectual call historical dates. Gone are the days in which authoring
skills. Those who saw simulation programs such as Oregon tools were offered to teachers in the hopes that they would
Trail or Sim City might have become fascinated with the translate their courses into tutorial programs. The big soft-
potential of simulations, the interdisciplinary explorations ware houses killed the hopes for such amateurish approaches.
and the flights of imagination which are possible with high- Today, a run-of-the-mill educational software program will
speed computers with vast graphic capabilities. This is the cost at least $100,000 and the more sophisticated a lot more.
most thrilling path from an intellectual perspective. Anybody Therefore, national programs to introduce computers need
concerned with quality education will not be untouched by to check existing software and decide whether there are
the potential offered by those wonderful programs. And this exceptional cases where new software needs to be commis-
is where the danger lies. The accumulated experience in the sioned.
last fifteen years shows the difficulties of successful imple-
mentation of these programs. The development of intellec- Teaching students how to use computers as a productive
tual skills does not offer a viable rationale for the massive tool is a safe way to bring computers to schools. If there are
introduction of computers in the short run. National pro- some applications that most enterprises use, it makes sense to
grams to introduce computers are well advised not to start teach students how to work with the most versatile of all
along these lines. It will not work. It requires a long period of tools existing at the end of the century. This is a constructive
preparation of teachers, while the public expectation is for use of computers in schools and an easy path to embark on.
immediate action. This is not to say that this alternative In concrete terms, it means teaching students how to use a
10
should be abandoned altogether. In fact, it may be a common word processor (desktop publishing is the next step), a
goal for all in the long run and it should start immediately in spreadsheet, a database and graphic tools. There is ample
some special programs, where conditions are from the start legitimacy for such uses and the software is immediately
more favorable. These should be islands of experimentation available. In addition, considering the widespread availability
and creativity. of computer courses teaching these skills, there is usually a
good supply of instructors. Computers should not be
The most pedestrian and unremarkable use of computers is
8
shipped to schools without a complete package of produc-
to drill students in arithmetic operations, solving equations, tivity software. Installing the software is a task beyond the
correcting spelling and so on. But in actual fact, this is what capabilities of schools. The next task is to develop appropri-
has really worked in schools. The reason is simple; Teachers ate strategies to use these productivity tools. To begin with,
are the ultimate arbiters of whether the computers are used touch-typing is a most valuable skill. Keyboard training is a
or kept idle. Unless computers help rather than hinder, they good way to start, even though not all proponents of comput-
will remain turned off. Teachers will only use the computer ers in school share this view. It is also important to prepare
if they find that it benefits them. Teachers simply will not teachers to give their students interesting and practical exer-
use them if it takes too long to master the skills of using the cises for the productivity tools. We should not expect the
machine and its software; if it takes longer to prepare classes; teachers to invent creative examples or to develop templates
if there is the risk of an embarrassing situation where the that are interesting to the students. These examples should be
computer gets stuck or crashes (with the even greater risk close to the world of the students and, if possible, useful to
that some insolent kid will get it unstuck); if its proposed use them.
• With a simple plug, a table with wheels, and a pull-down screen or just a plain wall, an overhead projector saves time
and is an excellent presentation tool.
• With an overhead projector, a teacher can prepare his or her lessons in advance and not waste precious classroom time
writing out entire lessons for students on the chalkboard.
• If a photocopier is not available and if paper is scarce, a projector can be an excellent substitute by illustrating what a
ditto would, using colors. They are also instant photocopies!
• Transparencies, clear plastic sheets used for the projector, can be easily photocopied or written on by hand.
• Ready-made transparencies are available and are often related to the coursework. These are relatively inexpensive.
• A school can build, over time, a resource package of transparencies, bought or made by teachers.
• An entire school building can use the projector by wheeling it around to the classrooms as it is needed. The cost may
range from US$175 to US$700.
