for every child,

learn
ICT for learning process & tools
Volume I - Schools
© 2018 United Nations Children’s Fund (UNICEF)

Innovation Unit, Aga Khan Education Services and the Aga Khan Foundation were commissioned
to complete this report by UNICEF Eastern and Southern Africa Regional Office and West and
Central Regional Office.

Permission is required to reproduce any part of this publication. Permission will be freely granted
to educational or non-profit organizations. Others may be requested to pay a small fee. Requests
should be addressed to: Education Section, Eastern and Southern Africa Regional Office, UNICEF;
tel: +254 207-622-307 email: [email protected].

For readers wishing to cite this document we suggest the following form: Innovation Unit, Aga
Khan Education Services and the Aga Khan Foundation (2018) Raising Learning Outcomes: the
opportunities and challenges of ICT for learning. UNICEF Eastern and Southern Africa Regional
Office and West and Central Regional Office, Nairobi.

1
 This ICT for Learning Process and Tools have
been designed to enable national governments,
sub-national governments, and schools to
maximise the return on investment into ICT. This
toolkit will enable the users to undertake a
process to guide ICT planning and investments

ICT for Learning by identifying the realities of the education

system and schools in their own context, develop
concrete, context-relevant solutions to prototype
Process and Tools in their schools and education systems, and learn
from the prototype and develop ‘ICT Actions for
Change’.

Volume I contains tools for schools and education

providers while Volume II contains tools for
sub-national and national governments.

VOLUME I
VERSION 1.0

2
Contents to ICT for Learning
Process and Tools
Introduction to ICT for Learning Guidance to ICT for Learning Process
Process and Tools and Tools
The introduction is a two-page document useful for all to understand The guidance document is useful for all and provides a short
the background of the toolkit and the 10 domains for ICT for overview of the process, the tools, and how you can adapt these to
Learning. your needs for Volume I (Schools and Education Providers).

3
Volume I – Schools and Education Providers
Volume I contains nine tools to help schools to go through the ICT for
Learning Process. These are for use by schools or other education
providers including Vocational Education and Training Colleges, Tertiary
education providers, and other non-school education providers.

Introduction
Tool 1 – Risk Matrix (Domain 10 – Risks) 10

Step 1
Tool 2 – Prioritise Your Problem (Domain 4 – Student and Teacher 17
Agency)

Step 2
Tool 3 – Student ICT Questionnaire (Domain 2 – Student Capability) 26

Digital Tool 3 – Student Capability Scorecard

Tool 4 – Teacher ICT Questionnaire (Domain 3 – Teacher Capability) 34
Digital Tool 4 – Teacher Capability Scorecard
Tool 5 – School ICT Infrastructure Audit (Domain 5 – Technological 47
Infrastructure)
Digital Tool 5 – ICT Infrastructure Scorecard
Tool 6 – School ICT Ecosystem Audit (Domain 9 – Coalitions) 56

Tool 7 – School ICT for Learning Scorecard (Domain 6 – Implementation 61

and Change)
Digital Tool 7 – School Scorecard

Step 3
Tool 8 – Prototype for Action (Domain 6 – Implementation and Change) 67

Step 4
Tool 9 – Proposal for Action (Domain 6 – Implementation and Change) 79

4
Introduction to ICT for Learning
Process and Tools
Introduction
ICT is becoming increasingly important in education globally. ▪ Identifying the realities of the education system and schools
While ICT has great potential to support children’s learning, in their own context with respect to:
education leadership and management, and more effective - Risks
use of data for student-, school-, and systems-wide learning, - Student Capability
it is important to recognise the significant start-up and - Teacher Capability
recurring costs associated with this and that, if not - ICT Infrastructure
considered within the realities and contexts of different - ICT Ecosystem
education systems and schools, this investment may not
realise the expected outcomes and learning gains expected. ▪ Develop concrete, context relevant solutions to prototype in
their schools and education systems
Based on the 10 dimensions identified in the 2018 ‘Raising
Learning Outcomes: the opportunities and challenges of ICT ▪ Learn from the prototype and develop ‘ICT Actions for
for Learning’ UNICEF report (see below), this process and Change’
these tools have been designed to enable national
governments, sub-national governments, and schools to N.B. While the final Action for Change will consider start-up and
maximise the return on investment into ICT. This toolkit will recurring costs, this process will not provide for
enable the users to undertake a process to guide ICT a detailed investment case and business plan.
planning and investments by:

10
In 2018, the Aga Khan Foundation, Aga Khan
Education Services, and Innovation Unit
developed a report for UNICEF: ‘Raising
Learning Outcomes – the opportunities and
challenges of ICT for Learning’. In this report, 10
Domains domains were identified which are important to
consider and engage with to maximise the
for ICT for impact on learning outcomes when investing in
ICT for Learning. Below is a brief description of
Learning each.

5
 1
PURPOSE AND PROBLEM SOLVING
To what extent is there clarity around the
purpose of introducing technology in
education and which learning problem(s) it
is helping to solve? 2
STUDENT CAPABILITY
What are the existing and needed technical
3 capabilities of students, and how do these
vary across each student population?
TEACHER CAPABILITY
Which skills do teachers need to use new
technology, and what is the relationship
between these skills and broader teacher
competency? In particular, how is the
ability of teachers to create powerful
learning environments/experiences
4
enhanced by technology?
STUDENT AND TEACHER AGENCY
How can students and teachers engage as
active participants in the introduction and
5 implementation of ICT for learning?

TECHNOLOGICAL INFRASTRUCTURE
What are the technical requirements of the
technology and are these in place (e.g.
power, bandwidth, data security)?
6
IMPLEMENTATION AND CHANGE
What is the role of local leaders and what
support do they need to create a culture of
7 innovation and improvement?

ENABLING ENVIRONMENTS
What are the conditions that support a
thriving learning ecosystem, enhanced by
technology?
8
RESOURCES
What is required for effective and
sustainable use of ICT for learning,
9 including on-the-ground support
capability?
COALITIONS
What role might partnership play in
‘bundling’ solutions to complement and
amplify ICT for learning?
10
RISK
Which risks are associated with ICT for
learning, and how might we mitigate
against them?

6
Guidance to ICT
for Learning
Process and Tools
(Volume I)
 THE PROCESS DIGITAL LEARNING
PROJECT MAP: KEY
The toolkit has been designed to enable
national governments, sub-national
STEP 1
governments and schools to conduct an Colour Scheme
inclusive Human-Centred Design (HCD)
process. This recognises the need to STEPS TOOLS
include diverse stakeholders from l1 Pri Tool
ori 2:
Too atrix t
across an education ecosystem at all i s kM Pro ise Y
R ble our
m Tool 1 Tool 2:
levels to develop and design the most Risk Matrix Prioritise Your
impactful ICT solutions and focus Problem
STEP 1
investments on the realities as they
exist in any particular education Tool 3: Tool 4:
ecosystem. Student ICT Teacher ICT
Questionnaire Questionnaire
STEP 2

3
The process (Figure 1), has four steps Tool 5: Tool 6:

S
and nine tools that can be used School ICT School ICT

tu
Infrastructure Ecosystem

8
Ques
d

ty
together or can be extracted to focus on

e
Audit Audit

Tool

ction

Tool
3:
a particular aspect of ICT for Learning.

tionn

STEP
Proto :
for A pe
Tool 7:

nt ICT
This is discussed further below. The School

aire
Toolbox is also separated into two Scorecard
STEP 4
volumes: Tool 9: Proposal for Action
- Volume I – Schools and Education
Providers Tool 8: Prototype for Action

Too
- Volume II – National and
STEP 3

l7
:
Sub-National Governments Sc
Tool 9: Proposal for Action
ho
Both of these volumes contain very
ol S
corecard
similar tools, but are adapted to meet
STEP 4
T T

6: T
the specific needs of working at

h ys
Qu eac ool

ol IC
ai
tio r I

Ec Au
different levels of the education re

To ool tem
es he 4:

Sc os dit
nn CT

system. For example, it will be very

difficult and expensive for national
government actors to personally Audit
Infrastructure
implement a process focused on School ICT
teacher and student agency. This is far Tool 5:
more relevant and cost-effective for
ST
schools to implement. However, it is
EP
important that national and sub-national
2
government actors also have agency.

This guidance document is for tools in

Volume I.

ICONOGRAPHY

Tool 1 Tool 2: Tool 3: Tool 4: Tool 5: Tool 6: Tool 7: Tool 8: Tool 9:

Risk Matrix Prioritise Your Student ICT Teacher ICT School ICT School ICT School Prototype for Proposal for
Problem Questionnaire Questionnaire Infrastructure Ecosystem Scorecard Action Action
Audit Audit

8
 ICT for Learning
Process & Tools
Character Introduction
Mumbi
Head Teacher
Meet our digital ICT for Learning Process & Tools,
toolkit users, Mumbi, Yanda, Zubeda and Sarabi.

They will act as your guide throughout the Toolkit.

Sarabi
Student

Yanda
Teacher

Zubeda
Student

9
STEP 1: Tool 1
RISK MATRIX
Aligned to the Domain 10 – Risks

Who should use this: Description of this activity

To be led by the school leadership in collaboration This matrix is designed to help you accurately
with teachers and out-of-school stakeholders including assess and manage risks associated with
parents implementing ICT for Learning. Through a set of
activities, you will identify potential risks, rate
them based on their impact and likelihood of
Group or individual: occurrence and propose mitigation strategies for
Group
resolving the risk. This will help you to identify
risks associated with action (investing in ICT) and
Print size: inaction (not investing in ICT).
A4 (except the worksheet which ideally should be A3)

1
10
Instructions For Use
This matrix is designed to help you accurately assess and manage risks associated with implementing
ICT for learning in three stages:
- Identify the Risk
- Rate the Risk
- Plan for Mitigation

It is important to note that risks do evolve and change over time and so important to re-engage with
this tool on a regular basis as you plan and implement.

