UNESCO Bangkok
Asia-Pacific Programme of
Educational Innovation
for Development
ICT Lessons Learned Series Volume lll
Initiating and Managing
SchoolNets
lessonslearned
Experiences of Eight Asian Countries
Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Thailand Viet Nam
UNESCO Bangkok
Asia-Pacific Programme of
Education for All
Initiating and Managing SchoolNets: Lessons Learned, UNESCO Bangkok, 2007.
(ICT Lessons Learned Series Volume III)
70 pp.
1. SchoolNet
2. Information and Communication Technology (ICT)
3. Educational Programmes
4. Computer Uses in Education
5. Lessons Learned
ISBN 92-9223-111-1
© UNESCO 2007
Published by the UNESCO Asia and Pacific Regional Bureau for Education
P.O. Box 967, Prakanong Post Office, Bangkok, Thailand
Editor: Ellie Meleisea
Design and Layout: Themma Group Co., Ltd.
Printed in Thailand
The designations employed and the presentation of materials throughout the
publication do not imply the expression of any opinion whatsoever on the part
of UNESCO concerning the legal status of any country, territory, city or area of its
authorities, or concerning its frontiers or boundaries.
Contents
Preface
Acknowledgements
Introduction
4
5
6
1. What is a SchoolNet?
2. Why set up SchoolNets?
3. The UNESCO SchoolNet project
4. Examples of SchoolNets
5. What makes a SchoolNet successful and sustainable?
6. Initiating and managing a SchoolNet
6.1 Prepare the foundation of the SchoolNet
6.1.1 Establish objectives
6.1.2 Set up a co-ordination team
6.1.3 Identify managers or focal points at the school level
6.1.4 Decide the scope and which schools to include in the network
6.1.5 Engage the participation of national governments and foster a conducive policy
environment
6.2 Establish partnerships
6.2.1 Partnerships with the government
6.2.2 Partnerships with civil society and the private sector
6.2.3 Partnerships with teacher education institutions
6.2.4 Partnerships between teachers and between schools
6.3 Acquire funding, ICT tools, digital resources and technical support
6.3.1 Funding
6.3.2 ICT tools
6.3.3 Technical support
6.3.4 Digital content and learning resources
6.4 Build the capacity of teachers
6.4.1. Computer and internet skills
6.4.2. Skills in designing and preparing teaching materials using ICT
6.4.3. Skills in using learner-centred teaching methodologies
6.4.4 Skills in implementing telecollaboration activities
6.5 Initiate telecollaboration and other online learning activities
7. Summary of Lessons Learned
9
11
13
17
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34
35
36
References
Links to further information
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Preface
This is the third volume in the ICT in Education Lessons Learned series. This volume provides an
overall summary of the lessons learned during the implementation of the UNESCO SchoolNet project,
“Strengthening the Use of ICT in Schools and SchoolNet in the ASEAN Context”, which was funded by
Japanese Funds-in-Trust (JFIT) and the ASEAN Foundation.
The UNESCO SchoolNet project succeeded in initiating new national SchoolNets, or strengthening
existing SchoolNets, in eight member-countries of the Association of South-East Asian Nations (ASEAN);
namely, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Thailand and Viet Nam. The
project also implemented innovative methods of using information and communication technologies
(ICT) in schools and provided various types of training for teachers in the participating schools.
Experiences and lessons learned through the project have been drawn out and summarized in this
publication to provide guidance for educators and others involved in initiating or managing national
and international SchoolNets, particularly in Southeast Asia. Consideration is also given to other
educational contexts, however, and it is therefore hoped that the ideas and examples presented in
this publication will be of value to teachers, teacher educators, school administrators and other actors,
worldwide.
Sheldon Shaeffer
Director
UNESCO Bangkok
Acknowledgements
Thanks are due to a number of people and institutions who have contributed to the UNESCO SchoolNet
project and to this publication.
This publication was initiated by Alexa Joyce, Assistant Project Officer (SchoolNet project), UNESCO
Bangkok, with the assistance of Lim Cher Ping, Associate Professor of Teaching and Learning at Edith
Cowan University, Australia.
The UNESCO SchoolNet project would not have been possible without the SchoolNet National
Coordinators and SchoolNet Managers, and UNESCO is grateful for the contributions and experiences
shared by these people.
Cambodia
Indonesia
Lao PDR Malaysia
Myanmar
Philippines
Thailand
Viet Nam
Mr. Om Sethy
Mr. Im Chay Hyieng Mr. Rusjdy Sjakyakirti Arifin
Mr. Uwes A. Chaeruman
Mr. Khamhoung Sacklokham
Dr. Ka Saleumsouk
Mr. Kadam Vongdeuane
Mr. Xayadeth Xongmixay
Mr. Ibrahim bin Mohamed
Mrs. Sharifah Hadjarah
Mr. U Tin Nyo
Ms. Khin Aye Chyo
Mrs. Maria Victoria Abcede
Mrs. Maria Liza Gulbin
Dr. Rangsun Wiboon-Uppatum
Mr. Chanarat Khum-On
Dr. Quach Tuan Ngoc
Mr. Nguyen Hoai Nam
The teachers at the 24 schools which participated in the project were central to the UNESCO SchoolNet
project and UNESCO appreciates their highly valuable contributions both to the project and this
publication.
UNESCO is grateful for the support of project partners, ASEAN Foundation and Japanese Funds-in-Trust
(JFIT), and of other organizations which contributed to the project. Particular thanks go to JFIT, whose
ongoing support of the ICT in Education programme has been essential in enabling our goals to be
achieved.
Thanks also go to Molly Lee, Cedric Wachholz, Miao Fengchun and Tinsiri Sribodhi of the APEID Unit,
UNESCO Bangkok, and to Chris Smith and Gerald Roos, who made valuable contributions to the
SchoolNet project.
Introduction
Rapid changes in information and communi-
cation technologies (ICT) are a key driving force
of change in our societies today. These changes
are increasingly affecting all aspects of human
life: how we communicate, work and socialize.
In particular it is technologies such as mobile
telephones, computers, television, and associated
software and modalities which, by enabling fast
and efficient communication, are bringing about
significant changes.
The Internet is particularly revolutionary. It enables
access to vast quantities of up-to-date information, anywhere and at any time, and, being an
interactive medium, it facilitates extremely rapid
exchange of ideas and knowledge.
Because of the extent and speed at which it
provides information, Internet technology has
momentous potential in terms of empowering
people and enabling them to improve their lives.
Importantly, the Internet offers the potential for
disadvantaged groups to gain the knowledge
and skills they require to participate on a more
equal footing in the societies of which they are
a part. It also enables these groups to share their
own knowledge and skills with the world.
The Internet also offers exceptional potential
to revolutionize formal and non-formal education. Education is essentially about imparting
information, knowledge and skills. By making
information and educational materials and tools
available anytime and anywhere, the Internet is
enabling education to be more flexible and to
be accessible outside of schools and learning
centres. In addition, the Internet is enabling the
idea of lifelong learning to become a reality.
“Digital technologies are transforming
businesses and governments, and changing
the ways we live and interact.”
International Telecommunication Union,
Internet Report 2006: Digital Life
“The twenty-first century is the century of
information. The internet, SMS messaging, the
fact that anyone can be reached anywhere
and at any time: these are phenomena which
have completely revolutionised professional
and private life.”
Samuel Schmid, President Of The Swiss
Confederation, World Summit on the
Information Society (WSIS), Tunis, 16
November 2005
“ICTs help us to be more productive and
efficient than ever before in order to fulfill
our desire for a better life.”
H. E. Mr. Yoshio Utsumi
Secretary-General of The International
Telecommunication Union
WSIS, Tunis, 16 November 2005
“The Internet holds the greatest promise
humanity has known for long-distance
learning and universal access to quality
education... It offers the best chance yet for
developing countries to take their rightful place
in the global economy... And so our mission
must be to ensure access as widely as possible.
If we do not, the gulf between the haves and
the have-nots will be the gulf between the
technology-rich and the technology-poor”.
Kofi Annan, Secretary-General of the United
Nations, 1999
However, it is not always clear how to best harness the potential of the Internet for education. The
process of integrating the use of the Internet into education is complex, not only involving obtaining
the right equipment but also requiring appropriate pedagogical techniques, relevant learning
materials and ongoing support.
In several countries of the Asia-Pacific region the process of integrating the Internet into education
is especially challenging given that many schools lack the required infrastructure and have few
teachers who are experienced in utilizing the Internet and other forms of ICT in the classroom.
Also, the Internet is currently not accessible to all. While access to the Internet has grown rapidly
in recent years, particularly in Asia, only a relatively small proportion of the world’s population,
16 per cent,1 has access to the Internet. And, in spite of rapid usage growth, there remains a vast
“digital divide”. As the table below shows, although Asia has 56.5 per cent of the world’s population,
it has only 35.8 per cent of the world’s Internet users. In the case of the Pacific Island countries, there
is an even starker divide. As the table below shows, 7.8 per cent of the population of Pacific Island
countries has access to the Internet, whereas in Australia and New Zealand 70.9 per cent of the
population has Internet access.
Table 1: Comparison of Internet Usage, by Region
Region
Population
(2007 est.)
Percentage
of world
population
Internet
users2
Internet
users as a
percentage
of the
population
percentage
of the
world usage
Usage growth
(2000-2007)
Asia3
Other
World total
3,712,527,624
2,862,138,793
6,574,666,417
56.5 %
43.5 %
100.0 %
398,709,065
715,565,361
1,114,274,426
10.7 %
25.0 %
16.9 %
35.8 %
64.2 %
100.0 %
248.8 %
190.1 %
208.7 %
Pacific Islands4
Australia &
New Zealand5
Other
World total
9,209,260
25,259,183
0.1%
0.4%
510,350
17,929,191
7.8%
70.9%
0.05%
1.65%
-
6,540,197,974
6,574,666,417
99.5 %
100.0 %
1,095,834,885
1,114,274,426
16.8 %
16.9 %
98.3 %
100.0 %
210.1 %
208.7 %
Source: Internet World Stats, May 2007, “Internet Usage in Asia” and “Internet Usage in Oceania”,
www.internetworldstats.com/stats3.htm and www.internetworldstats.com/stats6.htm
Internet World Stats, May 2007, www.internetworldstats.com
Internet World Stats defines an Internet User as anyone currently with the capacity to use the Internet. There are two requirements for a person to be considered an
Internet User:
• The person must have available access to an Internet connection point.
• The person must have the basic knowledge required to use web technology.
3
In this case “Asia” encompasses the Middle East countries in addition to the 33 Member States that UNESCO categorizes as part of the “Asian” region. http://portal.unesco.
org/geography/en/ev.php-URL_ID=2315&URL_DO=DO_TOPIC&URL_SECTION=201.html
4
“Pacific Islands” includes 12 UNESCO Member States situated in the Pacific Ocean, along with 17 other Pacific countries and territories.
5
Australia and New Zealand are listed separately because their population sizes and Internet usage figures differ significantly from other countries in “Oceania”.
1
2
“… there are huge disparities in the access and use of
information technologies, and … these disparities are
not likely to be removed in the near future unless a
concerted action is taken at the national, regional and
the international levels.”
United Nations, 2005, UN Global E-government
Readiness Report
Recognizing these challenges, UNESCO initiated the SchoolNet project, with the aim of assisting
countries in the Asia-Pacific region to harness the Internet’s potential for enhancing education. By
training teachers to utilize the Internet and integrate it into education; by assisting in the development
of relevant learning materials; and by initiating or strengthening national-level SchoolNets, the UNESCO
SchoolNet project has facilitated access to the Internet and promoted mechanisms by which students
can use it to improve learning, and gain the skills they need to participate in the emerging knowledge
societies of the 21st century.
This third edition of the SchoolNet Lessons Learned series identifies and describes the key processes
involved in initiating and managing SchoolNets, drawing on the experiences of the UNESCO SchoolNet
project and of existing SchoolNets around the world.
This publication is aimed at policy makers, educators, intergovernmental organizations, nongovernmental organizations (NGOs), training organizations and educational technology providers
who are in a position to set up, implement and maintain SchoolNets. However, the examples and
information this book contains will also be useful for those interested in learning more about the
successes and challenges of ICT use in education in the Asia-Pacific region.
Beginning with an overview of SchoolNets, what they are and why they are set up, this book then
briefly describes the UNESCO SchoolNet project’s objectives and key outcomes. Next, a number of
examples of existing SchoolNets are provided and the features of successful SchoolNets are identified.
Following this, the main factors to be considered when initiating and managing a SchoolNet are
examined; with each factor explained using examples drawn from the UNESCO SchoolNet project
and existing SchoolNets. In the final chapter, the lessons-learned about initiating and managing
SchoolNets are summarized.
What is a SchoolNet?
CHAPTER1
1. What is a SchoolNet?
The concept of a “SchoolNet” (school network) has spread since the mid-1990s, when the Internet
began to be used more widely in education. Individual definitions and activities of SchoolNets vary but
a SchoolNet can be described, in general, as a network which is set up to support effective use of the
information and communication technologies (ICT), particularly the Internet, for enhancing education,
and for encouraging greater communication and co-operation among a network of schools.