Grammar Games
Grammar Games makes grammar interesting when put into the context of activities such as
Rain Forest Rescue which helps students form sentences; Falling Fruit which works on
punctuation; Hidden Wonders which works on verbs; and Jungle Gizmo, which discusses
plurals and possessives. This program also teaches students to identify common errors in
word usage. There are five on-screen diagnostic tests to assess students’ performance. For
each activity, there are three levels of difficulty to challenge students and forty-two ad-
venture stories to keep their attention. The program is geared toward students Grade 4 and
up. Web site: http://www.knowledgeadventure.com
For each problem they solve, they get a clue as a reward for motivation. There is a guide that
allows students to work independently. Teachers can set the program to review specific top-
ics. Web site: http://edmark.com/prod/
For the distance education community, and policy makers concerned with initiatives making use of
distance education approaches, we refer to the World Bank sponsored Global Distance Education Net:
http://www.globaldistancelearning.com/
The Global Distance Education Net (DistEdNet) is a knowledge guide to distance education designed to help clients of the
World Bank and others interested in using distance education for human development. The Network consists of a core site lo-
cated at the World Bank and regional sites in other parts of the world. Information is subdivided into four areas: Teaching and
Learning, Technology, Management, and Policy and Programs. The aim of the Teaching and Learning section is to discover
how to design a distance learning course and ensure the learner benefits from it. The Technology section deals with communi-
cation between teachers and learners by broadcast, recorded, interactive or print technologies. Under Management, methods of
organizing distance education, managing budgets, teaching personnel, technology and student administration are examined.
Finally, the focus of Policy and Programs is the setup and maintenance of distance education systems at a national or state level
or within existing educational institutions. The self-proclaimed distinguishing characteristics of this site are: a focus on dis-
tance education; targeting the needs of developing countries; comprehensive, yet selective resources; dynamic nature; multi-
lingual (English, French and Spanish).
For those more concerned with issues of access and learning at the community level, we
suggest UNESCO’s Learning Without Frontiers:
http://www.unesco.org/education/lwf/
Learning Without Frontiers (LWF) is a trans-disciplinary, pro-active UNESCO program responding to social and political
problems related to learning. A major focus is how individuals and communities access information, communicate and form
new knowledge. Arguing that conventional educational systems have done little to address social fragmentation, human frus-
tration, disempowerment, cultural dislocation and technological alienation, LWF seeks to bring new meaning to the concept of
life-long learning. Processes of engaging in collaborative, multi-channel and innovative learning are critical for development of
the individual and for linking culturally diverse communities. The most recent project “Constructing Open Learning Commu-
nities for Lifelong Learning” seeks to build the capacity of community schools and other learning institutions to act as catalysts
for change. The aim is not only to improve the quality of current formal and non-formal education, but also to develop alterna-
tive learning spaces for the future. Additional links, activities, documents and papers are provided.
http://www.concord.org
The Concord Consortium was started in 1994 under the belief that the development and dissemination of dynamic and suc-
cessful education tools nationwide is the key to harnessing technological resources to extend educational opportunities. The
Consortium is dedicated to furthering this revolution worldwide through innovations in hardware, software, learning environ-
ments, curricula, and institutions. Among its projects are: The Center for Innovative Learning Technologies (CILT)
http://www.concord.org/projects; INTEC http://intec.concord.org The International NetCourse Teacher Enhancement Coali-
tion, and; the VHS (Virtual High School) http://vhs.concord.org . In exchange for contributing teaching time, a school in the
VHS collaborative can offer its students NetCourses ranging from advanced academic courses to technical and specialized
courses. Schools donate computers, Internet connectivity, and staff time. The VHS grant provides training, software, and tech-
nical and administrative support. Quality of teaching is maintained by requiring each teacher to successfully complete The
Teachers Learning Conference, a graduate-level NetCourse designed to give participants exposure to the best educational
strategies and technologies for NetCourse teaching. The International Center http://intl.concord.org works to disseminate ideas
and to support and develop Global Networked Courses and International Authoring Teams.