Below are descriptors for the three stages. Fill in the responses from the three stages in the worksheet
provided.

Stage 1: Identify the Risk Stage 3: Plan for Mitigation

This table provides you with a list of the type of Use the information from your worksheet for this
risks you might encounter as you implement ICT stage. In the table, prioritize the risks identified
and their descriptions. Go through the list with and for each think through activities and
your team and note down those relevant to your measures you can put in place to mitigate the
situation in the worksheet. risk. Write down resources (physical, human,
financial…) you will require to successfully
Stage 2: Rate the Risk implement your activities and input a timeline for
completion and check-ins (review dates).
This table enables you to analyse and rate the risk
identified in terms of its likelihood of occurrence Once done, take a few moments to reflect on the
and the consequences of its occurrence; further information collected to better understand and
descriptions and examples of these are provided plan your next stages.
in the table. Review the list of risks identified in
your worksheet and for each write down its
likelihood and consequence of occurrence and
finally rate it: the rating is calculated from the
table; for example, if the likelihood of a risk
occurring is ‘Unlikely (Not expected to occur)’
and its impact is ‘Minor’, the rate for this risk is
‘Low’.

11
Stage 1: Identify the risk
Type of Risk Description of risk

Fear of adoption of ICT in learning; that it may make the user obsolete
User characteristics

Lack or poor ICT skills and expertise by teachers

Lack or poor ICT skills and expertise by students

Funding High cost of ICT installation and maintenance

Disruptive to student learning as it may shift focus from instructor

In learning

Over-dependence on ICT

Teachers not enthusiastic about the changes and integration of

supplementary learning associated with bringing computers into their
teaching practices

Infrastructure Inadequate and outdated computing devices

Unreliable power supply

Weak or no network connectivity

Short tech life-span; devices and software obsolete regularly

Health and Safety Correct and safe use of ICT; equipment placement, lighting, ergonomics

Disposal of ICT materials; e-waste disposal

Security Physical security: Damage, loss or theft of devices

Software security: Malware, threats and vulnerabilities

Online security and child Data privacy concerns; personal information exposed online
safeguarding

Exposure to unwelcome and inappropriate content

Participation in risky online communication and behavior

Cyberbullying (willful and repeated harm inflicted through

electronic devices)

Mental health concerns, e.g. depression, isolation, drug and alcohol

abuse, loneliness and self-harm; from exposure, participation and
contribution to harmful online content.

Inaction. Non-implementation of ICT Fear of failure

Procrastination; postponing implementation for later dates.

Playing it safe; overly cautious of implication of ICT

Bureaucracy; inhibiting system

Others. Specify

12
Stage 2: Rate the Risk
CONSEQUENCES

LIKELIHOOD NEGLIGIBLE MINOR MODERATE MAJOR SEVERE

A NEGLIGIBLE IMPACT A MINOR IMPACT on A MODERATE IMPACT A MAJOR IMPACT on A SEVERE IMPACT on
on implementation, implementation. It could on implementation. It implementation. It could implementation. It
which should be involve such things as: could involve such involve such things as: could involve such
possible to be handled ∙ Minor delays or things as: ∙ Major delays or things as:
at the operational level. failure in providing ∙ Significant delays or failure providing ∙ A critical business
services or achieving failure in providing services or achieving failure resulting in
objectives services or achieving key objectives non-achievement of
∙ Minor dissatisfaction key objectives ∙ A major breach of key business
of users ∙ A minor breach of information security objectives
∙ Minor damage to information security or probity which ∙ An extensive breach
reputation or probity which is raises questions of information
∙ Minor adverse recoverable publicly security or probity,
financial impact ∙ Limited ∙ Significant which compromises
dissatisfaction of dissatisfaction of integrity
users clients and ∙ Extensive loss of
∙ Exposure to minor stakeholders customer support
criticism and ∙ Exposure to ∙ Exposure to
adverse publicity significant criticism extensive criticism
∙ Short term damage and adverse and adverse
to reputation which publicity publicity
is easily recoverable ∙ Significant damage ∙ Extensive damage to
∙ Moderate adverse to reputation, which reputation, which
financial impact takes years to could be
restore irrecoverable
∙ Significant adverse ∙ Extensive financial
financial impact damage
∙ Breach of legal or ∙ Extensive breaches
contractual of legal or
obligations contractual
obligations

Almost Certain
Expected to occur in Moderate Moderate High Very High Very High
most circumstances

Likely
Will probably Moderate Moderate High High Very High
occur in most
circumstances

Possible
Could occur Low Moderate High High Very High
at some time

Unlikely
Not expected Very Low Low Moderate Moderate High
to occur

Rare
May occur only Very Low Low Moderate Moderate High
in exceptional
circumstances

13
Worksheet
# Type of Risk Description of Risk Rating
Risk
Impact Likelihood Rate

14
Step 3: Plan for Mitigation
# Description of risk, How to mitigate Resources. Timeline.
in order of priority the risk. What or who do Input review and
(Very High to Very Describe activities you need to engage completion dates
Low) or steps you would to implement your
take to mitigate the strategy
risk

15
 What will enable us to What would prevent us
mitigate the risks? from mitigating the risks?

?
?
?

Reflection
Based on your analysis of
the risks in the previous
activities, reflect on the What else should we bear Who should we make
following: in mind? aware of these risks? Why?

NB: You will review

these risks further in
Step 4 when
developing your
proposal for action.
This tool may be
revised as you move
along your ICT
implementation
journey and new
insights are gathered.

Reference reads:
The State of the World’s
Children 2017

16
STEP 1: Tool 2
PRIORITISE YOUR PROBLEM
Aligned to Domain 4 – Student and Teacher Agency

Who should use this : Description of this activity

School or other education provider
Here you will learn about the concept of
‘human-centred design’ and some core principles
Group or individual: to keep in mind when applying it to your work. You
Group or individual, but ideally done as a group
will then find two human-centred design activities
that will help you to discover more about the
Print size: learning needs and challenges of students and
A4 except for the COIN synthesis framework, which teachers, so that you can define the learning
should ideally be printed as big as possible challenges that ICT needs to solve.

Developed by:
Innovation Unit and AKF for UNICEF

17
WHAT IS HUMAN-CENTRED
DESIGN (HCD)?
Human-Centred Design is an approach to solving
problems that involves people, ideally ‘end users’,
in all aspects of the process. By engaging people in
identifying the problem and its likely causes,
coming up with ideas for possible solutions and
then testing and evaluating the ideas, we have a
greater chance of developing a robust solution that
meets their needs.

STIMULATING POSSIBILITIES
Through researching the lives of
students and teachers

+
INCUBATING SOLUTIONS
Through collaboratively generating
ideas and prototypes

=
Projects and practices that respond
to the needs and ambitions of
students and teachers, and are
more likely to make a difference

In Human-Centred Design projects, the views and

experiences of end users (such as students and
teachers) is vital. Involving them in each stage of a
project will help you to test any assumptions you
might have, understand more about the underlying
causes of issues, bring more creative and
fit-for-purpose ideas into the pool of possibilities,
and make sure that your project really brings about
better outcomes.

18
SOME KEY PRINCIPLES OF HUMAN-CENTRED PREPARING FOR INTERVIEWS WITH
DESIGN: STUDENTS AND TEACHERS

∙ Be clear about what you want to learn about In this activity, you will be undertaking some
In order to make the most of your time with students Human-Centred Research with students and
and teachers, and get the best outcome from any teachers, in the form of exploratory interviews. The
research or design you do with them, make sure you purpose of these interviews is to understand more
have a clear sense of what you would like to learn. about their current experiences of learning and
How can they be involved in a way that has the schooling, and in some cases their lives beyond
greatest benefit - for the work and for them as school, so that you are able to clearly identify the
humans? challenge that ICT solutions need to solve, or
opportunities they must respond to.
∙ Identify the right people
When involving teachers and students, think about In order to do this, there are a few things you need
the types of people that will help you learn the most. to prepare first.
Often, inviting quite diverse people to participate can
bring about the most useful insights, as gives you a 1. Recruiting research participants:
broader ‘slice’ of users. Who will you interview and how many students or
teachers do you need? Each team member should do
∙ Listen without judgement an interview with at least one teacher and one
It is vital that, when working with people in student. Together, think about your students and
Human-Centred Design processes, you focus on teachers: without being too scientific, who might you
listening to their thoughts instead of trying to identify in order to get a broad representation of
address them or making judgements about their experiences and capabilities?
experiences. We must put our opinions to one side
and put our effort into understanding their 2. Identifying any specific learning goals:
perspectives. Over the next pages you will find some interview
questions that can help, but there may be some
∙ Ask great questions specific things you want to explore that aren’t
At points and in the moment, it will be important to included here. If so, add them in!
ask questions in order to clarify what you are
learning and delve deeply into issues you think need
more time. Use open questioning such as ‘please can
you tell me more about…?’ or ‘can you tell me more
about how that works?’

∙ Keep an open mind and trust the process

There will be times when what you hear or see is in
conflict with what you believe to be true, or what
you think is the best strategy to pursue. At points like
this we must remember that, although our own
experience and knowledge is important,
Human-Centred Design is a collaborative process in
which the views of others are just as valuable. Very
rarely are any of these right or wrong – but the
Human-Centred Design process itself will help
everyone involved to bring these views together and
clarify which insights and ideas show the most
promise of having the greatest impact for the people
you are working on behalf of.