From an organizational perspective, SchoolNets vary from being private, non-profit, governmental or intergovernmental initiatives. No matter what the type of initiative, however, the majority of “Through the use of
enduring SchoolNets involve input of Ministries of Education.
communication technologies
like the internet and the mobile
SchoolNets also vary in their goals and objectives, depending phone, the reach of our relatively short
on such things as the policy environment in the country they digits has been extended to a much
are in and the accessibility of the required equipment. For larger sphere – that of the global digital
example, the Thailand SchoolNet has so far focused on world.”
establishing Internet connectivity in schools, while the Malaysian SchoolNet, which faces a different policy environment International Telecommunication
and has fewer challenges in terms of connectivity, has focused Union, Internet Report 2006:
on providing teachers with access to learning materials in the
Digital Life
national language, Bahasa Melayu.
School networks can be local, national or international (regional). One of the earliest international
(regional-level) SchoolNets was the Nordic SchoolNet, ODIN, which encompasses the Nordic countries
and was set up in the early 1990s by the Nordic Council of Ministers.6 Around the same time, local and
national SchoolNets were being set up elsewhere in the world, for example the Ohio SchoolNet (set up
as a network of schools in Ohio State of the United States of America in 1994),7 the Canada SchoolNet
and European Schoolnet, which were all established in the mid-1990s.
Other organizations, such as I*EARN and the European Schools Project, were implementing initiatives
similar to SchoolNets in the early 1990s,8 but did not use the term “SchoolNet” and worked mostly on a
practical level with teachers, rather than also engaging policy makers.
All SchoolNets promote partnerships in learning. For example, Canada’s SchoolNet, one of the first
national-level SchoolNets, explains a SchoolNet as follows: “a partnership with the provincial and
territorial governments, the education community and the private sector, which promotes the effective
use of information and communications technologies in learning”. 9
6
7
8
9
10
The Nordic countries include: Denmark, Finland, Faero Islands, Greenland, Iceland, Norway, Sweden, Åland. For further information see the Nordic SchoolNet website: www.nordskol.org
Ohio Schools Become Founding Members of State’s Third Frontier Network, www.osc.edu/press/releases/2003/ohio_schools.shtml
IEARN website, www.iearn.org
Canada’s SchoolNet, www.schoolnet.ca/home/e/whatis.asp
Why set up SchoolNets?
CHAPTER 2
11
2. Why set up SchoolNets?
Rapid developments in ICT are bringing about significant economic and social changes. In this rapidly
changing situation, schools must evolve accordingly and provide students with the skills they will
require in this context. Schools must not only enable students to learn how to operate modern forms of
ICT, they must also provide students with the opportunity to develop the information management and
ICT-literacy skills required for effective participation in the emerging knowledge societies.
In terms of harnessing the advantages of ICT, setting up SchoolNets
can be beneficial in a number of ways, as outlined below.
“There is a tremendous yearning,
not for technology per se, but for
what technology can make possible.”
Kofi Annan, Secretary-General of
the United Nations WSIS, Tunis,
16 November 2005
First, a SchoolNet provides a shared vision of utilization of ICT
in education, which can be localized as appropriate. A
SchoolNet can also facilitate system-wide changes, on a
broader scale than the mandate of any individual government department or agency.
Second, a SchoolNet can facilitate the uptake of new
technologies by schools by being a means of mobilizing the
telecommunications and information technology sectors to
reduce prices and offer free or discounted Internet connections
for schools. Such initiatives can also help address the digital divide.
Third, a SchoolNet is a recognisable national or regional focus for co-operation among educators and
this co-operation can be a means of overcoming obstacles faced by individual schools, such as high
connectivity costs. A SchoolNet also facilitates the formation of partnerships between teachers, students
and communities that otherwise would not have the tools, time or money to collaborate.
Fourth, a SchoolNet also provides an opportunity for the sharing of information, best practices and of
teaching resources between teachers. Furthermore, the establishment of a SchoolNet is a means by
which to foster the creation of locally-relevant educational resources.
Fifth, a SchoolNet supports e-learning in online environments, champions lifelong learning, and helps to
prepare learners with the skills and abilities required for knowledge-based societies.
Finally, SchoolNets tend to utilize and promote modern pedagogy, including blended learning (a
combination of conventional classroom practices with e-learning) and a learner-centred approach.
12
The UNESCO SchoolNet Project
CHAPTER 3
13
3. The UNESCO SchoolNet project
The UNESCO SchoolNet project,“Strengthening the use of ICT in Schools and SchoolNet in the ASEAN
Context”, was launched in July 2003 and was of four years’ duration. It was implemented by the UNESCO
Asia and Pacific Regional Bureau for Education, in co-operation with the Association of South East Asian
Nations (ASEAN) Foundation and the Southeast Asian Ministers of Education Organization (SEAMEO),
and was funded by Japanese Funds-in-Trust (JFIT) and the ASEAN Foundation.
Goal
The overall aim of the project was to support the development of local and national SchoolNets in the
ASEAN region and to facilitate the creation of a regional (ASEAN) SchoolNet.
Objectives
The UNESCO SchoolNet project was initiated with the following objectives in mind:
• To explore and demonstrate how ICT could be used in schools to improve the quality and reach of education so as to better prepare youth for the demands of knowledge societies.
• To implement innovative models of ICT use in schools, and encourage better ICT-based teaching and
materials development.
• To improve connectivity and access to online educational resources, and to encourage sharing of resources.
Target group
UNESCO recognizes that teachers are
at the heart of education and that one
of the key factors in the success of any
initiative that utilizes ICT in education
is the teacher. UNESCO also recognizes
that to facilitate students’ learning
using modern forms of ICT, teachers
must themselves become familiar with
these ICT. In addition, a teacher needs
to have a clear vision of how the use
of technology can improve his or her
existing classroom practices.10 The
SchoolNet project therefore focused
on in-service teachers.
10
14
Roblyer, 1993
“Teachers are the heart of the education system.
There can be no viable long-term solution to our
education challenges and teacher shortages
without investment in training and measures
to promote respect for the teaching profession.
It is essential to support teachers professionally,
boosting their determination and motivation
through decent employment and working
conditions and adequate remuneration.”
ILO and UNESCO, 2006, Joint Message on the
Occasion of World Teachers’ Day,
5 October 2006
UNESCO has observed that teachers’ efforts to utilize the Internet and other forms of ICT in the classroom
are often limited by a lack of access to equipment and of appropriate teaching materials and technical
support. Also, teachers are hindered in efforts to utilize ICT by the rapid developments in ICT and a
lack of time and experience in planning ICT-based instruction. The SchoolNet project therefore focused
on providing ICT tools and developing teachers’ capacity to utilize modern forms of ICT in teaching.
In particular, teachers were trained in how to utilize computers and the Internet, how to prepare
appropriate lesson plans, teaching materials and learning resources, and how to use the Internet to
enhance teaching and learning.
“…we … have (to) champion teachers out there,
as well as inspired administrators, driving quality
education in disadvantaged communities, (and)
we must find solutions that incentivise and reward
such champions for their performance in improving
educational outcomes.”
Joris Komen, Director, SchoolNet Namibia, 2005
The project targeted teachers in the countries making up the ASEAN region. It was implemented
in 24 schools in eight participating countries: Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar,
Philippines, Thailand, and Viet Nam. In the three participating schools in each country, the focus was
put on three subject areas: English, Mathem atics and Science.
The countries were divided into two groups based on their 2002 level of integration of ICT- readiness11
and on whether or not the countries already had a SchoolNet. Group One was made up of: Indonesia,
Malaysia, Philippines and Thailand and Group Two was made up of Cambodia, Myanmar, Lao PDR and
Viet Nam.
11
UNESCO Bangkok, 2003 (ii)
15
Key activities and outcomes
•
Schools and selected Ministries of Education were supplied with ICT tools, including servers and computers.
This equipment gave the recipients access to these modern technologies and enabled them to
participate more fully in the project and make use of computer skills gained during the project.
•
In-service teachers were trained in integrating ICT into education.
Teachers from the participating schools gained skills in four areas: computer and internet operational skills; preparation of teaching materials using ICT; appropriate pedagogy for utilizing ICT in
teaching; and implementing telecollaboration activities.
•
Useful teaching and learning materials were compiled and distributed.
Teachers and schools received copies of CD-ROMs containing useful digital educational programs
and resources (applicable to the curricula of the ASEAN countries participating in the project).
•
Telecollaboration activities were organized and implemented.
Aside from receiving training in how to implement telecollaboration activities, teachers and students from the 24 participating schools gained hands-on experience in taking part in telecollaboration activities with peers from networked schools.
•
Lessons-learned were compiled and distributed.
Project activities, results and feedback were analyzed, summarized and published in a series of
“Lessons Learned” publications. In addition, a technical guide titled “SchoolNet Toolkit” was produced.
These publications were distributed widely, enabling educators, policy makers and researchers
from across the Asia-Pacific region to benefit from the knowledge gained through the project.
Further information about the UNESCO SchoolNet project can be found on the project
website: www.unescobkk.org/education/ict/schoolnet
16
Case Studies
CHAPTER 4
17
4. Case Studies
These case studies describe existing SchoolNets in Asia, Europe and Africa. While not all existing
SchoolNets have achieved their goals, these examples highlight some successful strategies, as well as
the key issues and difficulties, and point to the need for an integrated approach when initiating and
managing SchoolNets.
SchoolNets in Indonesia
Since 1999, the Indonesian Ministry of National Education (MNE) has worked in collaboration with
the Ministry of Tourism, Post and Telecommunications (MTPT) to set up SchoolNets, with the aim of
promoting the use of ICT, and particularly the Internet, in education.
Three SchoolNets have been initiated, which vary in their scope and activities: 12
• Sekolah2000
• WAN Kota
• E-dukasi.net
The shared objectives of the Indonesia SchoolNets are to:
• Enhance the quality of education by providing access to online learning resources.
• Give equal opportunity to every student and teacher to make effective use of the Internet and gain access to online information.
• Connect various types of schools in Indonesia and intensify interaction among schools so as to encourage information sharing and co-operation.
Sekolah2000
Established in 1999 by the MNE and MTPT and sponsored by the Association of Indonesian Internet
Service Providers (ISP), the goal of Sekolah2000 is to build a community of ICT users in secondary schools
in Indonesia.13
The biggest problem faced by Sekolah2000 is inadequate operational and technical support which
is a result of limited funding and professional resources. These problems have sometimes led to
disruptions in network operations.14
Sekolah2000 has established a portal (www.sekolah2000.or.id), which provides details of their goals and
activities (in Bahasa Indonesia), as well as news, tutorials (Open Knowledge Education), a discussion
board, databases and links to schools in Indonesia.
12
13
14
18
Yuhetty, H. 2004
Sekolah2000 website, accessed in May 2007, www.sekolah2000.or.id
Yuhetty, H. 2004
WAN Kota
Launched by the Government of the city of Malang in 2002, WAN Kota is an educational network
which arose as a means by which to address the lack of infrastructure and the high cost of internet
connectivity, which was hindering the formation of networks (School Information Networks) among
vocational secondary schools (VSS).
WAN Kota is wireless wide area network (WAN) using 2.4 GHz radio frequency. The network connects
local area networks built in each school within a city at a very low cost. To connect one WAN Kota
school with others, the Department of Technical and Vocational Education (DTVE), in co-operation with
Indosat, a telephone company, built an intercity connection using fibre optics and satellite facilities.
WAN Kota was established with funds from the DTVE, district governments, and participating schools.
The DTVE also contributed towards teacher training programmes, co-ordination, monitoring and
evaluation.
Management and Co-ordination
The WAN Kota SchoolNet is managed by a Steering Committee, which includes a local government
officer (District Ministry of Education) and heads of associations of school principals of Vocational
Secondary Schools, General Secondary Schools (GSS) and Junior Secondary Schools (JSS). Day-to-day
running of the project is undertaken by a full time manager, technicians and programmers, most of
whom are VSS teachers and students.
Functions
WAN Kota provides services such as internet connection, email, mailing lists, newsgroups, technical
support and a help desk, as well as a virtual library. WAN Kota also offers video conferencing services
and an online system for school admissions. Although WAN Kota functions more as a vehicle for
communicating and discussing rather than as a means for providing content for teaching and learning,
WAN Kota provides access to some multimedia learning packages for students, produced by the
Communications and Technology Centre (Pustekkom); learning materials produced by teacher training
centres; skill competency standards, and curriculum-related documents.
Participating schools
WAN Kota’s participating schools include vocational secondary schools, general secondary schools and
junior secondary schools. In some cities, teacher training centres, universities, and local government
offices have also joined the network.
The participating schools vary in their level of infrastructure. While some schools have many computers,
in others there is only one computer (located in the principal’s office). Generally, the schools reserve the
use of the best computers for administrative purposes.
Teacher training
To assist teachers to utilize WAN Kota effectively, the DTVE commissioned training in the use of interactive
multimedia technology for a number of VSS teachers. However, further training is required. The lack of
well-trained teachers is believed to be hindering the development of the SchoolNet.
19
E-dukasi.net
E-dukasi.net is an educational portal (www.e-dukasi.net) which was developed by the Centre for
Information and Communication Technology in Education (Pustekkom) of the Department of National
Education, Indonesia.15
E-dukasi.net was established in recognition of the need for more online teaching and learning materials
in local languages. Launched in August 2003, E-dkasi.net facilitates inter-school communication and
collaboration and facilitates the production of varied and abundant digital learning resources.
This portal compiles and disseminates teaching and learning content and materials, in the national
language: Bahasa Indonesia. The databases include electronic materials for teaching Physics,
Mathematics, Chemistry and Biology at senior secondary school level. The portal also has links to other
online learning resources, a forum where students and teachers can communicate, and links to news
articles and information about educational activities in Indonesia.