For those involved with school-level planning and systems design, Pathways to School Improvement
provides high quality guidance and tools for team building, assessment and design:
http://www.ncrel.org/sdrs/pathwayg.htm
Pathways to School Improvement was designed by the North Central Regional Educational Laboratory in conjunction with
the Regional Educational Laboratory Network, primarily to help school improvement teams work through the school im-
provement cycle. Four steps are laid out including, defining problems, understanding critical issues to select improvement
strategies, initiating change, and evaluation. The outline is intended to help orient goals toward engaged, meaningful educa-
tion. Follow the technology link for excellent reviews of critical issues, planning and assessment tools such as Plugging In
and other resources recommended by the National Research Centers. Plugging In: Choosing and Using Educational Technol-
ogy, 1995, http://www.ncrel.org/sdrs/edtalk/toc.htm introduces knowledge about effective learning and effective technology,
and puts it together in a planning framework for educators and policymakers. The premise of these materials is that the only
real measure of the effectiveness of technologies and technology-enhanced educational programs is the extent to which they
promote and support students' engaged learning and collaboration. After reading about effective learning and technology, edu-
cators can follow instructions to actually use the framework to plan technology and technology-enhanced programs that com-
plement learning.
Teachers and parents will find a wide range of teacher-initiated materials, modules and shared classroom
experience at TEAMS Distance learning:
http://teams.lacoe.edu/
TEAMS Distance Learning brings exemplary learning opportunities to K-8 students, teachers, and parents across the United
States through nationally televised satellite broadcasts and the Internet. Learners use instructional technologies to access a
combination of the best features of time-dependent (synchronous) video-based instruction along with time-independent (asyn-
chronous) computer access to multimedia and the Internet. TEAMS is the largest interactive distance learning provider for
elementary schools, encompassing 21 states, 7500 teachers and 145,000 students. Designed to supplement curriculum while
motivating and challenging students, TEAMS includes electronic classrooms, internet projects, and links to resources. Re-
sources span subjects such as Math, Science, History/Social Science, Language/English, Art and music, and Professional De-
velopment. TEAMS Distance Learning is one component of the LT&T (LACOE Telecommunications and Technology) divi-
sion, a service of the Los Angeles County Office of Education (LACOE).
http://www.iste.org/index.html
International Society for Technology in Education (ISTE) is the largest teacher-based, nonprofit organization in the field of
educational technology. Their mission is to help K–12 classroom teachers and administrators share effective methods for en-
hancing student learning through the use of new classroom technologies. ISTE facilitates sharing classroom-proven solutions to
the challenge of incorporating computers, the Internet, and other new technologies into their schools. The Professional Devel-
opment link provides the education community with access to high quality professional development and organizational devel-
opment services to support and improve learning, teaching, and administration in K-12 education and in teacher education.
ISTE has released a set of standards for evaluating university educational computing and technology programs in the US and
an initial set of Technology Foundation Standards for Students in pre-kindergarten through 12th grade. This is the first step in a
multiyear project aimed at describing the conditions needed to support the use of technology for learning, teaching and institu-
tional management.
For those with an expanded vision of learning, or just beginning to explore the new possibili-
ties, New Horizons for Learning provides a remarkably rich collection of carefully screened resources and links
organized as a multi-story virtual building, with quality resources on each “floor”:
http://www.newhorizons.org/
New Horizons for Learning is a virtual learning community. Founded in 1980, New Horizons is an international non-profit
network of people supporting an expanded vision of learning that identifies and fosters the fullest development of human ca-
pacity. They offer resources for learning organizations, translating research and theory into workable solutions for contempo-
rary learning organizations, publishing material, producing conferences, consulting and collaborating on projects and pro-
grams. New Horizons has identified, communicated, and helped to implement successful educational strategies through: New
Horizons' Online Journal, books and other written materials, networking people and organizations, and eight landmark interna-
tional conferences. Their role has always been to explore and to help implement ideas that have not yet reached the main-
stream, and to work in coordination with other networks and learning communities. Though most sites have separate rooms for
special topics and interests, this web site is designed as a multi-story virtual “building,” each floor devoted to a different topic
or article of interest. The vast number of topics covered and resources available, and the excellent quality control on materials
and links make this site rather comprehensive.