19
RESEARCHING LEARNING CHALLENGES WITH STUDENTS AND TEACHERS
INTERVIEW GUIDE

INTRODUCTION Time: 30 minutes minimum per person

Here you will find a series of Materials: this guide, pens, post-it notes or extra
interview questions and paper to write or draw on
worksheets that can help you Protocol: Explain to your interviewee what the
undertake some human-centred purpose of the session is, and the sorts of things you
research with students and are interested in finding out. There are parts of this
guide which you, as the researcher, may wish to hold
teachers, focused on building a onto and write/make notes throughout the course of
picture of their learning the interview. There are also some pages that you
might like to share with your interviewee or ask them
capabilities and challenges. to draw on. Opening up the research materials in this
way helps to make their thinking visible, and allows
you to ask more questions of them if something
makes you curious.

When conducting these interviews, remember the principles of human-centred design: keeping these in mind will
help you gain the richest possible insights!

DRAW YOURSELF
WHO IS IN YOUR FAMILY? WHAT DO YOU DREAM OF FOR THE
FUTURE?

FAVOURITE WEEKEND ACTIVITY:

ABOUT ME
NAME:

STUDENT OR TEACHER?

YEAR LEVEL OR YEARS OF

EXPERIENCE:

20
MOST SIGNIFICANT LEARNING EXPERIENCE LIFE AT SCHOOL -
Thinking about a time when you had the biggest learning experience of your life in or out of TEACHER QUESTIONS
school...

What was your most significant Who was involved? Describe school in three words:
learning experience?

What happened? Where did it happen?

What does it mean to be

successful as a teacher?

Why was it significant? What made it so powerful, on reflection?

LIFE AT SCHOOL - STUDENT QUESTIONS

What parts of teaching do you
find the hardest? Why?
Describe school in three words:

What does it mean to be good at school?

What do you find hard at school? Why?

What helps you to do your best
work as a teacher?

What parts of school do you look forward to the most? Why?

What does your family think about what you do at school?

What do you enjoy doing outside

of school?

What helps you to do well?

What are you good at outside of school?

21
WHAT WOULD YOU CHANGE?

If you could change one thing about schooling, learning or What would the benefits of that change be?
teaching, what would it be? Draw it...
Draw it...

AMBITIONS FOR THE FUTURE - STUDENT QUESTIONS

What would you like to be or do What skills do you think are needed How do you learn about or find out
when you leave school? (It doesn’t in order to do these things? What more about the things you want to
have to be one thing, and doesn’t would it take to be successful? do or be when you are older? (e.g.
have to be a job!) school, books, friends, clubs…)

1. 1. 1.

2. 2. 2.

3. 3. 3.

AMBITIONS FOR THE FUTURE - TEACHER QUESTIONS

What are the top three skills you On a scale of 1 to 10 with 1 being not What would make you feel more
think young people will need when at all and 10 being very, how prepared confident and capable? Or what
they leave school? do you feel to teach these skills? What might your colleagues need to feel
about your colleagues? the same way you do in these areas?

1. 1. 1.

2. 2. 2.

3. 3. 3.

22
RESEARCHING LEARNING CHALLENGES WITH STUDENTS AND TEACHERS
ANALYSING YOUR FINDINGS

INTRODUCTION Time: 1 hour for student insights, 1 hour for teacher

insights

Here you will find a short

Materials: your interview notes, this guide, pens, post-its
synthesis activity to help you and any other data you have about student and teacher
make sense of what you have learning at your school.
learned from your interviews.
This activity should be Protocol: The template on the next page can be used as a
completed as a group, with framework to collectively organise what you have learned
from your research, and ideally should be pinned to a wall.
anyone who interviewed
students or teachers. 1. Sitting in a circle, each person should tell a brief story
(max. 5 minutes) about the student or teacher they
interviewed, starting with a brief description of who they
are and what they are like, and then taking the group
through what you heard from them in the interview.
2. While one person is talking, everyone else should use
post-its to note down any compelling challenges,
opportunities, insights and needs they hear.
3. Take 2 minutes for clarifying questions and then, as a
group, put your post-it notes onto the framework on the
wall; organising according to whether the note
represents a challenge, opportunity, insight or need.
4. Repeat the process until everyone has shared their
stories
5. Consider any other research evidence being presented -
for example, student surveys - and add insights from
these sources onto the wall too.
6. Together, gather around the template on the wall and
look at the post-its containing your analysis of the
interviews and see if you can group together any notes
that deal with similar themes or issues. You might group
together post-its that share the same perspective on a
topic, and you might also group post-its that address the
same topic but take divergent perspectives on it. Put a
heading on each group of post-its so it is clear what each
group of insights is surfacing.
7. Once all the insights have been grouped, look across the
headings and have a group conversation about what has
been surfaced. Do these higher level ‘key’ insights feel
right, based on your research, and what you heard from
others? Next you will need to make some decisions
about what to focus on.

23
THE ‘COIN’ SYNTHESIS FRAMEWORK

CHALLENGES OPPORTUNITIES
What makes things difficult? What challenges would they What is working well? What could be made better? What
like to solve, and what might we like to solve for them? motivations or ambitions can we build from?

INSIGHTS NEEDS
What challenges our assumptions? What gives us clues What do people say they need? What do we think they might
about new approaches or possibilities? need? What needs aren’t being met?

PRIORITISED PROBLEMS
From your COIN synthesis, consider, what are the key and most important problems related to:

LEARNING OUTCOMES LEARNING ENVIRONMENT

What are the key challenges and opportunities related to What are the key challenges and opportunities related to
student learning outcomes? learning environments?

24
DISCONTINUING THE
PROCESS

If ICT does not provide the

opportunity to solve these
problems, or isn’t
relevant, this is the point
at which you should
discontinue this process.
This might be because:
∙ You do not yet have a vision for
learning in place and technology
can’t help you solve this.
∙ There are too many competing
priorities and you won’t be able to
dedicate enough time to properly
understanding your learning needs,
auditing capability, undertaking an
iterative process to test (prototype)
possible ICT solutions before
developing a proposal for action and
case.
∙ Focusing on analogue teacher
practice is a quicker way to ensuring
outcomes for students continue to
improve.

∙ Before moving on to the Step 2 of

this process, the group that has been
involved in understanding more
about the challenges and
opportunities of ICT4Learning should
have a final review discussion and
make a decision as to whether they
will continue/discontinue with the
process.

25
STEP 2: Tool 3
STUDENT ICT QUESTIONNAIRE
Aligned to Domain 2 – Student Capability

Who should use this: Instructions for use

School or other education provider
∙ The following survey can be administered to
Group or individual: students above 10 years of age. For students below
Individual this age, teachers and educators could consider
reading the questions to students and providing
Print size: additional explanations when required.
A4 ∙ Instructions for use by students completing the
survey individually are included within the survey.
∙ Like with all surveys, choosing an appropriate
Informed by: sample is important. Some guidance is provided on
European Schoolnet
the following page.

26
STUDENT CAPABILITY: DIAGNOSING STUDENT STARTING POINTS

STUDENT USING THE DIGITAL STUDENT QUESTIONNAIRE

QUESTIONNAIRE INSTRUCTIONS FOR TEACHERS
A questionnaire designed to ∙ Select a diverse sample of 20 students to complete the questionnaires.
understand students use of ∙ Have students complete their individual questionnaires by checking one box
technology and the Internet, per category:
∙ For example, under “Access”, for mobile phones at home, students should
at school and outside of select 1 of 3 responses: “No” or “Yes, without internet” or “Yes, with internet”.
school. ∙ Ensure that the “Number of students responding” on the “Student Data Input”
page is equal to the “Total Number of Responses” under each category of
question:
∙ If they are not equal, the “Total Number of Responses” will turn red.
∙ If the “Total Number of Responses” is red, use the totals under each question
SAMPLING FACTORS sub-category to find which sub-question is missing a response. Then go
TO ATTEND TO: through the questionnaires to find which student missed the response. Ensure
that the student responds to the questionnaire properly.
∙ Averages for each question on the “Student Summary” and “Student Score
∙ Age Card” will be calculated automatically and do not need to be adjusted.
∙ Gender
∙ Cultural background
∙ Current academic level
∙ Positive /negative attitude
towards school
∙ Family situation
∙ Learning preferences
∙ Well understood / not
understood by teachers
∙ Friendship group
∙ Extrovert / introvert
∙ Strong / Weak relationship
between school and USING THE DIGITAL STUDENT QUESTIONNAIRE
parents
INSTRUCTIONS FOR STUDENT

STUDENT QUESTIONNAIRE

NAME OF COUNTRY :

Consider: ∙ In this questionnaire you will find questions about yourself and your use of computers
How many students would you and the internet at school and out of school. Some questions ask for facts while
need to survey in order to others ask for your opinions.
∙ All responses are anonymous and treated in the strictest confidence; no individual or
ensure a diverse sample? school will be identifiable in the published reports.

INSTRUCTIONS FOR USE

∙ Read each question carefully and answer as accurately as possible.
∙ Ask for help if you do not understand something or are not sure how to respond.
∙ Each question is followed by a number of possible answers. In some cases, only one
answer has to be chosen; in others, you can choose several.
∙ For each question, read carefully the indications on the number of possible choices
and then click accordingly on the box(es) next to the answer of your choice.