Malaysia SchoolNet
The Malaysia SchoolNet was developed as part of the Ministry of Education’s “Smart Schools” initiative,
which aims to bring technology to all schools in the country and prepare students with the technological
skills required for the Information Age.
The SchoolNet began as the “Smart School Network”16 and was developed in order to:
• Enable access to online information and sharing of information between schools.
• Foster online communication between students and teachers.
• Provide a centralized data repository.
To set up the SchoolNet, the Ministry of Education contracted a consortium of IT specialists which
managed the installation, testing and maintenance of the SchoolNet. The consortium was tasked with
providing help-desk services to schools (accessible via a local phone call) and was also responsible for
providing courseware and educational software to the participating schools. When courseware was
not in line with the curriculum it was unlikely to be used by teachers, so courseware was developed in
accordance with the national curriculum wherever possible. In the pilot stage of the project, the Ministry covered the installation and repair costs and provided the required software to the participating
schools.
Initially, the SchoolNet was coordinated by the Smart Schools team, made up of Ministry of Education
officials and experts in computer science and education. The coordination team established links with
schools, and assigned specific management responsibilities to school heads, information technology
(IT) coordinators and teachers.
15
16
20
The Edukasi website has a section relating to the UNESCO SchoolNet project: www.e-dukasi.net/indschoolnet/project.php
Chan Foong Mae, 2004
The coordination team promoted use of the SchoolNet among students and teachers by organizing
website-creation competitions and online collaboration projects.
As part of the Smart Schools project, teachers from the pilot schools received computer-literacy training,
including in how to use various computer programs and applications, and how to install and maintain
equipment; however less attention was paid to how to integrate ICT into education and teachers were
not trained in how to initiate SchoolNet activities.
A Smart School portal was set up by the Ministry of Education in 2001, and later a specific SchoolNet
website was established which provides Malaysian schools with digital teaching and learning materials,
interactive activities and online forums in Bahasa Melayu.
Further information:
Malaysia SchoolNet website, http://myschoolnet.ppk.kpm.my
Philippines SchoolNet
The goal of the Pilipinas SchoolNet is to build a network of schools throughout the Philippines that
will utilize the Internet and related technologies to improve teaching and learning and to prepare the
Filipino youth to meet the demands of the knowledge economy. 17
The SchoolNet was established by the Foundation for Information Technology Education and
Development (FIT-ED) in cooperation with the Department of Education, World Links for Development,
private sector partners, non-profit organizations and local universities.
FIT-ED and partner organizations provide schools with hardware, software, connectivity and basic
computer literacy training. The SchoolNet also implements telecollaborative projects in the areas of
Mathematics, Science, English, Filipino and Makabayan.
In 2003 a web-portal was established which has a resources section for teachers and students containing
teaching and learning materials and links to useful websites.
Further information:
Pilipinas SchoolNet website, www.pilipinasschoolnet.net
17
Pilipinas SchoolNet website, www.pilipinasschoolnet.net
21
SchoolNet Thailand
SchoolNet Thailand aims to give all students in Thailand access to the Internet, so as to enable learners
to benefit from the information available online, to increase exchange of knowledge and resources, and
to improve the quality of education.18
The Thailand SchoolNet project began in 1995 as a network of schools in the capital city of Bangkok.
This network was established by the National Electronics and Computer Technology Centre (NECTEC)
- a science and technology development agency under the Ministry of Science and Technology.
In 1996 a nationwide network, titled the “Golden Jubilee network”, was established in honour of the
50th anniversary of His Majesty the King of Thailand’s ascension to the throne. This network provided
all students with access to an electronic library containing information related to His Majesty the King
of Thailand. This portal was the initiative of Her Majesty Princess Maha Chakri Sirindhorn and became a
valuable source of Thai content.
In 1998 another nationwide network was created called “SchoolNet@1509”, which gave all schools
access to the Internet via dialling a low-cost phone number: 1509. This phone access was provided by the
Communication Authority of Thailand. With the co-operation of the Telephone Organization of Thailand
(TOT), the number of telephone lines was increased and the speed of dial-up access was improved.
The initial goal was to get 1,500 schools connected to the Internet by June 1998 and 5,000 schools by
June 2000. However there were only 420 dial-in lines available for the initial 1,500 schools. This required
the development of a timetable system whereby schools took turns to access the Internet and initially
had a limit of 40 hours of Internet access per month.
NECTEC set up a help-desk to provide trouble-shooting support for teachers and students and encouraged the development of websites, local content and teaching resources, which resulted in a greater
supply of locally-relevant digital material, that could be used and shared by everyone.
To enhance the network, NECTEC developed a Linux School Internet Server, in the Thai language, which
was simple for users to operate and was cheaper than the alternatives. NECTEC also developed a webbased administration system that assisted teachers to manage the network.
In June 2002, the targeted number of schools was revised upwards, to 34,000. Then in 2003 the SchoolNet came under the management of the Ministry of Education, which led to reductions in the cost of
dial-up internet access.
Schools participating in the SchoolNet are encouraged to take part in ThinkQuest and other online
activities. In 2003, a new web-portal was set up which contains a database of teaching and learning
resources in the Thai language.
Further information:
SchoolNet Thailand website, www.school.net.th
18
22
Koanantakool, T and Thuvasethakul, C, 2004
European SchoolNet
European SchoolNet is a not-for-profit consortium of 28 Ministries of Education in Europe. “It provides
major European education portals for teaching, learning and collaboration and leads the way in bringing
about change in schooling through the use of new technology.” 19
The organisational objectives are to:
• Foster and support collaboration and cooperation among schools in Europe.
• Make available to schools in Europe pedagogical and information services with a European added value.
• Support the professional development of teachers.
• Contribute to the development of technology-enhanced learning in schools.
• Disseminate examples of good practices and investigate new models for schooling and learning.
• Provide services, content and tools based on new information and communication technologies
to members and partner networks, and facilitate the development of a common approach towards
standards and interoperability.
European SchoolNet’s work is organised into three strands:
• School networking and services.
• Knowledge building and exchange on ICT policy and practice.
• Interoperability and content exchange.
School networking and services
In this area of work, European SchoolNet focuses on projects and activities for schools, based on use of
ICT in the classroom for enhancing education in a range of spheres. These activities are underpinned
through the use of online portals and tools to enable teachers and pupils to share, communicate and
learn together, as well as number of publications focus on specific in-depth issues of international
innovative pedagogy. Connectivity issues are not considered, as they are addressed through nationallevel policies.
Policy and practice
European SchoolNet networks policy makers and researchers in school-related policy and practice, as
well as offering extensive services for these key actors. The Insight portal is a platform for data gathering
and exchange in the area of ICT policy and research, while the Insafe network and portal bring together
key children’s NGOs to work on issues around safe and ethical use of ICT. Peer-learning activities and
networking events for a range of practitioners, researchers and policy-makers are also key to this area
of work.
Interoperability and content exchange
Interoperability, standards and harmonisation of eLearning services are key to European SchoolNet’s
strategy of making Digital Learning resources more accessible to schools. Thanks to its role as project
coordinator in content exchange projects including Celebrate and Calibrate, European SchoolNet has
gained a prominent role in the field.
Further information:
European SchoolNet, www.europeanschoolnet.org
19
European SchoolNet website, www.europeanschoolnet.org/ww/en/pub/eun/about/euninfo.htm
23
SchoolNet Namibia
Recognizing that open access to information provides greater opportunities for learning, SchoolNet
Namibia aims to overcome barriers to access to information and promotes open education for all.
SchoolNet Namibia seeks to introduce infrastructure, computer technology, Internet access and
associated support services to schools in Namibia, so as to empower youth and give students the skills
to participate in the “digital revolution”. 20
In Namibia, there are two major barriers to accessing the Internet:
• Cost of equipment, connectivity and repair.
• Lack of expertise in computer installation, use and maintenance.
SchoolNet Namibia therefore aims to:
• Minimize the costs of computers and associated equipment, connectivity, training, support and repair; and
• Establish training and support mechanisms to assist teachers and students to overcome difficulties in using computers and the Internet in the classroom.
SchoolNet Namibia is a not-for-profit, civil society organization. Established in 2000, it operates on a
“total cost of ownership” (TCO) model which covers every aspect involved in computer use in education,
including: hardware, operational software, furniture, long-term internet access, educational software,
computer training, technical maintenance and repair, and support services.21 Overall, the success and
sustainability of SchoolNet Namibia can be said to stem from this TCO approach.
In line with this approach, this civil society organization coordinates a range of interrelated activities,
including supplying schools with low-cost servers and refurbished computers, open source operating
software, affordable educational software and discounted Internet connectivity. In addition, SchoolNet
Namibia trains technical staff and teams of help-desk staff who are available to answer questions and
help teachers solve technical problems.
The emphasis on open source software and Creative Commons content is a particular feature of
SchoolNet Namibia, and one which is central to its success. According to a reviewer, “Working with
open source has stimulated SchoolNet to explore the real costs of ownership of ICTs in schools”22 and
has ensured that the technical solutions SchoolNet Namibia provides are affordable to schools, and are
therefore viable in the long term.
Strong relationships with stakeholders are another key factor in SchoolNet Namibia’s success and
sustainability. SchoolNet Namibia operates in line with Namibia’s ICT policy for education and has built
a strong relationship with the Ministry of Education. So much so that the Ministry has begun to take
ownership of the SchoolNet implementation mechanisms.23 Similarly, a symbiotic relationship with
Telecom Namibia, and lengthy negotiations, resulted in discounted Internet connectivity rates for
schools. 24
Swedish International Development Authority (SIDA), 2004. Note: In rural areas, SchoolNet Namibia has provided electricity connection for schools without power and
wireless technology solutions for schools without phone lines.
Komen, J, 2005
22
Ballantyne, P. 2004
23
Council for Scientific and Industrial Research (CSIR), 2005
24
Ibid
20
21
24
Another important factor in the sustainability of SchoolNet Namibia is monitoring and evaluation system
which was set up when the SchoolNet was first established. This system enables issues to be identified
and dealt with as they arise.
According to the Swedish International Development Authority, while Namibia SchoolNet faces many
challenges in achieving its goals, it has been successful in “laying the foundations of affordable access
and installing basic computer labs in schools … (and) helping to build the pool of ICT literate people
in and around schools, influencing and educating government to what they can do to sustain access in
schools, and raising awareness in schools as to the opportunities that Internet access can provide.” 25
Further information:
SchoolNet Namibia, www.schoolnet.na
25
Swedish International Development Cooperation Agency, 2004, p.38
25
26
What makes a SchoolNet successful
and sustainable?
CHAPTER 5
27
5. What makes a SchoolNet
successful and sustainable?
The experiences over the past 10 years show that for SchoolNets to be successful in achieving their
goals, and to be sustainable in the long term, schools need to have:
• Political and financial commitment.
• Conducive policy and an appropriate curriculum.
• Support from management.
“ … factors that have hindered ICT use in
• Adequate infrastructure.
education for the past many years … include
• Sufficient quantity of affordable ICT tools and
the inadequacy of basic infrastructure, hardware
digital learning resources.
and software; lack of connectivity and systematic
• Teachers who are trained in how to utilize
management support; high Internet fees; and lack
computers and the Internet in the classroom.
of a sense of ownership on the part of the schools.
• Ongoing, well-organized SchoolNet activities.
The selected policy strategy is not always in linear
• Enthusiastic teachers and students who actively
correspondence with these factors.”
participate in SchoolNet activities.
• Trained technical staff for maintenance and repair
Harina Yuhetty, Ministry of National Education,
of equipment.
Indonesia, 2004
• Accessible (local or telephone) trouble-shooting
support.
With these components in place, SchoolNets can be effective in facilitating access by teachers and
students to the wealth of information and resources available online and thereby contribute to
improving the reach and quality of education.
The experiences so far also show that in order to
encompass all of these components, a network of
schools needs:
• A coordinating body which supports and guides
activities.
• Co-operation (partnerships) between all stake holders: policy makers, school administrators,
head teachers, teachers, students, teacher trainers,
and technical experts.
• Mechanisms for ensuring sufficient funding,
and affordable equipment and other resources.
• Mechanisms for training school staff and technical
support teams.
• Regular SchoolNet telecollaboration activities.
28
“… a “total cost of ownership” model … ensures
long-term internet access, technical maintenance,
repair, training and support services to schools
provided with ICT equipment, running Free/Libre
and Open Source software and content solutions
under Creative Commons licencing.”
Joris Komen, Director, SchoolNet Namibia, 2005
Initiating and managing a SchoolNet
CHAPTER 6
29
6. Initiating and managing
a SchoolNet
In light of the requirements for a successful and sustainable SchoolNet, the key factors involved in
initiating a SchoolNet, or managing an existing SchoolNet, are outlined below.
•
Prepare the foundation of the SchoolNet
• Establish goals, objectives, targets and indicators.
• Set up a co-ordination team.
• Decide which schools to include in the network.
• Engage the participation of national governments and foster a conducive policy environment.
•
Establish partnerships
• Partnerships with the government.
• Partnerships with civil society and the private sector.
• Partnerships with teacher education institutions.
• Partnerships between schools and between teachers.
•
Acquire funding, ICT tools, digital resources and technical support
• Obtain funding.
• Acquire ICT tools: computers, relevant software, connectivity, etc.
• Access or create appropriate digital learning resources and lesson plans in local languages.
• Ensure technical maintenance and support.
•
Build capacity of teachers in ICT and pedagogy
• Computer and internet skills.
• Skills in how to design and prepare teaching and learning materials using ICT.