Finally, for those faced with responding quickly in countries and communities in crisis,
The GINIE Project provides on-line real-time professional support and links to resources for educators and others
on the ground:
http://ginie.sched.pitt.edu/index.html
The Global Information Networks In Education (GINIE) Project focuses on improving educational quality in nations in
crisis and transition to help build normalcy, continuity and momentum in local communities. GINIE, based at the University of
Pittsburgh, with support through UNESCO, USAID and other international organizations, works through internet-centered
professional development networks to provide educators working in crisis and post-crisis contexts rapid access to high quality
knowledge and expertise, offering a virtual community for educational renovation and innovation. Using internet based tech-
nologies, GINIE helps both to facilitate short-term responses and to support development of long term professional networks
among education policymakers, donors and investors, researchers and practitioners. Knowledge and expertise is organized ac-
cording to what works in a) policy, planning evaluations, b) teaching and learning, c) access, equity and diversity, and d) work
force educational and community economic development. GINIE has an online database a capacity for on-line conferencing,
links to partners and associate sites. It also hosts the on-line reporting for the Emergency Education network of NGOs and
links to related programs such as UNESCO's Emergency Education Program
http://www.unesco.org/education/educprog/emergency/ .
© The Express
All over the world people pick up their newspapers, roll bags, wallets, backpacks and diaries are among the possi-
them up and put them under their arm to read them later – bilities, as well as “televisual clothing.” Dr. Burroughes,
perhaps at a coffee shop, or on a train, or in a chair at and his fellow scientists, Ronald Bradley and Richard
home. You could soon be doing the same with your televi- Friend, have been approached by the fashion industry in
sion according to report published by the British journal, Paris. Dr. Burroughes says the image can be generated
The Express, and verified by our editors with a U.S. re- "…by wearing a simple battery pack.” The communica-
search center. How soon? Within five years or less. tions industry is also looking towards providing flexible
TVs on mobile phones and other devices. And the possi-
A new discovery can soon make your TV as thin and as bilities are endless.
flexible as your handkerchief, and you can roll it up and
put it in your pocket. Ten years ago, scientists at Cam- While there have been great advances in lightness and
bridge University in Britain led by Dr. Jeremy Burroughes, portability of TV screens and monitors, no one has man-
discovered that if voltage was passed across an ultra thin aged to make a flexible screen until now. PPV belongs to
plastic known as PPV, it glowed a pale yellow-green. The a class of material scientists call “conjugated polymers”,
PPV was turning the energy of the electric current directly substances able to convert electricity directly into light.
into light, which is just what you would need to make a When an electric current is passed through the polymer,
paper-thin TV screen. the electrons holding the molecules are jiggled around,
releasing energy as light. Researchers report that scientists
Scientists developing this screen are seeing its potential in have managed to make the complex electronic controls for
portable entertainment as well as fashion. TVs on hand- flexible screens out of plastics as well.
Fundamental to the education and learning enterprise worldwide is the use of textbooks, reference books
and other published materials by teachers and students alike. This familiar teaching tool is undergoing a
substantial change, much like the invention of movable type and the printing press more than 500 years
ago. The idea of electronic books has existed in science fiction since the1940s. Like the early versions of
computers as TV sets on top of typewriters, early designs of electronic books were bulky and non-
portable.
Electronic "Readers"
When the Web and the Internet were in their infancy, desktop computers and PC/laptops became the first electronic “readers.”
Students and other users could download text materials from the Net, usually for storage and later printing for reading.
Enterprises like Project Gutenberg and the Peanut Press (www.peanutpress.com) began digitizing as many public domain texts
as they could get hold of for downloading from the Net. Desktop and laptop screens are suitable for reading e-mail and
searching the Internet, but the screen glare, bad layout, the intervention of the keyboard and the readers’ posture annoyances
make on screen “reading” unsuitable for most serious readers, learners and researchers.