27
 ABOUT ME ACCESS
Age: Which of the following are available for you to use easily at home, in the community (e.g. at
friends’ or family member’s home, in a public library or an Internet café) and at school? Tick
Number of as applies for each column area (i.e. Home, Community, and School).
years of
schooling:

Gender:

HOME COMMUNITY SCHOOL

No Yes, without internet Yes, with internet No Yes, without internet Yes, with internet No Yes, without internet Yes, with internet

Mobile phone

Computer (desktop,
laptop, etc)

Tablet (Netbook,
mini notebook, etc)

Other media

28
 EXPERIENCE AND USE
How often do you do the following?

HOME SCHOOL: INDIVIDUAL LEARNING SCHOOL: GROUP LEARNING

Never Once in a Once a More than Never Once in a Once a More than Never Once in a Once a More than
month week once a week month week once a week month week once a week

Sending and reading

email messages

Searching different
sources online for
information and
learning about a
particular
topic you’re interested
in

Engage in
recreational activities
(play online games,
watch media online,
download music)

29
 EXPERIENCE AND USE
How often do you do the following?

HOME SCHOOL: INDIVIDUAL LEARNING SCHOOL: GROUP LEARNING

Never Once in a Once a More than Never Once in a Once a More than Never Once in a Once a More than
month week once a week month week once a week month week once a week

Make presentations
using interactive
tools

Use Microsoft Office

software (Word,
Spreadsheet,
Powerpoint)

Use the internet for

social networking
(Facebook, chat sites,
Instagram)

CONFIDENCE
How confident are you using ICT?

NOT CONFIDENT SOME CONFIDENCE VERY CONFIDENT

For personal use

For learning

30
THANK YOU
FOR COMPLETING
THIS QUESTIONNAIRE

STUDENT CAPABILITY The following protocol may be helpful

in cleaning and analysing the data you
Making sense receive from the student
questionnaire:
of the data
1. Enter the data (if paper
questionnaires were completed)
2. Clean the data
3. Analyse the data
4. Present the data

31
STUDENT SCHOOL NAME:

QUESTIONNAIRE DATA SUMMARY

1. ENTER THE DATA
ACCESS:
It’s important that you standardise the point
of entry and check the importance of it. By
standardising your data process, you will At home, our students can...
ensure a good point of entry and reduce (complete this sentence)
the risk of duplication.
You might like to use a program such as
Microsoft Excel (or equivalent).
2. CLEAN THE DATA

Data cleaning is the process of ensuring

that your data is correct, consistent and
usable.
In order to clean the data, you need to
identify errors in data entry and any
duplicates, since this will help you save In the community, our students can…
time when analyzing data. (complete this sentence)

3. ANALYZE THE DATA

The results obtained through the analysis

process are intended to suggest conclusions
and support decision-making. Sorting data is
an integral part of data analysis. Sorting data
helps you quickly visualize and understand
your data better and organize and find the
data that you want. This will enable you to
group, tally/total and summarize data. If At school, our students can…
using Microsoft Excel, the Quick Analysis tool (complete this sentence)
makes it possible to analyze your data quickly
and easily using different Excel tools.

4. PRESENT THE DATA

Although there are many ways to

communicate your data, charts are often
used to depict data pictorially. Charts
highlight the notable points in the data so
that your audience can quickly grasp what
you want to project in the data. If using
Microsoft Excel, charts can be used to make
a graphical representation of any set of
data. You also may like to summarise your
finding as per the following page:

32
Experience and use: Considering the results of the survey,
Our students are most likely to use ICT to... how would you assess the ICT
(complete this sentence) capability of students at your school:

The major difference between ICT use in the

home and at school for our students is…
(complete this sentence)

Experience and use:

Our students are (complete this sentence)…

confident in using ICT.

33
STEP 2: Tool 4
TEACHER ICT QUESTIONNAIRE
Aligned to Domain 3 – Teacher Capability

Who should use this: Instructions for use

School or other education provider
∙ Ask teachers to complete the teacher questionnaire
Group or individual: individually. Ideally, you would administer the
Individual then group questionnaire to each teacher in your school.
∙ Utilising the results from the questionnaire, work
Print size: through the maturity matrix with a school leader (as
A4 for Teacher Questionnaire a school leadership team) to assess digital
A3 or A2 if possible for Maturity Matrix competence and areas for development.
∙ Identify and decide the specific steps to take to
boost competence at the stage they are currently at.
Informed by: 1. Newcomer and Explorer educators assimilate
The European Framework for the Digital
Competence of Educators (DigCompEdu) new information and develop basic digital
practices.
2. Integrator and Expert educators further expand
and structure on their digital practices.
3. Leader educators pass on their knowledge,
critique existing practice and develop new
practices.

34
TEACHER ACCESS, EXPERIENCE AND USE AND VISION

Teacher USING THE DIGITAL TEACHER QUESTIONNAIRE

Questionnaire INSTRUCTIONS FOR TEACHERS
A questionnaire ∙ Have all teachers complete their individual questionnaires by checking one box per
designed to understand category:
teachers’ use of - For example, under “Access”, for mobile phones at home, teachers should select 1 of 3
responses: “No” or “Yes, without internet” or “Yes, with internet”.
technology and the ∙ Ensure that the “Number of teachers responding” on the “Teacher Data Input” page is
Internet, at school and equal to the “Total Number of Responses” under each category of question:
outside of school. - If they are not equal, the “Total Number of Responses” will turn red.
- If the “Total Number of Responses” is red, use the totals under each question
sub-category to find which sub-question is missing a response. Then go through the
questionnaires to find which teacher missed the response. Ensure that the teacher
responds to the questionnaire properly.
∙ Averages for each question on the “Teacher Summary” and “Teacher Score Card” will be
calculated automatically and do not need to be adjusted.

TEACHER QUESTIONNAIRE

NAME OF COUNTRY :

In this questionnaire you will find questions about yourself and your use of computers and
the internet at school and out of school. Some questions ask for facts while others ask for
your opinions. All responses are anonymous and treated in the strictest confidence; no
individual or school will be identifiable in the published reports.

INSTRUCTIONS FOR USE

∙ Read each question carefully and answer as accurately as possible.
∙ Ask for clarification if you do not understand something or are not sure how to respond.
∙ Each question is followed by a number of possible answers. In some cases, only one
answer has to be chosen, in others you can choose several.
∙ For each question, read carefully the indications on the number of possible choices and
then click accordingly on the box(es) next to the answer of your choice.

35
 ABOUT ME ACCESS
Age: Number of Gender Which of the following are available for you to use easily at home, in the
years of teaching community (e.g. at friends’ or family member’s home, in a public library or an
perience: Internet café) and at school? Tick as applies.

HOME COMMUNITY SCHOOL

No Yes, without internet Yes, with internet No Yes, without internet Yes, with internet No Yes, without internet Yes, with internet

Mobile phone

Computer (desktop,
laptop, etc)

Tablet (Netbook,
mini notebook, etc)

Other media

EXPERIENCE AND USE : How often do you do the following?

HOME SCHOOL

Never Once in a Once a More than Never Once in a Once a More than
month week once a week month week once a week

Sending and reading

email messages

Searching different
sources online for
information and learning
about a particular topic
you’re interested in

Use Microsoft Office

software (Word,
Spreadsheet,
Powerpoint)

36
 In delivering lessons, how often do you do the following? Vision for ICT
Ideally, how would you like to use ICT in your work?
Never Once in a month Once a week More than once a Consider what would benefit both you and your
week students.

Use digital
technologies (e.g.
interactive
whiteboards)

Incorporate
learner-led digital
activities (e.g.
presentations)

How often do you do the following with regard to professional learning and development?

Never Once in a month Once a week More than once a

week

Participate actively in
online communities
or forums?

Participate in online
courses or
programmes

Career advancement
(e.g. search for jobs
online, upload and
update your profile on
job websites)

37
THANK YOU
FOR COMPLETING
THIS QUESTIONNAIRE

TEACHER CAPABILITY The following protocol may be helpful

in cleaning and analysing the data you
Making sense receive from the student
questionnaire:
of the data
1. Enter the data (if paper
questionnaires were completed)
2. Clean the data
3. Analyse the data
4. Present the data

38
TEACHER SCHOOL NAME:

QUESTIONNAIRE DATA SUMMARY

1. ENTER THE DATA
ACCESS:
It’s important that you standardize the point
of entry and check the importance of it. By At home, our teachers can...
standardizing your data process, you will (complete this sentence)
ensure a good point of entry and reduce
the risk of duplication.
You might like to use a program such as
Microsoft Excel (or equivalent).
2. CLEAN THE DATA

Data cleaning is the process of ensuring

that your data is correct, consistent and
usable.
In order to clean the data, you need to
identify errors in data entry and any
duplicates, since this will help you save In the community, our teachers can…
time when analyzing data. (complete this sentence)

3. ENTER THE DATA

The results obtained through the analysis

process are intended to suggest
conclusions and support decision-making.
Sorting data is an integral part of data
analysis. Sorting data helps you quickly
visualize and understand your data better
and organize and find the data that you
want. This will enable you to group,
tally/total and summarize data. If using At school, our teachers can…
(complete this sentence)
Microsoft Excel, the Quick Analysis tool
makes it possible to analyze your data
quickly and easily using different Excel
tools.

4. PRESENT THE DATA

Although there are many ways to

communicate your data, charts are often
used to depict data pictorially. Charts
highlight the notable points in the data so
that your audience can quickly grasp what
you want to project in the data. If using
Microsoft Excel, charts can be used to make
a graphical representation of any set of
data. You also may like to summarise your
finding as per the following page:

39
EXPERIENCE AND USE:

Our teachers are most likely to use ICT to... Our teachers often use...
(complete this sentence) (complete this sentence)

for professional learning and development.