• Skills in how to utilize ICT in teaching and learner-centred methodologies.
• Skills in initiating and implementing telecollaboration activities.
•
Initiate SchoolNet activities and telecollaboration
In the following sections, each of the five factors are described in greater detail, using examples and
experiences from the UNESCO SchoolNet project and from operational SchoolNets, to illustrate points.
30
6.1 Prepare the foundation of the SchoolNet
In order to set strong foundations for the SchoolNet and ensure that it functions effectively, it is necessary
to establish what the goals, objectives, targets of the SchoolNet are, establish a co-ordination team and
focal points at the school level, determine the scope of the SchoolNet and get buy-in from local or
national government authorities.
6.1.1 Establish goals, objectives, targets and indicators
It is important to clearly establish what a SchoolNet’s goals and objectives are, and to set targets and
develop a system for measuring and monitoring change. This will guide implementation and assist in
measuring progress.
Depending on a school or country’s specific needs, a SchoolNet can have one or many goals, including to:
• Channel support for equipping a school with ICT equipment and connectivity.
• Build teachers’ ICT skills and revise their teaching methodologies.
• Link up schools and create national or regional educational communities.
• Gain access to online education materials and share digital resources.
• Improve the skills and learning outcomes of students and enhance the quality of education.
Objectives for setting up a SchoolNet can also vary depending on local conditions. In the case of the
UNESCO SchoolNet project each of the participating countries had their own needs and objectives, and
therefore benefited from the project in different ways.
For example, participating schools in Thailand focused on equipping classrooms with equipment and
connectivity and on assisting teachers to use ICT as a tool in the classroom. In Malaysia, participating
schools encouraged teachers to develop learner-centred teaching methodologies and to use ICT to
create locally-relevant teaching materials in the national language. Schools in Malaysia also focused on
setting up inter-school networks to support sharing of information and teaching materials.
In the cases of Cambodia and Lao PDR, participating schools focused on establishing basic infrastructure and equipping schools with computers. Cambodian schools later turned their attention to training
teachers in basic ICT skills, with the help of a mobile team of trainers made up of personnel trained in
the region.
Schools in Myanmar focused on designing and developing ICT-based teaching resources and materials.
Teachers learned how to use ICT to create lesson plans and how to use ICT-based materials to enhance
learning. Teachers also participated in telecollaboration activities, through the SchoolNet “Learning
Circles” initiative. Indonesian schools similarly focused on professional development of teachers.
Schools in Viet Nam also focused on training of teachers and on sharing of best practices among
teachers at the national level. Likewise, schools in the Philippines focused on training teachers in how to
use digital educational resources, and were particularly active in SchoolNet telecollaboration activities.
31
Connectivity in Cambodia: a case study
In 2002, when the UNESCO SchoolNet project was launched, only 13% of the 698 secondary schools in
Cambodia had mains electricity supply, 8% had generators and 4% had solar panels. 75% of the schools
did not have power supply at all.
Also, most of the state schools did not have computers. Only 6% of lower-secondary schools and 35% of
upper-secondary schools had computers (one or two, used for administrative purposes only). Only eight
upper-secondary schools had more than 10 computers. However, many of the private schools had more
computers and many of these schools offered computer classes.
Access to computers and the Internet remains limited today, however there have been many donations
of computers to schools and Internet cafés are increasingly being established in urban centres and
tourist destinations. In 2004, there were over 100 internet cafés in Phnom Penh and several in Siam Reap
and Sihanoukville. Computer courses are also becoming popular in the major towns. However, with
more than 80% of the population living in rural areas, the majority still have little or no access to the
computers or the Internet.
During the project period, Mr. Om Sethy, the national SchoolNet coordinator for Cambodia, and his team
focused their resources on equipping the participating schools with computers and establishing Internet
connectivity. Once the basic computer and Internet access were provided to the three participating
schools in Cambodia, the team turned their focus to the professional development of the teachers in
the schools.
An important part of preparing foundations for a SchoolNet is to establish targets, both in the short
and long term. For example, the Malaysian SchoolNet’s long-term target was to provide Internet
connection to all 10,000 schools in the country. However, their short-term target was to establish
connectivity in 220 remote schools and the 87 pilot “Smart Schools”. 26
Before embarking on any activities towards achieving goals, objectives and targets, it is also necessary
to study the existing situation and set benchmarks. A monitoring process also needs to be established,
which requires developing indicators – which identify what data to collect and how often. This will
enable progress towards goals to be measured.27
26
27
32
Chan Foong Mae, 2004
UNESCO Bangkok. 2003(i)
6.1.2 Set up a co-ordination team
One of the key lessons learned from the UNESCO SchoolNet project was that a co-ordination team is
essential for the success of any attempt to initiate a SchoolNet, instigate improvements, or maintain an
existing SchoolNet. Every SchoolNet requires a group of people which manages activities and which
maintains and expands the network of schools.
“The SchoolNet model is driven by
champions from different sectors, locally
and internationally.”
Joris Komen, Director, SchoolNet
Namibia, 2005
The co-ordination team needs to orchestrate a
range of activities to get the SchoolNet established
and operating effectively, including facilitating the
buy-in of the Ministry of Education and education
departments; helping to establish partnerships;
ensuring all stakeholders are informed and
up-to-date; assisting the schools belonging to the
SchoolNet to obtain and utilize the required ICT
tools; coordinating the training of teachers and
technical staff; and establishing links with training
organizations and technical providers.
While the co-ordination team can be made up of
teachers or government officials, the team can also
be an independent organization, separate from the
school and government. The national Namibian SchoolNet, for example, was established by an
independent non-governmental organization.
This organization (SchoolNet Namibia) works in co-operation with the Education Ministry, heads of
schools, teachers and students to equip schools with equipment, furniture and connectivity, and assists
schools to coordinate training for teachers, computer maintenance and trouble-shooting.
In the case of the UNESCO SchoolNet project, UNESCO took on the regional-level coordinating role,
aiming to support and develop national SchoolNets and build an ASEAN regional SchoolNet. In addition,
a national-level co-ordination team was set up in each participating country.
The effectiveness of the national teams was a determining factor in the level of success of each national
SchoolNet. For example, the high commitment and efficiency of the co-ordination team in Myanmar
was a key factor in ensuring that Myanmar was consistently one of the exemplary countries in terms of
a smoothly-running national SchoolNet. The co-ordination team was located within the Department of
Basic Education, under the leadership of Mr. U Tin Nyo.This team organized language and ICT competency
courses for teachers, conducted follow-up national workshops after regional training workshops, and
oversaw the development of local digital learning resources and materials by teachers. The success of
the Myanmar SchoolNet was also facilitated by close and frequent communication among the teachers,
between the teachers and the national co-ordination team, and with UNESCO Bangkok.
Likewise, the success of the Philippines SchoolNet was largely due to the effectiveness of the national
co-ordination team.The co-ordination team, managed by Ms. Maria Victoria D. Abcede, established strong
partnerships with private companies, and localized digital learning resources provided by UNESCO.
33
In general, the schools which were less aware of project goals and activities during the project period
were in countries in which the co-ordination team was not strong or active. A key lesson therefore, was
that co-ordination teams must be committed to the process of establishing a successful SchoolNet, have
the required capacity, and be in a position where they can initiate activities, mobilize resources(human,
technical and financial), and serve as the driving force behind a process of change.
When surveyed regarding their opinions, the national coordinators participating in the UNESCO
SchoolNet project stated “empowerment” and “support” as the most important elements required for
effectively managing and implementing a SchoolNet. For instance, the national coordinator in Viet Nam,
Dr. Quach Tuan Ngoc, emphasized the need for coordinators to be empowered to make decisions and
carry out action plans, to be well-informed on the subjects of ICT integration and telecollaboration, and
to have the ability to mobilize the necessary financial and human resources.
All of the national SchoolNet coordinators participating in the UNESCO SchoolNet project were from
the national Ministry of Education, in positions ranging from the Director of the ICT unit to the DirectorGeneral of the Department of Basic Education. Given their roles, most of them had some manpower
support and the capacity to make decisions and carry out planned SchoolNet activities within their
respective countries. However, they often lacked the time required to manage all the aspects of the
SchoolNet. In addition, although they were often able to source funds from private and non-profit
organizations, parent-teacher associations and alumni groups, they sometimes could not gain the level
of funding required to implement all that was required.
6.1.3 Identify managers or focal points at the school level
All SchoolNet co-ordination teams require a person or persons to oversee activities at the school level.
In the case of the UNESCO SchoolNet project, this role was played by “SchoolNet Managers” who were
appointed in each participating country. In some cases, the SchoolNet managers were based in the
Ministry of Education. However, in many cases the SchoolNet managers were teachers. This meant
that they had first-hand knowledge of the situation in the participating schools and an in-depth
understanding of needs of the schools and teachers.
For example, Ms. Khin Aye Cho, the Myanmar SchoolNet Manager, recognized the need for relevant
digital resources and was active in facilitating the design and development of local resources by the
teachers in her school. She also identified the need for teachers in the Myanmar schools to learn more
about telecollaboration, was effective in motivating teachers from all of the participating schools to take
part in telecollaboration activities, and was successful in coordinating teachers’ involvement in those
activities.
“I believe that any multi-national collaborative project needs a regional coordinator in
each country. The SchoolNet managers have been playing this role. It is very noticeable
how successful (training) classes were where the SchoolNet manager was very active.”
Gerald Roos, Consultant, SchoolNet South Africa
34
The role of SchoolNet Manager can be demanding in terms of time and effort. For a SchoolNet Manager
to perform his or her roles effectively, she or he requires support from her or his supervisor, and a degree
of autonomy to effectively play her or his role.
For example, at Cabancalan High School in Cebu, Philippines, the SchoolNet Manager, Maria Liza Gulbin,
was able to succeed in her role due to firm support from the head teacher of her school. With this support,
Ms Gulbin was able to organize regular training sessions for teachers in the participating schools in the
Philippines and even conducted training classes herself. In addition, she demonstrated to other teachers
how digital learning resources could be used in the classroom, and assisted other teachers to modify
digital materials to match local needs and languages.
6.1.4 Decide the scope and which schools to include in the network
International SchoolNets are an effective means of establishing regular communication and
co-operation among students and teachers in a particular region of the world. However, when the region
includes diverse languages and cultures, such as in the Asia-Pacific, there are a number of challenges
in establishing an international SchoolNet. In such situations, a local or national focus is advisable to
begin with. A local or national focus enables a strong foundation to be established, enables Internet use
to become entrenched in education, and prevents language from becoming a barrier to participation
by all members in SchoolNet activities. A lack of language barriers not only eases communication, but
also allows for teaching and learning materials to be shared, without need for translation, between the
networked schools.
In the case of the UNESCO SchoolNet project, the ultimate goal was to build an ASEAN regional
SchoolNet. However, recognizing the wisdom of establishing firm foundations at the national level, the
project initially concentrated activities on strengthening national SchoolNets. The intention was that as
each national SchoolNet developed and expanded, the regional SchoolNet would subsequently grow
and gain in strength.
Deciding which schools to include when setting up or strengthening a local or national SchoolNet,
involves identifying teachers who are enthusiastic about utilizing ICT to improve teaching and learning,
and who have support from school leaders and administrators. This support is crucial in ensuring that
teachers have sufficient time to engage in SchoolNet activities, are able to become involved in sourcing
any necessary ICT tools and have the authority to mobilize funds. Supportive leadership is also very
important in ensuring that teachers have the technical maintenance support and assistance they
require for solving technical problems.
One of the schools participating in the UNESCO SchoolNet project, Suankularb Nonthaburi School in
Thailand, serves as a good example of a school which had very enthusiastic teachers and administrators.
Suankularb Nonthaburi School has the goal “to create a successful knowledge society by developing
an ICT-rich environment along with applying local wisdom to improve the standard of education”. The
school has a long history of ICT use, beginning in 1975, when, with the support of the parent-teacher
association, the first modern ICT tools, 12 eight-bit computers, were introduced. Eighteen years later, in
1993, the school established 16 LAN servers. Then in 1997, with the support of the Thailand National
Electronics and Computer Technology Centre (NECTEC), the school gained Internet access. By 2005, the
school had 400 networked computers. Suankularb Nonthaburi School participated actively the UNESCO
SchoolNet project, initiating several school-based projects, including a students’ web-based project, a
home-page development project, and a digital library project.
35
Similarly, highly active teachers and support from head teachers and were crucial in the success of
Philippines SchoolNet activities. Cabancalan High School, for example, was a particularly active school
and focused on the professional development of teachers. This school now offers training to other
teachers in their region regarding utilizing ICT in teaching.
Likewise, the three schools from Malaysia that participated in the UNESCO SchoolNet project had
enthusiastic support of their school leaders, and also had the support of education policy makers.
In choosing schools to participate in the SchoolNet, it is also necessary to identify schools with adequate
infrastructure (electricity and internet connectivity) or which have the potential of getting funding for
establishing an affordable electricity supply and internet connection.
In the UNESCO SchoolNet project, all of the schools chosen to participate already had electricity and
internet connection. For example, the three Malaysian schools participating in the project were “Smart
Schools”28 and were also already equipped with the necessary hardware and software.
However, the need for schools participating in the project to have adequate infrastructure unfortunately
meant that in some countries the only schools which could participate were those in urban areas. For
example, in Myanmar the three schools selected were in urban and semi-urban locations, because rural
schools did not have adequate and affordable electricity and internet connectivity. A similar situation
was found in Lao PDR.