Electronic "Books"
The new generation of electronic books addresses these issues by offering a range of specially designed reader-friendly
hardware, into which selected texts are downloaded electronically from the Net, or inserted on coded cards. E-books offer
instant access to the full text of the book you want now. Purchase a text from a web site and download it. Bits via the Internet
are delivered immediately instead of atoms via mail.
NuvoMedia of Palo Alto, Calif., with its Rocket eBook (www.rocket-ebook.com) priced in
stores at $350, offers sufficient memory to hold 4000 pages of text, about 10 novels worth of
reading. It is handheld and weighs 22 ounces. The batteries for the single screen display in black
and white last for 33 hours. Texts can be downloaded from Internet sites first onto the customers
PC, and through a cradle plugged into the serial port, into the eBook’s memory. With a stylus,
commands to browse, search, annotate and underline can be entered onto the eBook.
Advantages of E-Books
Unlimited numbers of digital texts online will soon be available at much lower costs than hard books. Publishers cannot risk
offering books in paper print that will not sell to a wide audience. This limits what gets published and distributed. With e-
publishing the economics of making available a wider variety of works change substantially. No book need go out of print.
Any book can remain available. Authors can self-publish and upload their works onto a distribution web site. Scholars can
retrieve and rediscover masterpieces overlooked in museums and libraries. Teachers who now compile class readers by
photocopying chapters from original textbooks (with or without the publisher’s permission) can customize e-editions for their
students, and publishers can charge lesser appropriate fees. University and college students can receive the text materials for
their entire course of studies on an ebook, and update it through the year.
With minimal overhead costs for printing, storing and shipping, the price of books should fall dramatically. Classic literature
in the public domain could become readable at no charge. Even in libraries, availability of learning materials will no longer be
limited to the number of books on the shelf.
For professionals in education, research, medicine and law who must spend thousands of dollars a year in reading current
information and knowledge materials, the e-book will allow access to references and updates at a fraction of current costs. E-
books will enable immediate distribution and access to the latest information for institutions and businesses requiring
employees to access manuals and instruction books. Information will be available on demand with a resulting benefit to the
environment.
Versions of e-books coming to the market will allow readers to make marginal notes, underline sections, search for specific
words or ideas, or find the definition of unfamiliar words.
Educational and learning institutions will be the first to benefit from these new developments in electronic
books. Additional developments to watch for include books that read themselves aloud, and also offer
sounds and music to accompany the texts.
Lucent's new WaveStar™ OpticAir™ system will use New system is environmentally safe,
state-of-the-art lasers, amplifiers and receivers that can be highly reliable, modular in design
placed on rooftops or in office windows to transmit voice,
data or video traffic from point to point through the air. Unlike the tiny, high-density streams of light emitted by
WaveStar OpticAir system eventually will enable business laser pointers, the WaveStar OpticAir system will use "ex-
customers and service providers to transmit up to 10 giga- panded-beam" lasers that meet all applicable environ-
bits (billion bits) per second (Gb/s) of information between mental safety requirements. Implementing WaveStar Opti-
locations. That's 65 times more information than with to- cAir requires no spectrum licenses, and the system is eas-
day's radio frequencies. Capable of handling any form of ily upgradeable. Its modular design will enable carriers to
network traffic (voice, data, video, etc.), DWDM allows grow their networks as capacity requirements rise, and
carriers to increase capacity by simultaneously transmit- open interfaces supporting equipment from a variety of
ting different wavelengths -- or colors -- of light, each car- vendors will help carriers protect the investment of their
rying distinct streams of information. embedded infrastructures.
"By adding this breakthrough technology to our industry- The first release of the WaveStar OpticAir system, sup-
leading portfolio, Lucent soon will be able to provide the porting one wavelength at speeds up to 2.5 Gb/s, is ex-
power of fiber-optics just about anywhere -- with or with- pected to be commercially available by March 2000. A
out the fiber," said Gerry Butters, president of Lucent's four-wavelength system with a maximum capacity of 10
Optical Networking Group. Gb/s for distances up to five kilometers is expected to be
commercially available in the summer of 2000.