The major difference between ICT use in the The ICT vision of our teachers is…
home and at school for our teachers is… (complete this sentence)
(complete this sentence)

Our teachers use... Considering the results of the survey, how

(complete this sentence) would you assess the ICT capability of teachers
at your school:

most frequently in delivering lessons.

40
 Considering the analysed results of the Teacher
TEACHER CAPABILITY Capability questionnaire (and your Student ICT
Capability Questionnaire and School ICT
QUESTIONNAIRE: Infrastructure Audit), how would you assess the
capability of teachers to use ICT for learning at your
DIAGNOSING school?

TEACHER STARTING This maturity matrix is intended to help school

POINTS leadership teams understand the strengths and areas
for development of their teaching team by describing
different stages or levels of digital competence. It is
also intended to support national, regional and local
efforts in developing educators’ digital competence,
by offering a common frame or reference with a
common language and logic.

Begin by:
1. Becoming familiar with how the Maturity Matrix is
constructed (the next page contains descriptions of
the terminology that is used)
2. Considering the results from the Teacher
Questionnaire, identify the proficiency level of the
staff at your school and place a tick in the relevant
circle.

41
MATURITY
MATRIX:
TERMINOLOGY
Competence descriptor Progression
The title and a short description consisting of one A generic description of how this competence
or two sentences. It aims to concisely and manifests itself at different proficiency levels. The
comprehensively describe the competence in progression is cumulative in the sense that each
question. This description is the main reference. higher-level descriptor comprises all lower-level
Any activity that can be subsumed under this descriptors. The progression follows the logic
description should be considered an expression of inherent in the competence in question, which may
this competence. Any activity that falls outside of be different from that of other competences.
the descriptions’ scope is not part of this
competence. Proficiency statements
A series of proficiency statements exemplifying
Activities typical activities at each proficiency level. This list of
A list of activities that are examples of this statements is subject to continuous revision and
competence. This list serves to indicate to should only be considered as a means of
framework users what kinds of activities are illustrating the proficiency progression. Since the
covered by the competence in question. However, progression of proficiency levels is cumulative, a
this list is not exhaustive; it illustrates the focus and person competent at an advanced level should be
scope of the competence, without delimiting it. able to perform the activities at this level and all
Furthermore, as digital technologies and usage lower levels.
patterns evolve, some of the activities listed may
cease to be applicable and others may need to be Digital technologies
added.
Throughout the tables, the concept of “digital
technologies” is employed as an umbrella term for
digital resources and devices, thus comprising any
kind of digital input: software (including apps and
games), hardware (e.g. classroom technologies or
mobile devices) or digital content.

42
 Considering the results from the Teacher Questionnaire, identify the proficiency level of the Helpful hint!
staff at your school and place a tick in the relevant circle. You may like to use the additional information on the pages that follow (44-46) to ensure you align the
findings from your teacher questionnaire with the various competencies and progressions below.

Teaching: To plan for and implement digital devices Guidance: To use digital technologies and services to Actively engaging learners: To use digital technologies Digital continuous professional development: To use
and resources in the teaching process. enhance the interaction with learners, individually to foster learners’ active and creative engagement digital sources and resources for continuous
and collectively, within and outside the learning with a subject matter. professional development.
session.

Progression Proficiency Statement Progression Proficiency Statement Progression Proficiency Statement Progression Proficiency Statement

Making little use of "I do not or only very Making little use of "I do not or only very Making little use of "I only very rarely, if at all, Making little use of "I only rarely, if at all, use
Newcomer digital technologies rarely use digital devices digital technologies rarely communicate with digital technologies use digital technologies to the internet for the internet to update my
for instruction. or digital content in my for interacting with learners through digital for learner motivate or engage updating knowledge. knowledge or skills."
teaching." learners. means, e.g. e-mail." engagement. learners."

Making basic use of "I use available classroom Employing basic "I use digital technologies, Using digital "I use digital technologies Using the internet for "I use the internet to
available digital technologies, e.g. digital digital strategies to e.g. e-mail or chat, to technologies to to visualise and explain updating knowledge. update my subject-specific
technologies for whiteboards, projectors, interact with learners. respond to learners’ engage learners. new concepts in a or pedagogical
instruction. PCs." questions or doubts, e.g. motivating and engaging knowledge."
Explorer "I choose digital on homework way, e.g. by employing
technologies according to assignments." animations or videos."
the learning objective and "I employ digital learning
context." activities which are
motivating and engaging,
e.g. games, quizzes."

Integrating available "I organise and manage Using digital "I use a common digital Fostering learners’ "I put learners’ active use Using the internet to "I use the internet to
digital technologies the integration of digital technologies to communication channel active use of digital of digital technologies at identify opportunities identify suitable training
meaningfully into the devices (e.g. classroom enhance interaction with my learners to technologies. the centre of the for continuous courses and other
teaching process. technologies, students’ with learners. respond to their questions instructional process." professional opportunities for
Integrator devices) into the teaching and doubts." "I choose the most development. professional development
and learning process." "I am frequently in contact appropriate tool for (e.g. conferences)."
"I manage the integration with learners and listen to fostering learner active
of digital content, e.g. their problems and engagement in a given
videos, interactive questions." learning context or for a
activities, into the teaching specific learning
and learning process." objective."

Using digital "I consider appropriate Using digital "I interact with learners in Using digital "I use a range of digital Exploring online "I use the internet for
technologies social settings and technologies to the collaborative digital technologies for technologies to create a professional professional development,
purposefully to interaction modes when enhance monitoring environments I use, learners’ active relevant, rich and effective development e.g. by participating in
enhance pedagogic integrating digital and guidance. monitoring their behaviour engagement with the digital learning opportunities. online courses, webinars,
Expert strategies. technologies." and providing individual subject matter. environment, e.g. by or consulting digital
"I use digital technologies guidance and support as addressing different training materials and
in teaching to increase needed." sensory channels, learning video tutorials."
methodological variation." "I experiment with new styles and strategies, by "I use formal and informal
"I set up learning sessions forms and formats for methodologically varying exchanges in professional
or other interactions in a offering guidance and activity types and group online communities as a
digital environment." support, using digital compositions." source for my professional
technologies." "I reflect on how effective development."
the teaching strategies
employed are in increasing
learner engagement and
active learning."

Orchestrating, "I structure learning Employing digital "When I set up learning Comprehensively and "I select, design, employ Critically and "I consult a range of
monitoring and sessions so that different technologies activities in digital critically and orchestrate the use of strategically using possible online training
flexibly adapting the (teacher-led and strategically and environments, I foresee implementing digital technologies within the internet for opportunities and select
use of digital learner-led) digital purposefully to learners’ needs for strategies for active the learning process professional those which best fit my
technologies to activities jointly reinforce provide guidance and guidance and cater for learning. according to their development. development needs,
enhance pedagogic the learning objective." support. them, e.g. with a help or potential for fostering learning style and time
strategies. "I structure and manage FAQ section, or with video learners’ active, creative constraints."
content, contributions and tutorials." and critical engagement "I actively participate in
Leader interaction in a digital "When I implement digital with the subject matter." online training
environment." learning activities in class, "I reflect on how suitable opportunities and
"I continuously evaluate I make sure I am able to the different digital contribute to improving
the effectiveness of (digitally) monitor student technologies I use are in them and guiding others
digitally enhanced behaviour, so that I can increasing learners’ active in making appropriate
teaching strategies and offer guidance when learning and adapt my choices by providing

43
revise my strategies needed." strategies and choices feedback."
accordingly." accordingly."
ADDITIONAL INFORMATION

COMPETENCE DESCRIPTOR AND TEACHING

ACTIVITIES
To plan for and implement digital devices and resources in
the teaching process
Additional information for each
competency descriptor, including a list of Activity
examples of this competence in action, ∙ To use classroom activities to support instruction, e.g.
are included on the slides that follow for electronic whiteboards, mobile devices
the competencies: ∙ To structure the lesson so that different (teacher-led and
∙ Teaching learner-led) digital activities jointly reinforce the learning
∙ Guidance objective
∙ Actively engaging learners ∙ To set up learning sessions, activities and interactions in
∙ Digital continuous professional a digital environment
development ∙ To structure and manage content, collaboration and
interaction in a digital environment
∙ To consider how educator-led digital interventions –
whether-to-face or in a digital environment – can best
support the learning objective
∙ To reflect on the effectiveness and appropriateness of
the digital pedagogical strategies chosen and flexibly
adjust methods and strategies
∙ To experiment with and develop new formats and
pedagogical methods for instruction (e.g. flipped
classroom)

GUIDANCE

To use digital technologies and services to enhance the

interaction with learners, individually and collectively,
within and outside the learning session

Activity
∙ To use digital communication tools to respond promptly
to learners’ questions and doubts e.g. on homework
assignments
∙ To set up learning activities in digital environments,
having foreseen learners’ needs for guidance and
catering for them
∙ To interact with learners in collaborative digital
environments
∙ To digitally monitor student behaviour in class and offer
guidance when needed
∙ To use digital technologies to remotely monitor student
progress and intervene when needed, while allowing for
self-regulation
∙ To experiment with and develop new forms and formats
for offering guidance and support, using digital
technologies

44
ACTIVELY ENGAGING LEARNERS DIGITAL CONTINUOUS PROFESSIONAL
DEVELOPMENT
To use digital technologies to foster learners’
active and creative engagement with a subject
matter To use digital sources and resources for
continuous professional development
Activity
∙ To use digital technologies to visualise and
explain new concepts in a motivating and Activity
engaging way, e.g. by employing animations or ∙ To use the internet to identify suitable training
videos and professional development opportunities
∙ To employ digital learning environments or ∙ To use the internet to update one’s subject
activities which are motivating and engaging, specific competences
e.g. games, quizzes ∙ To use the internet to learn about new
∙ To put learners’ active uses of digital pedagogical methods and strategies
technologies at the centre of the instructional ∙ To use the internet to search for and identify
process digital resources which support professional
∙ To use digital technologies to allow learners to development
actively engage with the subject matter at hand, ∙ To use the exchange in digital professional
e.g. using different senses, manipulating virtual communities as a source of professional
objects, varying the problem set up to enquire development
into its structure, etc. ∙ To use online training opportunities, e.g. video
∙ To select appropriate digital technologies for tutorials, Massive Open Online Courses
fostering active learning in a given learning (MOOCs), webinars, etc.
context or for a specific learning objective ∙ To use digital technologies and environments to
∙ To reflect on how suitable the different digital provide training opportunities for colleagues
technologies used are in increasing learners’ and peers
active learning, and to adapt strategies and
choices accordingly

45
ADDITIONAL INFORMATION
PROGRESSION LEVELS LEVELS OF PROGRESSION

Newcomer: Newcomers are aware of the potential of

Additional information for digital technologies for enhancing pedagogical and
each level of progression is professional practice. However, they have had very little
contact with digital technologies and use them mainly for
included on the slide that lesson preparation, administration or organisational
follow for the following communication. Newcomers need guidance and
encouragement to expand their repertoire and to apply
levels: their existing digital competence in the pedagogical realm.

