In this section, let us examine problems involved in ICT deployment and how a systems-based framework can be used for effective deployment of ICTs in schools or in any societal setting that goes beyond just the purchase and use of hardware and software.

ICT in schools- common problems

The first paragraphs of Chapter 1 of the book discuss several major problems that we come across while deploying ICTs in schools. The common disconnects which emerge from these problems are:

1. Lack of focus on educational objectives.
2. Considering ICTs a 'solution' for which the problem is not clearly analysed and defined.
3. Failure to consider all the elements of the system-wide approach.
4. Failure to consider short term as well as long term costs (Total Cost of ownership or TCO).
5. Failure to consider the human factors related to teachers, headmasters and students.

In order to achieve effective deployment of ICTS in schools and such other educational situations, it is important that the problems mentioned are considered and a suitable framework is developed. This framework will guide us in adopting a systems approach for ICT deployment.

Components for the framework

Let us discuss the various components of this framework in the following paragraphs.

1. The system-wide approach

There is a need to take a system wide approach and all required elements of the system should be considered if the ICT deployment is to have meaningful impact. These components must all co-exist; none is optimal and together form a system. The system should be comprehensive, demand driven, capable and efficient and well coordinated.

2. Deployment of ICT platform

This involves mainly the acquisition and installation of hardware and software. There are so many various ICTs that an educational institution can choose from. The decision is broken down to the following five main choices:

1. access device.
2. operating system.
3. display device.
4. to-school connectivity.
5. in-school connectivity.

The platform with the above five choices must be supported by a physical and power infrastructure. Figure 2 (P-8) of Chapter 1 provides the details of the platform.

3. Educational content and applications

There are several types of content and application in the school context. They can be broadly classified under four categories.

1. Basic software: Productivity software such as Word processing, spreadsheets programmes, presentations software, internet browsers and record applications such as e-mail.
2. School administrative applications: School administrative tools such as accounting and time tabling applications and Educational Management Information Systems (EMIS).
3. Educational applications: including multimedia development tools, programming tools, simulation software and virtual labs, and quizzes and assessment applications.
4. Electronic content: including e-books, journals, multimedia content, etc.

4. User Training and Support

This involves capacity building of all concerned staff including school principals, administrative staff, teachers and students. All staff will also be provided with ongoing support according to specific needs.

5. Maintenance and Technical Support

Maintenance involves actions taken or equipment and systems such as repairs, upgrades, etc. Technical support on the other hand involves actions taken on behalf of users to keep them working effectively such as help desk, initial technical training, etc.

6. Management, Monitoring and Reporting

This constitutes, strategic planning, project management, financial and sustainability, planning, setting impact measurement criteria, monitoring and evaluation.

Emerging key Considerations

The framework and corresponding approach is based on three key considerations that arise directly out of some of the major problems facing the deployment of ICTs in educational contexts.

1. Focus on educational objectives: Choosing and deploying ICTs for education must be guided by the educational objectives and outcome.
2. Target system-wide approach: Relationships between the various components of the educational objectives will impact on making choices of ICT platforms.
3. Consider benefits, feasibility and long-term costs: Benefits and feasibility of the technology selected and overall approach to deployment should be considered along with the long-term costs of introducing ICTs in school.

The sections you read provide strategic details of the systems approach that is followed in the effective deployment of ICT in schools. There are five steps involved in this strategy. Each of these steps is discussed in detail in the chapter you read. Can you recall them?

The figure given on page 13 (Chapter 1) of the resource material you read clearly depicts that the process involved is iterative (repetitive movement) and aims to match the educational objectives with available resources and to achieve an effective and efficient deployment within the constraints set by local conditions of a given context.

Chapter 2 of the materials provide detailed presentation on each of the steps of the process. You would have read each of these thoroughly. Let us recall these and match with the figure given on page 13, Chapter 1.