Since it is important not to exclude rural schools, when setting up a SchoolNet the co-ordination team
should work with teachers and administrators in rural schools to find ways of establishing an electricity
supply for computers (for example: solar powered or crank-powered computers)29 and explore various
connectivity options (for example, wireless connectivity – WiFi or satellite Internet connections).30
Recognizing this need, the Namibia SchoolNet succeeded in empowering rural schools to build their
infrastructure to the level required for participation in a SchoolNet.31
6.1.5 Engage the participation of national governments and foster
a conducive policy environment
For a SchoolNet to succeed and be sustainable, it is important that the Ministry of Education “buys
into” the process of establishing and strengthening the SchoolNet, and develops a conducive policy
environment and provides ongoing support.
“Youth need more access to information technology … So let us promote visionary public policies, innovative
business models and creative technological solutions that will empower young people and engage them in
the global effort to achieve the Millennium Development Goals.”
Ban Ki-moon, United Nations Secretary-General World Telecommunication and Information Society Day, 2007
28
29
30
31
36
Malaysia “Smart Schools” initiative. www.ppk.kpm.my/smartschool
Links to resources about alternative electricity options can be found in the References and Resources section of this publication.
Resources about alternative connectivity options can be found in the References and Resources section of this publication.
Komen, J, 2005
Education policy makers should be encouraged to become informed on the topic of ICT use in education
and to develop national ICT in Education policies and guidelines. Such policies ensure a systematic
approach towards the integration of ICT into education and help to optimize resources.32
“… lack of pertinent legislation and regulations could hinder proper implementation
of ICT use in education in the future.”
Harina Yuhetty, inistry of National Education, Indonesia, 2004
However, in the absence of a national policy on the use of ICT in education, the SchoolNet co-ordination
team can facilitate harmonization by linking projects initiated by the Ministry of Education (MOE) with
those of other Ministries and encouraging co-operation between Ministries and telecommunication
companies, commercial suppliers of ICT tools and funding agencies.
6.2 Establish partnerships
Partnerships are a vital part of any successful SchoolNet. Given the wide range of factors that need to be
managed in establishing or strengthening a SchoolNet, it is important for co-ordination teams to seek
partners who can assist in providing the resources and expertise that are required. Partnerships need to
be established and maintained between the co-ordination team and the government, civil society, the
private sector, and teacher education institutions, and between schools.
“Providing an affordable and open ICT platform in schools is essential. Getting it used is quite another
challenge. It requires commitment from the school and probably the involvement of specialized
partners in areas like e-learning or content development. The government has a vital role in this area.
Since ICT developments in and around schools often move much faster than ministries can determine
policy or standards, it is vital that the various actors communicate effectively and work towards
common goals and priorities.”
Peter Ballantyne, 2004
32
Yuhetty, H. 2004
37
6.2.1 Partnerships with the government
As stated earlier, government support is important for ensuring that a SchoolNet is successful and
sustainable in the long term. To synchronise SchoolNet activities with local and national government
education initiatives, and build support for the SchoolNet, it is important for partnerships to be formed
with relevant government officials and departments. Ultimately such partnerships will encourage the
Ministry of Education to take ownership of the concept and internalize it within decision making.
A SchoolNet or a network involving schools should actively involve the MOE as a patron,
an endorser or a contributor of content.
Chan Foong Mae, Ministry of Education, Malaysia, 2004
In the UNESCO SchoolNet project, Ministries of Education of the eight participating countries were
active partners, and representatives from the Ministries of Education participated in the project from
the beginning. For example, the ICT Advocacy and Planning Workshop for Policy Makers and National
ICT Coordinators, convened by UNESCO Bangkok in December 2003, provided an opportunity for
representatives of the Ministries to come together to discuss plans for initiating or developing their
national SchoolNets.
Partnerships were also established at the local-government level. For example, a partnership was
established between the UNESCO co-ordination team and the Indonesia Directorate of Secondary
Education and Local Education Office (Dinas Pendidikan Propinsi). Under this partnership, the
Directorate played an important role in identifying which schools in Indonesia to include in the
SchoolNet project.
In some countries, active government participation led to the initiation of extensive web-portals to
support the development of SchoolNets. For example, in Indonesia, the Centre for Information and
Communication Technology for Education (Pustekkom) of the Department of National Education
initiated a portal, E-dukasi.net. As described in Chapter 4 of this publication, the E-dukasi portal
contains lesson plans and digital resources, and is a platform for educators to discuss issues they face
with regard to using ICT in teaching.
Partnerships with Ministries of Education can also result in decisions by Ministries to initiate or extend
professional development programmes and training courses for teachers in the networked schools. In
the Philippines, partnership with the Commission of ICT (a government agency) led to the provision of
advanced ICT training for teachers. The Commission also developed a dedicated portal for the national
SchoolNet and provided technical support. Local governments also assisted participating schools by
funding the maintenance of hardware and infrastructure.
38
In Lao PDR, the national coordinator of the UNESCO SchoolNet project, Mr. Ka Saleumsouk, fostered
co-operation between education officers within the Ministry of Education, which resulted in SchoolNet
activities being linked to existing national professional development programmes run by the Ministry
and donor agencies. A partnership was also formed with the Korean International Co-operation Agency
(KOICA) which resulted in the donation of computers to the participating school in the town of Luang
Prabang.
During the UNESCO SchoolNet project, for example, partnerships were established between the Thailand
national co-ordination team and two key government agencies: the Institute for the Promotion of
Teaching Science and Technology (IPST) and the National Electronics and Computer Technology Centre
(NECTEC). These organizations played an important role in the training of the teachers participating in
the project. The partnership with NECTEC, a science and technology development agency under the
Ministry of Science and Technology which conducts research in the areas of electronics, computing,
telecommunication and information technologies, enabled the country’s participating schools to
benefit from advice, professional development and technical support. NECTEC also became a partner
with the UNESCO co-ordination team and assisted in conducting a regional training course in March
2005 for website managers, teachers and SchoolNet technical personnel to facilitate the development
and maintenance of national SchoolNets. NECTEC also conducted activities from May to August 2006
regarding SchoolNet maintenance and troubleshooting. In addition, NECTEC prepared a technical guide
for Internet connectivity, to assist schools in Thailand to establish Internet connection.
It should be noted that in some countries, Ministries of Education (MOEs) need support in acquiring
the technical capacity to set up and manage national SchoolNets. In the countries of Cambodia, Lao
PDR, Myanmar and Viet Nam, the UNESCO SchoolNet project donor, JFIT, financed the acquisition of a
server to run the national SchoolNet websites initiated by the MOEs, and funded the provision of other
technical services for part of the project period.
6.2.2 Partnerships with civil society and the private sector
Many civil society organizations and private companies have considerable expertise in the use of
ICT in education and have established long-term ICT in Education initiatives. Partnerships with these
organizations can enable teachers and schools to benefit from a significant base of expertise, and can
give teachers and schools access to useful information, support, resources and models for informing
and implementing internet-based learning activities.
“...acquiring the technologies themselves, (no matter how difficult and expensive the process)
may be the easiest and cheapest element in a series of elements that could eventually make
these technologies sustainable and beneficial … it is a matter of making it simple for [all the
stakeholders] … to cooperate.”
Ministry of Basic Education, Sport and Culture (Namibia), 2005, quoted in Komen, J, 2005
39
In the UNESCO SchoolNet project, the situation analysis conducted in 2002 found that companies such
as Microsoft and Coca-Cola were implementing projects relating to ICT use in education in Southeast
Asia. Of the countries in which they were implementing projects, they had greatest presence in the
Philippines. Therefore, the national co-ordination team in the Philippines established a partnership
with the Microsoft’s Partners-in-Learning project, which involved working together to promote training
of teachers to improve ICT skills. In addition to this training support, Microsoft provided financial and
technical assistance. The national co-ordination team also partnered with the Intel Teach to the Future
project on the training of educators in innovative teaching practices.
The UNESCO co-ordination team established a regional-level partnership with Microsoft to convene the
first “Innovative Teachers Conference”, which was held in Singapore from 7 to 9 December 2004. Twelve
teachers from the participating schools in Thailand, Viet Nam, Malaysia and Myanmar participated in
the conference. The conference provided an opportunity for teachers to discuss innovative practices
in using ICT in the classroom, demonstrate best practices, and to share their lesson plans for teaching
mathematics, science and English. In addition, the conference was an important opportunity to give
the participating teachers recognition for their vital contributions towards improving use of ICT in their
schools and supporting the development of national SchoolNets.
In Cambodia, the national SchoolNet coordinator, Mr. Om Sethy, made efforts to establish partnerships
with private companies by setting up “twinning” system which would match schools with companies.
The intention was to enable schools to benefit from a company’s ICT expertise and resources, while the
company would benefit from having a supply of well-trained graduates.
In Indonesia, although there was no formal partnership between the SchoolNet project and non-profit
or private organizations, the project team invited representatives from private companies to share their
expertise and experiences in a national workshop on ICT-integrated material development.
The Malaysia SchoolNet established agreements with service providers, including with telecom- munications
companies, Telekom Malaysia and Maxis, to provide discounted connection rates for schools and the Ministry
of Education, and to establish phone lines and Internet access for remote schools and communities.
Likewise, the Namibia SchoolNet, following protracted negotiations, established a partnership with
Telecom Namibia. Together they established the “XNet Development Alliance Trust”, which brought
together members from Namibia’s private and public sectors and civil society, and which has resulted
in the provision of wide-area wireless infrastructure and subsidized Internet fees for schools. 33 Similarly,
European SchoolNet has developed a number of partnerships with civil society organizations (for
example: child protection NGOs) and with private technology companies for specific activities such as
surveying young people’s use of technology, developing new technical tools (for example: advanced
learning resource repositories) and event organization.
33
40
Komen, J, 2005
6.2.3 Partnerships with teacher education institutions
In any SchoolNet, teacher training is of paramount importance. It is therefore crucial to develop
partnerships with universities and teacher education institutes. Partnerships enable schools to
draw upon the professional development experiences and content development expertise of these
institutions. These institutions can also provide teacher educators for national training activities, and
can provide input on curriculum and teaching approaches. At the same time, partnering with training
institutions can help to bring the Internet and innovative teaching practices from schools into the
teacher education system.
Partnerships were established with universities in several of the countries participating in the
UNESCO SchoolNet project. In Indonesia, for example, the national co-ordination team cooperated
with universities to develop digital resources in Bahasa Indonesia. Teacher educators and researchers
contributed their expertise in the subject matter and instructional design and developed a range of
teaching and learning resources. These resources were then uploaded by Pustekkom to Edukasi. net
(www.e-dukasi.net) and made available to all teachers in Indonesia.
Similarly, university staff in the Philippines contributed to the development of digital lesson plans and
support materials. In Cambodia, the national co-ordination team partnered with teachers and teacher
educators to conduct professional development workshops on how to use ICT as a tool to enhance
learning.
In the case of the European SchoolNet, universities often provide their evaluation expertise, while
teacher training institutions provide experts in professional development workshops and similar events
focusing on pedagogy.
6.2.4 Partnerships between teachers and between schools
The SchoolNet co-ordination team should facilitate partnerships between teachers and between schools
so as to encourage sharing of experiences, best practices, and teaching resources.
A community of teachers should be established, if possible via both face to face meetings and online
communication. Such a community will enable teachers to discuss issues they face, share their approaches
to overcoming challenges and coach each other in ICT-based teaching methods. In addition, keeping in
touch via online tools will give teachers an opportunity to regularly practice their ICT skills.
As part of the UNESCO SchoolNet project, teachers at the participating schools were encouraged to
develop “communities of practice” and to share their thoughts and approaches to using ICT in the
classroom via face-to-face meetings and email. In Myanmar, for example, the national SchoolNet
coordinator organized national-level telecollaboration activities for teachers in which they shared
experiences, tips, lesson plans and digital resources.
Similarly, teachers in Malaysia engaged in telecollaboration activities to build cohesion and facilitate
sharing of teaching resources. In the Philippines, partnerships also emerged between the teachers in
participating schools. Local communication and partnership-building was facilitated through use of
email, online chats, and discussion boards, in the national language.
41
In Lao PDR and Cambodia, there was relatively little online collaboration among the participating
teachers due to the difficulties in establishing reliable Internet connectivity at the schools. However,
with adequate planning and co-ordination, partnerships between the teachers can be established
without the use of ICT.
In Europe, the European Commission’s Directorate for Education and Culture has established the
large-scale eTwinning initiative34 as part of its eLearning programme. In this initiative, teachers are
invited to use an online portal in order to find potential partner schools and forge long-term school
partnerships on pedagogical topics of their choice. These partnerships are principally organised via ICT
tools, but some schools go further and apply for funding from Comenius,35 which offers funding for
school partnerships, teacher mobility and exchanges, including face-to-face meetings and visits.
6.3 Acquire funding, ICT tools, technical support
and digital resources
As noted earlier, for a SchoolNet to be successful and sustainable, participating schools must have
adequate technical infrastructure and a sufficient quantity of ICT tools and digital learning resources.
Mechanisms for ensuring sufficient funding, equipment and other resources must therefore be
established.
6.3.1 Funding
Given that in most schools in the Asia-Pacific region budgets do not stretch beyond covering the basic
infrastructure, furniture and human resources required for providing lessons, SchoolNet co-ordination
teams should work with the participating schools and teachers to seek opportunities for funding.