∙ Newcomer Explorer: Explorers are aware of the potential of digital

technologies and are interested in exploring them to
∙ Explorer enhance pedagogical and professional practice. They have
∙ Integrator started using digital technologies in some areas of digital
competence, but without following a comprehensive or
∙ Expert consistent approach. Explorers need encouragement,
∙ Leader insight and inspiration, e.g. through the example and
guidance of colleagues, embedded in a collaborative
exchange of practices.

Integrator: Integrators experiment with digital

technologies in a variety of contexts and for a range of
purposes, integrating them into many of their practices.
They creatively use them to enhance diverse aspects of
their professional engagement. They are eager to expand
their repertoire of practices. They are, however, still
working on understanding which tools work best in which
situations and on fitting digital technologies to pedagogic
strategies and methods. Integrators just need some more
time for experimentation and reflection, complemented by
collaborative encouragement and knowledge exchange to
become Experts.

Expert: Experts use a range of digital technologies

confidently, creatively and critically to enhance their
professional activities. They purposefully select digital
technologies for particular situations, and try to
understand the benefits and drawbacks of different digital
strategies. They are curious and open to new ideas,
knowing that there are many things they have not tried out
yet. They use experimentation as a means of expanding,
structuring and consolidating their repertoire of strategies.
Experts are the backbone of any educational organisation
when it comes to innovating practice.

Leader: Leaders have a consistent and comprehensive

approach to using digital technologies to enhance
pedagogic and professional practices. They rely on a broad
repertoire of digital strategies from which they know how
to choose the most appropriate for any given situation.
They continuously reflect on and further develop their
practices. Exchanging with peers, they keep updated on
new developments and ideas. They are a source of
inspiration for others, to whom they pass on their
expertise.

46
STEP 2: Tool 5
SCHOOL ICT INFRASTRUCTURE AUDIT
Aligned to Domain 5 – Technological Infrastructure

Who should use this: Instructions for use

School or other education provider
∙ Please provide feedback on the availability of the
Group or individual: ICT resources listed.
Group ∙ Think about the use of technology across different
departments or subject areas.
Print size:
A4

Informed by:
SABER

47
TECHNOLOGICAL INFRASTRUCTURE:
SCHOOL ICT INFRASTRUCTURE AUDIT AND PLANNING

Maturity Matrix to USING THE DIGITAL INFRASTRUCTURE AUDIT

identify available INSTRUCTIONS FOR HEAD OF SCHOOL
infrastructure on site
∙ Have teachers collectively complete the infrastructure audit by checking one
Teams will be asked to box per category:
- For example, under “ICT Basic Infrastructure”, teachers should select 1 of 4
provide a brief description responses: “Not at all” or “Emerging” or “Established” or “Advanced”.
and context of the levels of ∙ Averages for each question on the “Infrastructure Summary” and
infrastructure already in “Infrastructure Score Card” will be calculated automatically and do not need to
place in sites. be adjusted.

Prerequisite:
Complete Step 1 to identify the 2
key learning challenges you
wish to address with ICT. Keep
these in mind as you audit and
plan for your site’s
infrastructure.

48
 A. AUDIT
SCALE (KINDLY PROVIDE BRIEF DESCRIPTIONS FOR EACH CHARACTERISTIC)

Characteristic Not at all Emerging/Low level and patchy Established/Mid-level and Advanced/High level, comprehensive
(unreliable) reasonable consistency and embedded

1. ICT Basic Infrastructure

1.1 Buildings and furniture

related to ICT use e.g.
computer labs

1.2 Reliable connectivity and

network infrastructure to
school and in-school e.g.
Broadband, Wireless, LAN.

1.3 Power; electricity/solar

and backups

1.4 Operating systems and

licensing for devices and
content

1.5 Physical safety (lockable

storage, guards, alarms)

1.6 Virtual security (antivirus

software and firewalls)

1.7 Operational maintenance

and support plan

49
 A. AUDIT

SCALE (KINDLY PROVIDE BRIEF DESCRIPTIONS FOR EACH CHARACTERISTIC)

Characteristic Not at all Emerging/Low level and patchy Established/Mid-level and Advanced/High level, comprehensive
(unreliable) reasonable consistency and embedded

2. Learner-centric Hardware and Software

2.1 Access devices e.g.

handheld devices, desktops,
laptops, tablets

2.2 Digital learning content

(digitized curriculum
books/materials)

2.3 Audio-visual lessons and

tutorials

2.4 Online resource platform

(reference materials and
supplementary reads)

50
 SCALE (KINDLY PROVIDE BRIEF DESCRIPTIONS FOR EACH CHARACTERISTIC)

Characteristic Not at all Emerging/Low level and patchy Established/Mid-level and Advanced/High level,
(unreliable) reasonable consistency comprehensive and embedded

3. Teacher-centric Hardware and Software

3.1 Access devices e.g. handheld devices, desktops,
laptops, tablets

3.2 Display devices e.g. interactive whiteboards,

projectors

3.3. Professional development content; access to

online education courses

3.4 Online pedagogical and technical support

mechanisms and networks in-service educators.

3.5 School management support e.g. budget

management systems, digital timetabling,
attendance and assessment software.

SCALE (KINDLY PROVIDE BRIEF DESCRIPTIONS FOR EACH CHARACTERISTIC)

Characteristic Not at all Emerging/Low level and patchy Established/Mid-level and Advanced/High level,
(unreliable) reasonable consistency comprehensive and embedded

4. Teacher Professional Development

4.1 Participate in blended learning courses
(combination of online and face-to-face training)

4.2 Take part in online professional development

courses and forums

4.3 Mentoring and follow-up support

51
B. COSTING

Instructions for filling 1. Cost for full functionality: this refers to how much it would cost
the Costing Table: to have your ICT infrastructure running and maintained. For
each of the cost elements, input costs of having them operating
fully and at maximum capacity.
For each of the cost
2. Existing budget: this refers to the current funds allocated to
elements listed in the table,
your ICT infrastructure. For each of the cost elements, input the
indicate the following:
current funds available for use from your budget.
3. Budget Gap: this refers to the deficit costs for your ICT
infrastructure. For each of the cost elements, calculate this by
deducting the ‘Existing budget’ from the ‘Cost for full
functionality’. This will give you an indication of funds still
needed to get your ICT infrastructure on track and running.

NB: You will need the Budget Gap figures when developing your Proposal for Action in Step 4.

52
 B. COSTING
COSTING CONSIDERATIONS

Cost elements Cost for full functionality Existing budget Budget Gap

Capital Recurrent Capital Recurrent Capital Recurrent

1. ICT Basic Infrastructure

1.1 Buildings and furniture

related to ICT use e.g.
computer labs

1.2 Reliable connectivity and

network infrastructure to
school and in-school e.g.
Broadband, Wireless, LAN.

1.3 Power; electricity/solar

and backups

1.4 Operating systems and

licensing for devices and
content

1.5 Physical safety (lockable

storage, guards, alarms)

1.6 Virtual security (antivirus

software and firewalls)

1.7 Operational maintenance

and support plan

TOTAL

53
 B. COSTING

COSTING CONSIDERATIONS

Cost elements Cost for full functionality Existing budget Budget Gap

Capital Recurrent Capital Recurrent Capital Recurrent

2. Learner-centric Hardware and Software

2.1 Access devices e.g.

handheld devices, desktops,
laptops, tablets

2.2 Digital learning content

(digitized curriculum
books/materials)

2.3 Audio-visual lessons and

tutorials

2.4 Online resource platform

(reference materials and
supplementary reads)

TOTAL

54
 COSTING CONSIDERATIONS

Cost elements Cost for full functionality Existing budget Budget Gap

Capital Recurrent Capital Recurrent Capital Recurrent

3. Teacher-centric Hardware and Software

3.1 Access devices e.g. handheld devices,

desktops, laptops, tablets

3.2 Display devices e.g. interactive

whiteboards, projectors

3.3. Professional development content;

access to online education courses

3.4 Online pedagogical and technical

support mechanisms and networks
in-service educators.

3.5 School management support e.g.

budget management systems, digital
timetabling, attendance and assessment
software.