Unparalleled bandwidth will break
through local bottlenecks, open new mar- Cost
kets No cost estimates are available, but Lucent claims that it is
comparable to the cost of installing current high-speed
Potential applications for the WaveStar OpticAir system fiber lines.
include transmitting data between high-rise office build-
ings, enabling naval ships to share huge amounts of infor- For more information: http://www.lucent-optical.com.
Today, the Internet embraces many different meanings to Through the combined work of several programmers and
many individuals. For professionals, it is a way to telecom- scientists from universities such as MIT and UCLA and gov-
mute to their jobs. For students, it is a research tool. For ernment agencies such as the Pentagon and the NIH,
parents, it is a paradox—both a useful learning tool as well ARPANET became functional in 1969. Researchers excit-
as a potential danger for their children. For schoolchildren, it edly used this new network to share their facilities and pro-
is the doorway to a world of information. For governments, grams. The possibilities for this network of networks soared
it is a public sphere that needs to be regulated. when, in 1972, people began to send personal messages via
electronic mail (e-mail) to one another.
Like many other technological innovations of this century,
the Internet was a result of the Cold War between the United As time passed, more and more universities began to log on
States and the former Soviet Union. In response to the Sput- to ARPANET. The popularity of the network led to the de-
nik Soviet satellite launch in 1957, US President Dwight velopment of domain names in 1984. The introduction of
Eisenhower created the Advanced Research Projects domain names into the network made addresses easier to
Agency (ARPA). This agency’s goal was to centralize the remember. For example, educational sites became: .edu,
Defense Department’s military research and development commercial sites: .com, governmental sites .gov, and organi-
zations' sites .org. Also individual countries, other than the
U.S.A. had to use country codes such as .br for Brazil.
More than 50 CEO's and presidents of major international 2.Developing as well as industrialized countries have a high
corporations, policymakers and academics from around the stake in information infrastructure development;
world are members of the GIIC, forming a network of influ-
ential individuals from different countries and organizations. 3.The policy challenges, as well as the markets for informa-
tion infrastructure, are truly global in scope.
GIIC Focus
The GIIC believes that barriers to investment do not just ap-
ply to the existence or lack thereof, of a basic telecommuni-
cations infrastructure, but are also affected by a lack of a
"soft" infrastructure, or flexible rules responsive to rapid
technological change. A critical component of competitive
In order to represent a real-world microcosm of the global advantage is the ability to exploit knowledge and information
information infrastructure, GIIC membership spans the major through a skilled and flexible workforce. Within a global
elements of information infrastructure and services, includ- economy brought closer by integrated trade and investment,
ing telecommunications, computer, cable, software, broad- these factors will determine an economy's competitive ad-
casting, satellite, media, policy and education from both the vantage in the next millennium. Therefore, the GIIC has
developed, and the developing world. identified three main focus areas for its work.
Electronic commerce has the potential to revolutionize busi- For more information about the GIIC please visit the web-
ness environments, change business-to-business operations, site: www.giic.org, or call at 202-775-3185. The GIIC is a
and business-to-consumer operations. However, trust and project of the Center for Strategic and International Studies
confidence must be established if electronic commerce is to (www.csis.org).
reach its full potential. The reality is that technology is de-
Jarl Bengtsson
Counsellor and Head
The Centre for Educational Research and Innovation (CERI)
Organisation for Economic Co-operation and Development (OECD).