In the case of the UNESCO SchoolNet project, seed funding was provided by the project donor, Japanese
Funds-in-Trust, for acquiring equipment for some schools. However, several schools took the initiative
and sought additional funding and resources so as to acquire additional ICT tools. For example, schools
in Myanmar, Malaysia, and the Philippines were able to acquire funding from alumni associations, parentteacher associations, and community leaders. Similarly, Chanthabouly Upper Secondary in Lao PDR, was
able to acquire additional support from a Korean school, which funded their Internet connection.
6.3.2 ICT tools
For teachers and students to be able to access the Internet and communicate online, it is essential that
schools have sufficient ICT tools, and the ability to maintain those tools in the long run. In addition
to appropriate furniture for ICT equipment, schools need, at the very minimum, an electricity supply,
telephone lines or wireless connection, a server, computers and other hardware, and operating software.
34
35
42
eTwinning website, www.etwinning.net
Comenius, http://ec.europa.eu/education/programmes/llp/comenius/index_en.html
In the UNESCO SchoolNet project, some participating schools were provided with computers and other
ICT tools. For example, each of the three participating schools in Myanmar were provided with LAN
servers, four computers and a printer. In addition, the co-ordination team set up a national web server
that would connect all three schools to the network and host the Mynamar SchoolNet website.
Equipment was purchased by national coordinating teams with funds provided by the project donor,
Japanese Funds-in-Trust. In addition, some schools were provided with free reconditioned second-hand
computers, supplied through a Korean Government-funded project.
A difficulty arose, however, in the delivery of the donated computers. Since the schools did not have
funding for transporting the computers from the capital city to their rural location, several schools were
unable to take possession of the computers. The schools which eventually received the computers
were those which raised their own transportation funds, for example through parents’ association
fund-raising activities.
An alternative to new computers is to purchase refurbished computers. The Namibia SchoolNet, with
funding from the Swedish International Development Co-operation Agency, pioneered a system for
supplying schools with refurbished computers. It has set up its own technical service centre in which
unemployed youth volunteers refurbish computers and, in return, gain valuable technical skills. Schools
are provided with “a new Pentium IV (Intel-inside) server (and) between 5 and 20 refurbished thin-client
diskless workstations, with new monitors, mice and keyboards ... These PCs are installed on SchoolNet’s
innovative round tabletops, with network cabling, switch and internet service equipment”.36
While providing computers and servers is necessary, it is not sufficient; schools also need appropriate
operating and applications software. While commercial software is usually more familiar to users, it can
often be a drain on a school’s limited ICT budget. Analysis by the Philippines’ Department of Education
indicates that payments for software licenses are often a major component of a school’s ICT spending. An
alternative to paying licence fees is to install free and open source software (FOSS) in school computers.
FOSS of various types and functions can be freely downloaded from the Internet. This option is not
necessarily completely free, however, as software sometimes needs to be tailored to specific needs,
which requires technical expertise. However, it is generally cheaper than purchasing licensed software.37
FOSS is believed to also have other advantages over proprietary software, including reliability, performance and security. Using FOSS in schools also discourages software piracy by students, since students
become familiar with FOSS and have no need to use illegal copies of proprietary software. 38
Recognizing the limited ICT budgets of schools in the Asia-Pacific region and the benefits of FOSS
in such contexts, the UNESCO SchoolNet project teamed up with another UNESCO capacity building
project for teachers39 and compiled a selection of free and open source software, chosen for their ease
of use and installation and their appropriateness for educational contexts. This software was then put
onto a CD-ROM40 for distribution to educators and educational institutions, including all of the schools
participating in the UNESCO SchoolNet project. A similar approach was taken in the European SchoolNet’s
Xplora project for science education; a range of innovative open-source software for science teaching
and learning was distributed to schools.
36
37
38
39
40
Komen, J. 2005
UNDP-APDIP, 2004
UNDP-APDIP, 2004
Training and Professional Development of Teachers and Other Facilitators for Effective Use of ICT in Improving Teaching and Learning, www.unescobkk.org/education/
ict/teachertraining/project
UNESCO Free and Open Source Software CD-ROM, www.unescobkk.org/index.php?id=3860
43
European SchoolNet also deploys tools online, as connectivity is less of an obstacle in a European
context. Teachers and students may use communication and publishing tools (e.g. groupware, blogs)
on these websites for free. This avoids the need for schools to install, operate and maintain these tools
themselves.
6.3.3 Technical support
Support in setting up, managing, maintaining and repairing ICT tools is vital for the smooth running of
any SchoolNet. Without it, teachers and students cannot participate effectively in SchoolNet activities.41
Recognizing the need for ongoing technical
support for schools, the UNESCO SchoolNet coordination team established contracts with ICT
support teams. These teams were responsible
for maintenance and repair of computers at
participating schools. While this proved to be
useful for schools in urban areas, the contracts
did not cover travelling from the capital city to
rural schools, so schools outside the capital did
not have effective technical support. In Lao PDR,
for example, support was meant to be provided
to all participating schools in the country but the
technical support provider was only able to travel
to the school in the city of Vientiane. Therefore no
technical maintenance and repair services could
be provided to the schools in the distant rural
provinces (in Luang Prabang and Suvannakhet),
which led to the computers in the rural schools no
longer being used. This lack of technical support
was a major obstacle to the participation by rural
schools in online learning and SchoolNet activities.
Even in Malaysia, where the ICT coordinators
in schools have excellent technical skills, lack
of technical support was a problem. Since the
only person responsible for ICT support in these
schools is the ICT coordinator, this person has
quite a heavy workload.
“Schools lose interest in using the
SchoolNet whenever they encounter
problems concerning access.”
Chan Foong Mae, Ministry of Education,
Malaysia, 2004
“We can use telecollaboration and
sharing lessons from students and teachers
in the … schools. However we (need to)
have the strong technical support team to
… get help when we have problems …”
Kadam Vongdeuane,42 Ministry of Education, Lao PDR
To prevent such problems, it is advisable for co-ordination teams to ensure that technical support
providers are situated in rural areas and can provide support via telephone. SchoolNet Namibia has
designed an innovative mechanism to address this issue. They provide training in computer skills for
youth and, following their training, these young people volunteer to either work on the SchoolNet
“help-desk” (a trouble-shooting service accessible to teachers and students by dialling a toll-free
number), or to install and maintain equipment in SchoolNet schools while they develop their skills and
look for a job.43
43
41
42
44
Swedish International Development Cooperation Agency, 2004
Chan Foong Mae, 2004
Kadam Vongdeuane was formerly the SchoolNet Manager in Lao PDR. He was succeeded by Mr. Xayadeth.
6.3.4 Digital content and learning resources
When using computers and the Internet in education, schools must build a collection of appropriate
digital content and resources for use in the classroom. Internet access provides teachers and learners
with a wide range of web-based educational materials and learning resources to choose from. However,
the vast range of digital resources available online can be overwhelming, and educational software are
often expensive and not always of good quality.
Recognizing that educators often lack funds for acquiring good quality online resources and have
little time to evaluate digital learning resources, the UNESCO SchoolNet project undertook to assess
and select resources that would be useful for teachers in the Asia-Pacific region. In particular, the
project identified digital resources that would be applicable to the science, mathematics and language
curricula of the ASEAN countries participating in the SchoolNet project.
The digital resources were compiled by consultants Buenafe Abdon, John Henly, Marilyn Jeffrey and
Philip Wong.44 The types of educational software selected included simulations, video clips, quizzes,
and animated educational games. In general, the software selected were those which could be used
without need for an Internet connection, and which were permitted to be distributed for educational
use.45 The materials were evaluated first by the consultants and then by teachers, and were also tested
in schools. When the final selection had been made, the materials were distributed on a CD-ROM, titled
“ICT Resources for Teaching and Learning of Science, Mathematics and Language”. Accompanying
the CD-ROM was a catalogue and guide for teachers which gives a brief explanation of each of the
resources on the CD-ROM.
“… a SchoolNet should seek the best materials in the market, selecting those that reflect
the national curriculum and can enrich learning and offer remedial assistance for students
who need more help with their learning.”
Chan Foong Mae, Ministry of Education, Malaysia, 2004
While using a CD-ROM as a distribution mechanism for the digital resources was successful, many
teachers requested that the resources also be made available online. However, most of the distribution
agreements made with the various owners and creators of the software did not permit free re-publishing
on the Internet. This highlighted the need to source content and resources covered by a Creative
Commons licence so that it can be distributed more freely.
44
45
Philip Wong worked with a team from the National Institute of Education in Singapore.
Permission was gained from the owners and creators of the educational resources to distribute these digital resources on a CD-ROM.
45
The CD-ROM proved to be very popular with educators all over the world, as it provides easy access
to useful educational software. However, since most of the resources were designed for European
or American contexts, some teachers found that the resources were not always appropriate for their
curricula or cultural contexts and adjustments were needed. Also, since the educational resources on
the CD-ROM were all in the English language and subjects are generally not taught in English in most
schools in the Asia-Pacific region, some teachers found that the resources were not always usable.46
Conversely, in countries such as the Philippines and Malaysia the English-language resources were
welcome, as many schools in these countries teach subjects such as mathematics in English, to improve
students’ English competency.
Several ASEAN countries, including Indonesia and Malaysia, have compiled substantial databases of
digital learning resources which are in local languages. However, in many countries of the region there are
relatively few digital educational resources available in local languages. The UNESCO SchoolNet project
sought to encourage teachers to create locally-relevant digital content and resources, and convened
a number of workshops which trained teachers from the participating schools in how to create such
resources. These workshops will be described in the next section of this publication.
European SchoolNet distributes learning resources and content online. Teachers and students can
access content (open-licensed) via their web portals, and can download it and use it in the classroom.
Content is also distributed via open-licensed CD-ROMs, although these are of lesser importance in terms
of uptake and number of users. European SchoolNet is also moving into a new approach, which is also
implemented by Education Network Australia,47 the Australian network of educators, which is to provide
federated search tools which enable web visitors to search many educational resource databases
simultaneously via one search interface. Federated searching is also a driver for global partnerships. A
number of such partnerships are soliciting support from the private sector technology companies to
develop interfaces for federated searching of open educational resources (OER).
As part of efforts to promote discussion about the benefits and issues relating to open educational
resources – resources which are freely available for educational use – the UNESCO International Institute
for Educational Planning (IIEP) has established a Wiki which features information about OER, resources
and useful links. 48
46
47
48
46
In countries such as the Philippines and Malaysia the English content was welcome, as many schools in these countries teach in English to improve students’ English competency.
Education Network Australia, www.edna.edu.au
UNESCO IIEP Open Educational Resources Wiki, http://oerwiki.iiep-unesco.org
6.4 Build the capacity of teachers
To be able to utilize the Internet and related ICT tools effectively in the classroom, and implement
successful SchoolNet learning activities, teachers need to be skilled in the use of these tools. SchoolNet
co-ordination teams therefore need to ensure teachers are adequately trained, and organize or facilitate
training where necessary.
“…human resources development constitutes the most strategic policy for developing ICT
use in education. Properly trained and sufficiently competent teachers will acquire the right
attitude towards ICT and will be able to address several factors that have hindered ICT use in
education for the past many years.”
Harina Yuhetty, Ministry of National Education, Indonesia, 2004
Many countries have existing initiatives for professional development in the field of ICT in education;
therefore co-ordination teams should examine existing initiatives and utilize them where relevant. When
the UNESCO SchoolNet project began in 2003 several countries in the Asia-Pacific region, including
Malaysia and Thailand, had already established national plans regarding the use of ICT in education. In
addition, governments, NGOs and international agencies had already initiated ICT in Education projects.
These initiatives covered a range of factors relating to the use of ICT in education, including: infrastructure
and hardware provision, curriculum assessment, and professional development. Examples of such
projects include the Smart Schools programme in Malaysia; the Schools Online project in Lao PDR;
the ICT in Robip Village initiative in Cambodia; the Intel Teach to the Future initiative, implemented
in Thailand, Philippines and Malaysia; the Coca-Cola Internet Education programme, implemented in
the Philippines; and the Microsoft Partners-in-Learning project, implemented in several Asia-Pacific
countries.
The UNESCO SchoolNet national co-ordination teams monitored these initiatives and many of them drew
on these initiatives to support their efforts to provide in-service teachers with ICT skills. For example, the
SchoolNet coordinator in the Philippines organized teacher training workshops in co-operation with
the Microsoft Partners-in-Learning project and the Intel Teach to the Future project. The former offered
ICT competency training and peer coaching courses, while the latter offered courses which also covered
training in teaching practices.
47
6.4.1. Computer and internet skills
For teachers to be able to utilize ICT effectively in the classroom and participate in SchoolNet activities,
a key requirement is that they possess basic ICT skills.
Recognizing that some of the teachers participating in the UNESCO SchoolNet project did not
possess the required level of computer skills, in March 2004 UNESCO held a training workshop about
using computers and the Internet. The workshop was attended by principals and teachers from the
participating schools in Cambodia, Lao PDR, Myanmar and Viet Nam. This was followed by another
workshop in November 2004 which provided training in how ICT can be used to teach mathematics,
science and English in secondary schools. The next workshop, held the following month, covered the
same topics and trained teachers from the participating schools in Indonesia, Malaysia, Philippines and
Thailand.
Because the workshops were held at the regional level, with participants from several countries,
they were conducted in the English language and participants were required to have a good level of
English to be eligible to attend. This unfortunately led to some teachers being excluded from training.
In some countries, however, attempts were made to provide those teachers with alternative training
though in-country partnerships with ICT training providers.