TOTAL

COSTING CONSIDERATIONS

Cost elements Cost for full functionality Existing budget Budget Gap

Capital Recurrent Capital Recurrent Capital Recurrent

4. Teacher Professional Development

4.1 Participate in blended learning courses

(combination of online and face-to-face
training)

4.2 Take part in online professional

development courses and forums

4.3 Mentoring and follow-up support

TOTAL

55
STEP 2: Tool 6
SCHOOL ICT ECOSYSTEM AUDIT
Aligned to Domain 9 - Coalitions

Who should use this: Resources you’ll need:

To be lead by the school leadership in
collaboration with teachers Post-it notes
Chart paper
Group or individual:
Group

Print size:
A3

Adapted from:
Development Impact & You (DIY) Toolkit
The World Bank Annual Report 2018

56
COALITIONS: KNOW THE PEOPLE YOU’RE WORKING WITH

People and Connections INSTRUCTIONS FOR USE

Map Coalition Mapping:
This tool guides you in identifying ∙ In your teams, start by noting down your target audience, including
various stakeholders you are beneficiaries, users or groups who would benefit from your work, in the
working with and their role in your centre of the worksheet. From the centre, start mapping people and
ICT implementation. organisations that you are closely engaging for implementing or
delivering your ICT work. Then, on the outer circle, map people and
There are two options available for organisations you are currently engaging, but not as closely as your inner
use: circle.
∙ Once the worksheet has been filled, go through each person and
1. Online: Roots Systems Mapping: organisation on the map with your team and, if necessary, reposition
this visualises systems in terms them into the circle and section that the team agrees fits most. This
of nodes and linkages. Nodes are review will give you a useful starting point to discuss which relationships
the individual actors within the or connections are key, and which may need extra attention.
system, and linkages are the
interrelationships between those
actors. Online: Roots System

2. Offline: Coalition Mapping: a

paper-based system that enables
users to identify stakeholders
they are engaging for their ICT
for learning strategy. Offline:
Coalition Mapping

Role:
∙ Fill in the table with brief notes on the support your stakeholders can
provide to you as you implement your ICT for learning. Think about the
stakeholders you have identified as key actors in your ICT work (in the
Coalition Mapping exercise) and discuss which domain(s) you think they
are most suited to support you in. In what way would they support you?

NB: Keep the stakeholders you identify and their role in mind as you move to Step 3 and
develop your ‘Scorecard’ and your ‘Prototype for Action’.

COALITION MAPPING

57
 Other stakeholders Civil Society
Specify Organizations

I NG IRREGUL
AG AR
G LY
N
E

G REGU
IN L
G

A
A

G
RL
Y

EN
TARGET
AUDIENCE

Parents & Private

Community Sector

International Government
actors

58
 TARGET
AUDIENCE
ROLE
Notes on support provided
Domain Stakeholder (pick) (per stakeholder identified)

1. CSOs
Student
2. Private Sector
Capability
3. Government
4. International actors
5. Parents and community
6. Others (specify)

Teacher 1. CSOs
Capability 2. Private Sector
3. Government
4. International actors
5. Parents and community
6. Others (specify)

ICT 1. CSOs
Infrastructure 2. Private Sector
3. Government
4. International actors
5. Parents and community
6. Others (specify)

ICT Funding 1. CSOs

Resources 2. Private Sector
3. Government
4. International actors
5. Parents and community
6. Others (specify)

Online: 1. An online systems mapping platform (www.mypando.org)

Roots 2. Supports visualisation and understanding of relationships within
complex dynamic systems
System

60
STEP 2: Tool 7
SCHOOL ICT FOR LEARNING SCORECARD
Aligned to Domain 6 – Implementation and Change

Who should use this: Instructions for use:

School or other education provider
Complete the School Scorecard utilising the results
Group or individual: from the Student and Teacher Questionnaires, School
Group ICT Infrastructure Audit and School ICT Ecosystem
Audit
Print Size:
A4

Developed by:
Innovation Unit and AKF for UNICEF

61
 USING THE DIGITAL ∙ Collect all completed Student and
Teacher Scorecards from Digital Tool
SCHOOL SCORECARD 3 and Digital Tool 4
INSTRUCTIONS FOR ∙ Collect the completed School
HEAD OF SCHOOL Infrastructure Scorecard and School
ICT Ecosystem Audit from Digital Tool
5 and Tool 6
∙ Use Digital Tools 3, 4, 5 and Tool 6 to
fill out Digital Tool 7 School
Scorecard

62
 Take score from Digital Tool 3, Student Scorecard, D11 and put in Digital Tool 7, F3
STUDENT ICT
CAPABILITY

63
 Take score from Digital Tool 4, Teacher Scorecard, D11 and put in Digital Tool 7, F5
TEACHER ICT
CAPABILITY

64
 Take scores from Digital Tool 5, Infrastructure Scorecard, C3-6 and
SCHOOL ICT put in Digital Tool 7, C9-12
INFRASTRUCTURE

65
SCHOOL ICT Take data from Tool 6 and put in Digital Tool 7, E-G15-18

ECOSYSTEM

66
STEP 3: Tool 8
PROTOTYPE FOR ACTION
Aligned to Domain 6 – Implementation and Change

Who should use this: Resources you’ll need:

School or other education provider

Group or individual:
Group

Print size:
A4

Developed by:
Innovation Unit and AKF for UNICEF

67
 IMPLEMENTATION & CHANGE:
ADVANCING ICT FOR LEARNING THROUGH PROTOTYPING &
ITERATION
By engaging people in identifying the problem and its likely causes, coming up with ideas for possible
solutions and then testing and evaluating the ideas, we have a greater chance of developing a robust solution
that meets their needs.

STIMULATING POSSIBILITIES
Through researching the lives of students and teachers
Steps 1 and 2 +
INCUBATING SOLUTIONS
Through collaboratively generating ideas and prototypes

=
Projects and practices that respond to the needs and ambitions of
Steps 3
students and teachers, and are more likely to make a difference

PROTOTYPE FOR ACTION

This tool (Step 3) will guide you through a process to collate the information you have to determine whether an ICT
solution should be incubated and prototyped through a 50-day prototyping process. The tool will then help you to
identify the problem to be solved and develop a solution, design the prototype process, and deliver this over a 50-day
period.

68
 KEY CHALLENGES OPPORTUNITIES INSIGHTS NEEDS
What makes things difficult? What What is working well? What could What challenges our assumptions? What do people say they need?
LEARNING challenges would they like to be made better? What motivations What gives us clues about new What do we think they might
solve, and what might we like to or ambitions can we build from? approaches or possibilities? need? What needs aren’t being
PROBLEM solve for them? met?

Utilising the COIN

(Challenge,
Opportunity, Insight
and Need)
framework included
in Step 1, reflect
upon that the key
learning problem is
for your school:

LEARNING OUTCOMES LEARNING ENVIRONMENT

What is working well? What could be made better? What motivations or What do people say they need? What do we think they might need? What
ambitions can we build from? needs aren’t being met?

69
 Student ICT Capability

LEVEL OF ICT Overall average

READINESS
A balanced scorecard looks Teacher ICT Capability
at your school from the four
different perspectives to
measure its ICT readiness.
Overall average
Each of these perspectives
focuses on a different
requirement for moving
towards ICT for learning, School ICT Infrastructure
creating a balanced view of
your school’s readiness.
Refer back to the tools you
used in Step 2 to build out
your scorecard:

School ICT Ecosystem Audit

OUR ASSESSMENT OF OUR ICT READINESS

1
70
 WHAT POSSIBLE SOLUTIONS HAVE YOU CONSIDERED?

In a disciplined design process, the ideas from ideation that best meet/respond to the learning problem are
often developed into prototypes.
PROPOSE
SOLUTION
Ideation is the process of
coming up with as many
ideas as possible to solve
your identified learning
challenge or problem.

PROPOSED SOLUTION TO BE PROTOTYPED AND TESTED FOR 50 DAYS

What change and innovation is needed?

Development of front-line practice (practice improvement)
-
Organisational improvements (organisational efficiency)
-
Developing partnerships (strengthening networks)?

71
ECOSYSTEM ANALYSIS
Considering the stakeholders you mapped in the School ICT Ecosystem Audit (Step 2), which stakeholders are
most important when considering implementing your proposed solution.

Plot the following groups of

stakeholders in the THE SOLUTION WOULD KEY PLAYERS
grid based on their level of MEET THEIR NEEDS
influence and interest
in your planned ICT solution
INFLUENCE/POWER OF STAKEHOLDER

(specify names/
departments where applicable):

1. Government
2. Private Sector
3. Parents and Community
4. Civil Society Organizations
5. International Actors
LEAST IMPORTANT SHOW CONSIDERATION
6. Others

INTEREST OF STAKEHOLDER

HOW MIGHT YOU INVOLVE THEM IN THE 50 DAY PROTOTYPING PROCESS?

Key:

1. Engage closely
2. Involve and keep satisfied
3. Consult
4. Involve and monitor

72
 WHAT WILL ACTUALLY CHANGE AS A RESULT OF THE IDEAS AND ACTION THAT YOU ARE
PROPOSING?
To what extent?
IMPACT ON ICT -
How will you know?
ENABLING
ENVIRONMENT

How will the solution you

have proposed to prototype
for action impact on your
School ICT for Learning
Scorecard?

WHO WILL THE CHANGE IMPACT?

Your partners?
-
Different parts of the district?
-
Different parts of the system?

1
73
 WHAT WILL ACTUALLY CHANGE FOR STUDENT LEARNING OUTCOMES?

To what extent?
-
IMPACT ON How will you know?

ICT FOR
LEARNING

How will the solution you

have proposed to prototype
for action impact on the key
learning and learning
environment problems?