At their last full meeting at OECD in 1996, education minis- The “ICT and the Quality of Learning” study was launched
ters declared their need for advice from the Organisation on at an international seminar held at OECD in June 1998, at-
how best to implement lifelong learning for all, this as a tended by national representatives and experts from 25 of the
major task for the current 5-year mandate of OECD educa- Organisation’s member countries. In many countries now
tional activities extending from 1997 to the end 2001. Spe- there is intense interest in the potential of ICTs to open up
cifically, the ministers included the request that the OECD: learning and knowledge in new ways to new audiences. Very
substantial investments have already been made in education
“…assess visions of the ‘school of tomorrow’, in in recent years, especially in hardware and connectivity, in
particular in the light of new technologies and ad- working towards this potential. But, many questions remain
vances in pedagogy.” unanswered:
In this article, I introduce briefly a major study being carried • What are the strategic options so that this potential
out in our Centre for Educational Research and Innovation can best be realised and using what knowledge
(CERI) that responds directly to this ministerial invitation. base?
This study on Information and Communications Technology • Why is the high quality educational software market
(ICT), education and learning is, in turn, organised as part of still so under-developed, and how can this be put
a broader CERI programme of activities entitled Schooling right?
for Tomorrow. • How can learning be organised through these tech-
nologies so as to “break the mould”, allowing both
A network of National Research Experts has been established These three areas of work are interlocking; the clarifications
that will serve as the main channel of liaison with each and analyses of one directly feed the other two. Some of the
country. To this core network we are seeking the wider in- work cuts across all these issues. For instance, the chapter for
volvement of experts, practitioners, learners, and policy- the 1999 Education Policy Analysis on trends, investment,
makers. A basic aim for the work in this area is that of re- access and use, serves all three. Equally, we have organised
view and exchange, whether of evaluation methodologies or or been closely involved in conferences that draw together
of substantial findings on different themes. To this end, the these different areas.
project Website referred to above will prove a valuable me-
dium specifically to provide bibliographic data, lists of na- One was a major policy conference organised by the Irish
tional contacts, information exchange forums, reviews on and UK governments in association with OECD in Dublin in
key subjects, and other general information on the main areas May 1999, on “Dissolving Boundaries: ICTs and Learning in
of new research being conducted as part of this study. the Information Age”. This was attended by officials, teach-
ers, and experts from over 20 OECD countries, with an
There are two main areas of new research to be carried out in agenda shaped around our three-part framework. In Decem-
the participating countries and organised by the OECD. First, ber 1999, there will be an International Round Table in
there are case studies of schools, where ICT has acted as an Philadelphia, USA, on the equity dimensions of ICT use and
integral element of radical change towards their becoming learning. This Round Table is being jointly organised by the
learning organisations. A first small planning meeting on National Center on Adult Literacy and the International Lit-
design and methodology took place in Paris, May 1999. eracy Institute, based in the University of Pennsylvania, and
Once the countries have clarified their participation, the the OECD. Similar such events may well come up next year
fieldwork will take place around mid-2000 so that national and beyond. And, we are planning our own major dissemi-
reports and a major synthesis can be produced for the main nation conferences for this study to take place in 2001.
dissemination conferences in 2001. This aspect of the work
is being closely co-ordinated with the parallel IEA SITES In adopting this three-part programme, the aim has been to
study, in particular its Module 2 project of case studies of achieve not only a mix of focus but of the stakeholders to be
innovative use of ICT in classrooms. engaged and of methodologies. In this way, we expect this
new OECD work to make a substantial contribution to inter-
Second, there are experimental studies of ICT impact on national understanding of the impact of ICT on teaching and
learning. In this case, the focus will be classrooms and the learning across a broad sweep. And, as this is located within
impacts of interest will be defined particularly in terms of the umbrella of CERI’s broader work on Schooling for To-
student self-study abilities. There is considerable interest in morrow, its outcomes will be related to the analyses of edu-
these forms of advanced impacts, which have clear signifi- cational futures and learning innovations being carried out in
cance for lifelong, rather than short-term gains relating to parallel. In this way, we expect this ambitious programme to
drill-and-practice. A first small planning meeting on design respond to the tasks set for us by the ministers of education
and methodology took place in California in July 1999. Once in 1996 in clarification of major issues confronting schooling
the countries have clarified their participation, the fieldwork as we move into the 21st century.
will be undertaken in 2001 after careful piloting.