Aware of the need for schools to also have trained technical personnel, in early 2005 the UNESCO
SchoolNet project held a workshop for teachers, website managers and technical personnel, which
covered topics such as website creation, web-content development, technical troubleshooting and
SchoolNet management.49
“Thank you for the many opportunities you provided to be trained in ICT.”
Ivy Joy Leopoldo, Teacher, Philippines
Although most teachers were keen to attend the workshops, some teachers found that the length of the
course (five days) meant that they were away from their schools for a significant amount of time. This
was a problem for some teachers in Lao PDR, for example, because while they were absent from their
classrooms they could not teach the private lessons that supplemented their incomes.
In the European SchoolNet context, there is less of a need for training in basic ICT, since many basic ICT
skills are already taught via existing national programmes. However, many European Schoolnet activities
nonetheless include informal support to teachers, via a pedagogical support team which can answer
queries via email or telephone in each of the twenty-two official languages of the European Union.
49
48
Regional Training course of Website Managers, teachers and SchoolNet technical Personnel on the Development and maintenance of SchoolNet,
www.unescobkk.org/index.php?id=2272
6.4.2. Skills in designing and preparing teaching materials using ICT
In addition to being able to utilize computers and the Internet, teachers need to be able to develop
appropriate digital teaching materials and web-based learning resources. And in order to facilitate
learner access to information and provide greater learning opportunities outside of schools, it is also
necessary for teachers to learn how to make educational content available online (in a digital form).
management and development due
“… there are problems in content
resources in the areas of networking
mainly to the scarcity of skilled human
and content development”.
on, Indonesia, 2004
cati
Harina Yuhetty, Ministry of National Edu
Since many teachers are not aware of the types of digital resources that are available online, and are
not aware of the usefulness and relevance of these resources, teachers also need to be shown these
resources and given demonstrations in their use before they can make sense of them and use them in
their classrooms.
Recognizing this lack of awareness, the Philippines National SchoolNet coordinator, Ms. Maria Victoria D.
Abcede, conducted workshops for teachers in Philippines schools to acquaint them with online teaching
resources and demonstrate how these resources could be used in the classroom.
Recognizing the need for training in this area, the UNESCO SchoolNet project held a regional workshop
to train teachers in the development of digital content and teaching materials. Many of the teachers
who participated in the workshop were able to apply their new skills to develop useful digital resources
in local languages. The teachers from Indonesia, for example, worked closely with Pustekkom, the
Centre for Communication and Information Technology in the Ministry of National Education, and
with teacher education institutions, to develop digital resources in Bahasa Indonesia, which were
subsequently made available to all via the national portal, E-dukasi.
A second workshop targeted the countries of Cambodia, Lao PDR, Myanmar and Viet Nam. Teachers
from the participating schools in these countries gained skills in the design of ICT-based resources
relevant to the English, Mathematics and Science curricula in their countries. The teachers prepared
digital resources both in English and in their own languages. Together with curriculum developers,
the workshop participants also identified entry points in their national curricula, where ICT could be
integrated. Following the workshop, several of the participants returned home, developed digital
lesson plans and materials, then tested and utilized them in their schools. 50 The participating teachers
from Myanmar, for example, used their new skills to prepare 45 ICT-based lesson plans, along with a
teacher’s handbook. These lesson plans were compiled on a CD-ROM for distribution to high schools in
50
ICT-based Lesson- and Material-Development Workshop, www.unescobkk.org/index.php?id=1412
49
Myanmar. Later, a second edition of the CD-ROM, featuring the top 10 lesson plans and guidance notes
(explaining how to use the lesson plans), was prepared. The lesson plans were also made available on
the Internet for all teachers to access. Most teachers found the lesson plans to be useful and effective,
particularly because they were based on the curriculum of Myanmar schools and were appropriate for
the cultural context and language of Myanmar.
A lack of understanding among teachers who have not participated in training courses highlights the
need to prepare clear guidelines for teachers to assist them to create resources, such as lesson plans,
that are appropriate to ICT-integrated education. For example, the handbook and guidance notes
developed by teachers in Myanmar were innovative solutions to the difficulty faced by their peers
(who had not attended training courses) in understanding how to utilize the existing lesson plans
effectively, how to adapt existing resources to suit their particular needs, and how to create digital
resources on their own.
In Europe, most teachers already have the skills required to create teaching and learning content and
materials using presentation and word-processing software. However, for creating more sophisticated
content, for example standards-compliant learning objects,51 training is offered to teachers in the
use of authoring tools, and in understanding the use of metadata for classification and tagging of
learning content.52 Such training has also been offered in Australia, New Zealand, Turkey and the USA.
6.4.3. Skills in using learner-centred teaching methodologies
The effective use of ICT in teaching and learning requires and understanding of learner-centred
teaching methodologies. Teachers therefore need guidance on ICT-relevant pedagogy, including its
applications in specific subject areas.
The UNESCO SchoolNet project held two workshops to train teachers in pedagogical approaches
relevant to the use of ICT in education. The first workshop targeted teachers from participating schools
in Cambodia, Lao PDR and Viet Nam (teachers from Myanmar unfortunately could not attend), while the
second workshop targeted teachers from the participating schools in Indonesia, Malaysia, Philippines
and Thailand. In each case the workshop included training in learner-centred approaches, class
management, web-supported learning and online learning.
“The capacities required to make effective use of ICTs in schools should not be
under-estimated, nor restricted to technical skills. A wider understanding of ICT
potentials by teachers and administrators is also essential.”
Peter Ballantyne, 2004
51
52
50
European SchoolNet website, http://myeurope.eun.org/ww/en/pub/myeurope/home/news/headlines/los.htm
Akpinar, Y. and Simsek, H., 2007
Learner-centred pedagogical approaches
Learner-centred pedagogy caters to the needs of the learner rather than
the needs of the teacher or the institution and gives learners greater
flexibility and control over when, where, what and how they learn.53 Learnercentred approaches generally bring together three factors: collaboration,
constructivism and community building, which are explained below: 54
• Collaboration
Collaboration and interaction among students are seen as effective
methodologies for the transfer of information, and are viewed by many
as being more effective in achieving desired learning outcomes than the
conventional approach in which information is transmitted only from
the teacher to the learners.55 A collaborative approach is also effective for
ensuring equal gender participation in the learning process.
• Constructivism
The constructivist approach to teaching and learning views knowledge
as being “not given … but actively constructed by the people engaged
in a process of making sense of what they experience”.56 Through this
approach, learners construct their own knowledge, rather than receiving
it from a teacher or another person. This kind of learning is inquiry-based
and problem-based, which encourages the development of higher-order
thinking skills, including critical judgement and evaluation.
• Community building
A group of students or teachers engaged in collaborative learning and
exchange of ideas, can be termed a “community of practice”. Such a
community can facilitate information sharing between peers in both formal
and non-formal learning contexts.57
53
54
55
56
57
Pulist, S.K., 2001
Talamo, A. and Corasaniti, P., 2005
Vygotsky, 1978; Talamo and Corasaniti, 2005
Talamo and Corasaniti, 2005
Wenger, E., McDermott, R. & Snyder, W., 2002; Kim, 2000
51
In the case of the European regional SchoolNet, learner-centred methodology is not explicitly taught
as part of school networking activities. However, learner-centred approaches are embedded in the
methodologies, tools and materials provided to teachers by European SchoolNet. So although the
teachers are not being trained in learner-centred pedagogy, by engaging in a project such as eTwinning,
one is obliged to implement learner-centred pedagogy to fulfil the project conditions. In initiatives such
as eTwinning, the training focuses on innovative techniques and transversal skills that are not normally
covered in pre- or in-service teacher training, such as international cooperation, intercultural dialogue,
innovative technical tools and ethical use of ICT.
6.4.4 Skills in implementing telecollaboration activities
The “Learning Circles” concept, developed by Margaret Riel,58 was selected as the telecollaboration
model to be used in the UNESCO SchoolNet project. A Learning Circle is a form of online project-based
learning in which several classes (usually from various schools) collaborate to answer questions and
investigate topics. During the process, each class sends a question to the other classes in the Learning
Circle, the other classes utilize the Internet to find online resources that will answer the question, and
send in their responses. The information collected in this way helps each class to investigate a particular
topic. At the completion of an investigation, the classes share their findings with the rest of the Learning
Circle.59
Telecollaboration activities, such as Learning Circles, enhance student motivation to learn about
a topic, and also have benefits in terms of improving written expression, developing technical skills,
and promoting international understanding and tolerance. Cooperative work between students and
teachers on telecollaboration activities can also help to transform their relationship into one of mutual
trust and learning.
Designing and implementing telecollaboration activities are challenging even to the most competent
teachers, as they require careful planning, time management, skills in the use of computers, and
confidence in using the Internet as a research and learning tool. Training in how to organize and
implement telecollaboration activities is therefore very important.
The UNESCO SchoolNet project held two workshops, titled the “ASEAN Bridges to Learning workshops”
in the period between 28 March and 6 April 2005. These workshops introduced participants to the
concept of telecollaboration and provided an opportunity for face-to-face interaction among a diverse
group made up of the eight national SchoolNet coordinators and about 70 teachers and ICT personnel
from the 24 schools participating in the project. Through discussions and planning sessions at the
workshop, the participants developed an action plan for implementing Learning Circle telecollaboration
activities in the 24 schools.
58
59
52
Riel, M. 1993
About Learning Circles, www.unescobkk.org/index.php?id=3334
Following the workshops, UNESCO initiated online training in the form of a trial round of Learning
Circles telecollaboration, over an eight-week period between June and August 2005. Although the
experience was useful for the participating teachers, the teachers recommended that additional training
was required before implementing any further telecollaboration activities.
“Thank you for organizing … the Learning Circle. I know this project
will enhance and develop the students’ knowledge in computers and
mostly in their works at school.”
Ramonito L. dela Cruz, Juan Sumulong High School, Philippines
In response to this recommendation, the UNESCO SchoolNet project held the “Facilitating SchoolNet
Telecollaboration and Evaluation Activities in Southeast Asia” workshop, from 12 to 16 December
2005, which provided training for 23 participating teachers in how to design and implement telecollaboration activities, focusing particularly on effective pedagogical approaches for telecollaboration, how
to facilitate student participation in Learning Circles, and how to monitor the impacts.60 The workshop
was convened with the assistance of workshop facilitator and educational ICT consultant from SchoolNet
South Africa, Mr. Gerald Roos.
“… it was really indeed a great and challenging experience for me and my
students to join the Learning Circle …With the knowledge and skill that I’ve
learned from the training … I was able to guide my class through all the
telecollaboration activities.”
Edna T. Inac, Juan Sumulong High School, Philippines
Workshop participants learned how to take part in Learning Circles and were given opportunities to
get involved in a mock Learning Circle. The workshop also provided an opportunity for the teachers
to examine various models of telecollaboration activities and localize them for their own countries, as
well as to familiarize themselves with the telecollaboration implementation process. Teachers were also
given a guide which they could refer to when initiating telecollaboration activities with their classes.
Following the training, the number of participants in the Learning Circles activity increased, and the
quality of materials produced by students subsequently improved.61
60
61
Workshop: Facilitating SchoolNet Telecollaboration and Evaluation Activities in Southeast Asia, ww.unescobkk.org/index.php?id=3782
Roos, G. 2006, Report on SchoolNet Telecollaboration: Bridges to Learning Initiative - Learning Circles for 2006, www.unescobkk.org/index.php?id=3313
53
“Being one of your trainees, how … fortunate I am to be given such an
opportunity to work collaboratively with (people) … Once again, thank you
very much! The trainings you offered play a significant impact personally and
professionally.”
Janeth A. Seno, Cabancalan National High School, Philippines
In Europe, teachers are given training in the twinning process at national level (coordinated at the
European Union level), tailored for the needs of different types of teachers. For instance, a specific
workshop for head teachers was organised in Ireland,62 focusing on organisational and whole-school
issues, while in Estonia the focus was on primary school teachers, covering topics such as the use of
animation, computer painting, blogs and wikis.
6.5 Initiate telecollaboration and
other online learning activities
Web-based activities such as telecollaboration provide an organized and enjoyable way for teachers
and students to utilize Internet resources, engage in online learning, and exchange information with
their peers.
Telecollaboration has been one of the most praised aspects of SchoolNets, as it enhances student
motivation to learn and builds self-confidence. In addition, when telecollaboration occurs between
students in different countries it can promote tolerance of other cultures and beliefs, and create
friendships across borders.
Telecollaboration activities can also encourage the development of communities of practice.63 A
community of practice is a sustained social network of individuals who share common sets of core values
and knowledge, grounded on common practices.64 Participation in a community encourages sharing
of experiences, ideas, knowledge and materials, as well as encouraging development of supportive
relationships between members of the community.
62
63
64
54
eTwinning website, www.etwinning.ie/pdw.html
Network Design and Resource Management Scheme in SchoolNet Thailand Project, www.isoc.org/inet99/proceedings/2e/2e_1.htm
Wenger, McDermott & Snyder, 2002
“… school activities are necessary for students to be able to interact
positively with the Internet. There is also a need to support and implement
other parallel programs such as teacher training, school library and
Internet integration...”
Network Design and Resource Management Scheme, SchoolNet
Thailand
When designing telecollaboration activities, it is important that the teachers have a clear learning
objective in mind and keep the activity in line with the school curriculum. Teachers should also keep the
activities simple to engage in and enjoyable, and avoid the activity becoming overly time consuming
or technically challenging. Where possible, teachers should also encourage student participation in
organizing telecollaboration activities. This encourages students to become engaged in the activity.
Teachers should also encourage students to share their ICT skills and help peers and teachers to gain
these skills.