WHAT WILL ACTUALLY CHANGE FOR STUDENT LEARNING ENVIRONMENTS?

To what extent?
-
How will you know?

74
 TYPE OF RISK DESCRIPTION OF RISK RISK RATING (Very High, RISK MITIGATION
High, Medium, Low, Very STRATEGIES
Low)

1
RISK
ASSESSMENT
Reflecting on your Risk
Matrix in Step 1, what are
the top 5 risks for you to
consider during the 50-day
prototyping process and
2
how will you mitigate them
should they eventuate?

75
 IMPLEMENTATION AND CHANGE:
ADVANCING ICT FOR LEARNING THROUGH PROTOTYPING
AND ITERATION
Now that you are clear on the problem and its likely causes and have come up with a proposed solution, it is
time to test and evaluate the ideas so that you have a greater chance of developing a robust solution. The
process used to incubate, test and evaluate our proposed solutions is called prototyping.

STIMULATING POSSIBILITIES
Through researching the lives of students and teachers
Steps 1 and 2 +
INCUBATING SOLUTIONS
Through collaboratively generating ideas and prototypes

=
Projects and practices that respond to the needs and ambitions of
Steps 3
students and teachers, and are more likely to make a difference

PROTOTYPE FOR ACTION

The following pages will help you plan a 50-day prototyping process. A guide to prototyping is included in the
resources folder and will help you conduct a robust prototype.

76
 OUR 50-DAY PROTOTYPE ON A PAGE
The test we will run to test our proposed solution is:

To test our new solution, we need to understand what the key features of our proposed solution are: (e.g. new
professional development role to upskill teachers, a new learning environment, new devices, etc.)

KEY FEATURE 1 KEY FEATURE 2 KEY FEATURE 3

The evidence we will collect while we TIMELINE

run our prototype is: Start: ....................................
1.
End: ....................................
2.

3. Prototype lead:

........................................................................

77
 Team Start date
50-DAY PLAN
Q1: In order to test the features Q2: Responsibility Q3: Timeline for delivery Q4: Resources Q5: Barriers
of our proposed solution, what Who will take the lead? What is the timeline for What resources, support What could get in the way of
test will we run? delivery? or capacity will be needed? successful completion?

KEY FEATURE 1

KEY FEATURE 1

KEY FEATURE 1

78
STEP 4 : Tool 9
Tool 9 - PROPOSAL FOR ACTION
Aligned to Domain 6 – Implementation and Change

Who should use this: Resources you’ll need:

School or other education provider

Group or individual:
Group

Print size:
A4

Developed by:
Innovation Unit and AKF for UNICEF

79
 IMPLEMENTATION AND CHANGE:
PROPOSAL FOR ACTION
By engaging people in identifying the problem and its likely causes, coming up with ideas for possible
solutions, learning from by testing and evaluating the ideas, we now have a greater chance of developing a
robust solution that meets their needs.

STIMULATING POSSIBILITIES
Through researching the lives of students and teachers

Tools 3 - 8 +
INCUBATING SOLUTIONS
Through collaboratively generating ideas and prototypes

=
Tool 9 Projects and practices that respond to the needs and ambitions of
students and teachers, and are more likely to make a difference

PROTOTYPE FOR ACTION

This tool (Step 4) will guide you through a process to collate the information you have from your Prototype for Action
to determine whether an ICT solution should be further developed into a costed Proposal for Action.

80
 KEY CHALLENGES OPPORTUNITIES INSIGHTS NEEDS
What makes things difficult? What What is working well? What could What challenges our assumptions? What do people say they need?
LEARNING challenges would they like to be made better? What motivations What gives us clues about new What do we think they might
solve, and what might we like to or ambitions can we build from? approaches or possibilities? need? What needs aren’t being
PROBLEM solve for them? met?

Utilising the COIN

(Challenge,
Opportunity, Insight
and Need)
framework included
in Step 1, reflect
upon that the key
learning problem is
for your school:

LEARNING OUTCOMES LEARNING ENVIRONMENT

What are the key challenges and opportunities related to student learning What do people say they need? What do we think they might need? What
outcomes? needs aren’t being met?

81
 LEVEL OF ICT
READINESS

Utilising the School

ICT for Learning
Scorecard included
in Tool 7, reflect
upon your school’s
ICT readiness:

OUR ASSESSMENT OF OUR ICT READINESS

82
 WHAT POSSIBLE SOLUTIONS DID YOU CONSIDER?

In a disciplined design process, the ideas from ideation that best meet/respond to the learning problem are
often developed into prototypes.
PROPOSE
SOLUTION
Ideation is the process of
coming up with as many
ideas as possible to solve
your identified learning
challenge or problem.

PROPOSED SOLUTION YOU PROTOTYPED AND TESTED FOR 50 DAYS

What change and innovation is needed?

Development of front-line practice (practice improvement)?
Organisational improvements (organisational efficiency)?
Developing partnerships (strengthening networks)?

83
 WHAT WERE YOUR LEARNING?

In a disciplined design process, the learning from the prototype are incorporated into the Proposed Action for
Change
PROTOTYPE
LEARNING What went well? What did not go well?

What have you learnt from

the 50-day prototyping
process.

PROPOSED SOLUTION FOR ACTION FOR CHANGE

Based on your learning, what changes need to be made to your solution to achieve the change you want?

Development of front-line practice (practice improvement)?

Organisational improvements (organisational efficiency)?
Developing partnerships (strengthening networks)?

84
ECOSYSTEM ANALYSIS
Considering the stakeholders you identified in your Prototype for Action (Tool 8) which stakeholders are most
important when considering implementing your proposed solution.

Plot the following groups of

stakeholders in the THE SOLUTION WOULD KEY PLAYERS
grid based on their level of MEET THEIR NEEDS
influence and interest
in your planned ICT solution
INFLUENCE/POWER OF STAKEHOLDER

(specify names/
departments where applicable):

1. Government
2. Private Sector
3. Parents and Community
4. Civil Society Organizations
5. International Actors
LEAST IMPORTANT SHOW CONSIDERATION
6. Others

INTEREST OF STAKEHOLDER

HOW MIGHT YOU INVOLVE THEM IN THE 50 DAY PROTOTYPING PROCESS?

Key:

1. Engage closely
2. Involve and keep satisfied
3. Consult
4. Involve and monitor

85
 WHAT WILL ACTUALLY CHANGE AS A RESULT OF THE INNOVATION YOU ARE PROPOSING?

To what extent?
-
IMPACT ON ICT How will you know?

ENABLING What is your indicator? What tool will you use? How often will you measure? How will the date inform
ENVIRONMENT further changes to your
solution?
How will the solution you
have proposed in your
Proposal for Action impact
on your school’s School ICT
for Learning Scorecard?

WHO WILL THE CHANGE IMPACT?

Your partners?
-
Different parts of the district?
-
Different parts of the system?

86
 WHAT WILL ACTUALLY CHANGE FOR STUDENT LEARNING OUTCOMES?

To what extent?

IMPACT ON ICT How will you know?

FOR LEARNING What is your indicator? What tool will you use? How often will you measure? How will the date inform
further changes to your
solution?
How will the solution you
have proposed Action for
Change impact on the key
learning and learning
environment problems?

WHAT WILL ACTUALLY CHANGE FOR LEARNING ENVIRONMENTS?

To what extent?
-
How will you know?

87
 TYPE OF RISK DESCRIPTION OF RISK RISK RATING (Very High, RISK MITIGATION
High, Medium, Low, Very STRATEGIES
Low)

1
RISK
ASSESSMENT
Reflecting on your risk
assessment in Tool 8, what
are the top 5 risks for you to
consider during the
proposed Action for Change
2
and how will you mitigate
them should they
eventuate?

88
 OUR PROPOSED ACTION FOR CHANGE
The Action for Change is

The key steps include:

The evidence we will collect TIMELINE

Start: ....................................
1.
End: ....................................
2.

3. Prototype lead:

........................................................................

89
 Team Start date
Two-year plan
Q1: What are the next most Q2: Responsibility Q3: Timeline for delivery Q4: Resources Q5: Barriers
important steps to take? WWho will take the lead? WWhat is the timeline for What resources, support or What could get in the way
delivery? capacity will be needed? of successful completion?

KEY FEATURE 1

KEY FEATURE 1

KEY FEATURE 1

90
 Use the Proposed Action for Change and
Two-Year Plan pages to regularly assess your
progress towards your intended goals. ICT for
Learning should be incorporated into your
MONITORING & existing school assessment framework and
compared to previously collected data.
EVALUATION
It is suggested that this is done annually with
special attention paid to the areas where this
intervention is seeking to create change.

91
 COSTS OF ACTION CThis exercise will enable you to determine the total cost of the ICT action you plan to implement. Fill in the table with
figures on:
FOR CHANGE

1. The Budget Gap : calculated from 2. Incurred costs : this refers to 3. Projected costs : this is the predicted
Tool 5 by deducting the ‘Existing expenses that have already occurred cost of new purchases and recurrent
Reflecting on the data budget’ from the ‘Cost of full and cannot be recovered costs (maintenance, replacements).
collected from your School functionality’.
ICT Infrastructure Audit tool
(Tool 5), specifically the
calculation on your budget
gap, what are the expected Project Costs
costs for this Action for
Change? Budget Gap Incurred Costs (Sunk Year 1 Year 2 Total
Cost Elements costs)

New Recurrent New Recurrent

1. ICT basic
infrastructure

2. Learner-centric hardware
and software

3. Teacher -centric hardware

and software

3. Teacher Professional
Development

Total

92
NOTES
NOTES
NOTES
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