While a computer, internet connection and basic ICT skills are required, a telecollaboration activity need
not require that the class has access to an entire computer lab or the latest equipment. As Gerald Roos,
one of the telecollaboration trainers, has pointed out, “It is possible to participate in a Learning Circle
with just one computer in the class/school. I have seen it done often. One teacher … used to carry
home the desktop computer in order to use her telephone line and the modem - the school had no
telephone”.
Thank you for giving us a chance to join your “Learning Circle”. This activity … enhanced and
developed the students’ knowledge in using the computer (for) their school works.
Jhon Kenneth B. Dimalanta, Juan Sumulong High School, Philippines
Teachers who participated in the UNESCO SchoolNet Learning Circles telecollaboration activities were
generally very positive and saw it as being beneficial for enhancing learning in their schools. These
teachers also found telecollaboration to be an effective way of communicating with peers at the national
level and strengthening co-operation. In Malaysia, for example, the teachers of the three participating
schools all agreed that they had benefited from the telecollaboration activities and said that they would
continue to implement telecollaboration activities in order to improve learning outcomes and to sustain
the partnership that had been established between their schools.
55
Feedback from the teachers who participated in the telecollaboration activities indicated that the main
difficulties they faced were:
• Language barriers – which hindered full understanding of the Learning Circles activity and which limited communication between the participants in different countries.
• Internet connectivity problems.
• Lack of time to engage in telecollaboration on top of other school activities.
• Lack of support from administrators or supervisors.
• Out-of-date e-mail addresses of participants – which prevented communication.
Given the diversity of languages in the ASEAN region and consequent communication difficulties,
teachers preferred national rather than international telecollaboration activities. Such national
telecollaboration activities were unique to the ASEAN context as SchoolNet telecollaboration activities
in Europe and Africa tend to be international in nature.
Most of the countries had problems with Internet connectivity and time constraints, however teachers
found that they could overcome such obstacles if they had sufficient support from school administrators
and SchoolNet managers. In the Philippines, for example, the high participation rate in telecollaboration
activities of teachers was largely due to the support that these teachers had from the Philippines
SchoolNet Manager, Ms. Maria Liza Gulbin. The telecollaboration activities she organized at Cabancalan
High School in Cebu and at Juan Sumulong High School in Manila were especially well-received by both
teachers and students. The teachers also observed a high and sustained level of motivation to learn
among their students.
“Learning Circle, it helped me lot in my studies. I use the ICT to do my projects,
assignments, and reports easily.”
Nadia Bartolome, Juan Sumulong High School, Philippines
In Thailand, the SchoolNet manager, Chanarat Kam-On, and the national coordinator Rangsun
Wiboon-uppatum, were highly active in initiating and promoting telecollaboration activities. They
stimulated learning circles activities among the schools participating in the SchoolNet project and then
expanded the network to include more schools in the country.
The high participation of Myanmar teachers in telecollaboration activities was a noteworthy achievement bearing in mind the constraints faced in terms of connectivity, limited ICT skills, and a high
teacher-student ratio. As in the case of the Philippines, this high participation was largely due to the
encouragement and support teachers received from the national SchoolNet manager, Ms. Khin Aye Cho.
She organized the teachers, supported them and coordinated the activities.
56
In countries with relatively low rates of participation in the telecollaboration activities, such as
Cambodia, Indonesia and Lao PDR, teachers at
the participating schools noted that further training in telecollaboration was required, preferably
in the local languages. They also highlighted a
need for training the SchoolNet focal points and
providing them with manuals and other tools to
assist them in implementing activities.
Connectivity problems limit the extent to which
one can deploy telecollaborative activities in
some regions. Where connectivity is not an issue
and there are fewer obstacles to the use of the
Internet in education, teachers and pupils are
able to participate in more in-depth activities.
For instance, via the eTwinning initiative, school
partnerships can be established around a variety of
pedagogical topics, and schools can collaboratively
publish blogs, websites or other digital resources,
using tools such as email, voice over IP, chat,
instant messenger tools and discussion forums.
In Canada, where Internet access is relatively
easy, Canadian Schoolnet was able to develop an
online project to create a collaborative magazine,
with contributions from children all over Canada.
Similarly, the UNICEF Voices of Youth65 project
has enabled young people to collaborate via the
Internet. In this project, children can exchange
ideas online about key issues, including the
Millennium Development Goals and children’s
rights.
65
It is remarkable how the enthusiasm of teachers
has won through. Connectivity problems are a
terrible disappointment and it was so hard to
see many classes remain silent when you know
that the teachers and the students are excited to
participate. I have been very impressed with the
determination shown by teachers to overcome
these issues, especially the Myanmar teachers,
but also many others.
Gerald Roos, Consultant, SchoolNet South Africa
“In many instances, young people are the driving
force behind innovation in the development and
use of new technologies”
Ban Ki-moon, United Nations Secretary-General
World Telecommunication and Information
Society Day, 2007
UNICEF Voices of Youth website, www.unicef.org/voy
57
58
Summary of Lessons Learned
CHAPTER 7
59
7. Summary of
Lessons Learned
The key lessons learned are summarized below.
Prepare the foundation of the SchoolNet
60
•
Establish clear goals, objectives and targets for the SchoolNet, to guide implementation, and set benchmarks and indicators so as to be able to measure progress.
•
A co-ordination team is essential for the success of any attempt to initiate a SchoolNet,
instigate improvements, or maintain an existing SchoolNet. Every SchoolNet requires
a group of people which manages activities and which maintains and expands the
network of schools.
•
All SchoolNet co-ordination teams require a person or persons to oversee activities at
the school level. The best outcomes are achieved when this person is knowledgeable
about the needs of schools and teachers.
•
A local or national focus is advisable to begin with. If a SchoolNet begins with a local
or national focus it enables a strong foundation to be established, enables Internet
use to become entrenched in education, and prevents language from becoming a
barrier to participation by all members in SchoolNet activities.
•
Deciding which schools to include when setting up or strengthening a SchoolNet,
involves identifying teachers who are enthusiastic about utilizing ICT to improve
teaching and learning, and who have support from school leaders and administrators.
This support is crucial.
•
Since it is important not to exclude rural schools from SchoolNets, co-ordination
teams should work with partners to find ways of ensuring these schools have the
infrastructure required to participate.
•
For a SchoolNet to succeed and be sustainable, it is important that the Ministry of
Education “buys into” the process of establishing and strengthening the SchoolNet,
and develops a conducive policy environment and provides ongoing support.
Establish partnerships
•
Partnerships are a vital part of any successful SchoolNet. Given the wide range of
factors that need to be managed in establishing or strengthening a SchoolNet, it is
important for co-ordination teams to seek partners who can assist in providing the
resources and expertise that are required.
•
Partnerships should be formed with the national and local governments to ensure
their buy-in and to synchronise SchoolNet activities with the various government
education initiatives.
•
Partnerships are needed between the national SchoolNet project and civil society
and private organizations to benefit from their resources and expertise.
•
Partnerships are needed with universities, especially teacher education institutions,
to draw upon their expertise in the professional development of teachers and their
pool of teacher educators.
•
Co-operation between teachers and between schools should be encouraged so as to
promote sharing of experiences, best practices, and teaching resources.
61
Acquire funding, ICT tools, digital resources and technical support
62
•
The SchoolNet co-ordination team must establish mechanisms for ensuring that
schools have sufficient funding, equipment and other resources.
•
Co-ordination teams should consider alternatives and innovative approaches when
equipping schools with affordable ICT tools. For example, an alternative to new
computers is to purchase refurbished computers, and an alternative to purchasing
proprietary software is to obtain open source software.
•
Providing ICT equipment and operating software is not sufficient. Schools also need
technical support and appropriate applications software and educational software.
•
Support in setting up, managing, maintaining and repairing ICT tools is vital for
the smooth running of any SchoolNet. Without it, teachers and students cannot
participate effectively in SchoolNet activities.
•
To ensure reliable technical support for schools, it is advisable for co-ordination
teams to hire technical support providers that are situated in rural areas and which
can provide support via telephone.
•
Appropriate and useful digital educational materials should be compiled and made
freely available for use by teachers via CD-ROM and the Internet.
•
While existing digital resources should be accessible to teachers, they may not
always be appropriate for the culture, language or curriculum so teachers should
be encouraged to create locally-relevant digital resources. SchoolNet co-ordination
teams should also work with teacher education institutions and other partners to
develop locally-relevant resources.
Build the capacity of teachers
•
To be able to utilize the Internet and related ICT tools effectively in the classroom,
and implement successful SchoolNet learning activities, teachers need to be skilled
in the use of these tools. SchoolNet co-ordination teams therefore need to ensure
teachers are adequately trained, and organize or facilitate training where necessary.
•
Since many teachers are not aware of the types of digital resources that are available
online, and are not aware of the usefulness and relevance of these resources, teachers
need to be shown these resources and given demonstrations in their use before they
can make sense of them and use them in their classrooms.
•
It is useful for teachers who have not been able to attend training workshops to
instead receive clear guidelines or handbooks showing them how to find or create
educational resources that are appropriate to ICT-integrated education.
•
Designing and implementing telecollaboration activities are challenging even
for the most competent teachers. Training in how to organize and implement
telecollaboration activities is therefore very important.
•
To be able to utilize the Internet effectively in teaching, educators need to have skills
in appropriate teaching methods, particularly in learner-centred pedagogy.
63
Initiate telecollaboration and other online learning activities
64
•
When designing telecollaboration activities, it is important that the teachers have a
clear learning objective in mind and keep the activity in line with the school curriculum.
Teachers should also keep the activities simple to engage in and enjoyable, and avoid
the activity becoming overly time consuming or technically challenging.
•
While a computer, internet connection and basic ICT skills are required, a
telecollaboration activity need not require that the class has access to an entire
computer lab or the latest equipment.
•
In contexts where there is a diversity of languages and consequent communication
difficulties, it is easier for teachers and students if telecollaboration activities are
limited to the national rather than international level, until participants are confident
with the technology.
•
Teachers are able to overcome some obstacles to telecollaboration (such as unreliable
Internet connections and time constraints) if they have sufficient support from school
administrators and SchoolNet managers.
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UN Global E-government Readiness Report 2005: From E-government to E-inclusion
http://unpan1.un.org/intradoc/groups/public/documents/un/unpan021888.pdf
Wenger, E., McDermott, R. & Snyder, W. 2002, Cultivating Communities of Practice, Harvard Business Press,
Boston
Windschitl, M. & Sahl, K. 2002, Tracing teachers’ use of technology in a laptop computer school: The
interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research
Journal, 39(1), 165-205.
Wong, P. 2000, Managing IT classrooms. In M. D. Williams (Ed.), Integrating Technology into teaching and
learning (pp. 121-139). Prentice Hall, Singapore
Vygotsky, L.S. 1978, Mind in Society, Harvard University Press, Cambridge
Yuhetty, H. 2004, Case Study of SchoolNet Operations: Indonesia,
www.unescobkk.org/index.php?id=1561
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Links to further information
General
Bridges.Org, 2004, “How to set up and operate a successful computer
refurbishment centre in Africa - planning and management guide” www.bridges.org/publications/61
Hai Ti – A comic book series by SchoolNet Namibia
www.schoolnet.na/haiti
International Education and Resource Network (I*EARN)
www.iearn.org
Pustekkom
www.pustekkom.go.id
UNESCO Associated Schools Project
www.unesco.org/education/asp
UNESCO ICT Portal for Teachers
www.unescobkk.org/education/ict/teachertraining/portal
UNESCO ICT in Education website
www.unescobkk.org/education/ict
UNESCO SchoolNet Project
www.unescobkk.org/education/ict/schoolnet
Open Source Software and Open Content
Scribus – Open source software for creating newsletters
http://www.scribus.net
DireqCafe – Open source Internet café management software
http://directory.fsf.org/DireqCafe.html
The Gimp – Open source software for making and editing photos
http://www.gimp.org
Firefox – Open source web browser software
www.getfirefox.com
Sourceforge – a repository of open source software
www.sourceforge.net
Creative Commons – a tool for open licensing and searching for open-licensed content
www.creativecommons.org
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Electricity and Connectivity
Renewable Energy Centre, Mithradham, India, www.mithradham.org/html/school_partnership.html
Photovoltaic Systems - Technologies and Applications www.pvresources.com
Solar power for schools in Sri Lanka, www.sundayobserver.lk/2007/03/25/new25.asp
Africa starts to tap solar energy for IT, http://solarcellsinfo.com/blog/archives/476 .
Connectivity, www.unescobkk.org/index.php?id=1547
Wireless technology www.eldis.org/cf/search/disp/DocDisplay.cfm?Doc=DOC22193&Resource=f1ict
Country and Regional SchoolNets
European SchoolNet
www.eun.org
European Schools Project
http://www.europeanschoolsproject.org
Indonesian SchoolNet
http://www.e-dukasi.net/indschoolnet
http://www.sekolah2000.or.id
http://www.wankota.com
Malaysian SchoolNet
http://myschoolnet.ppk.kpm.my/indexi.htm
SchoolNet Canada
http://www.schoolnet.ca
SchoolNet Namibia
http://www.schoolnet.na
SchoolNet Philippines
http://www.schoolnet.ph
SchoolNet South Africa
http://www.schoolnet.org.za
SchoolNet Thailand
http://www.school.net.th
SchoolNet Thailand Digital Library
http://web.ku.ac.th/schoolnet
SchoolNet Zambia
http://www.schoolnet.org.zm
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