Transforming education: the power of ICT policies - Commonwealth ...

The design of the evaluation considers complementary strategies: the use of quantitative and qualitative methods
and the use of primary and secondary data, considering two populations: the interior of the country and Montevideo.
In the former the project started in 2008 and in the latter, in 2009.
The implementation of the monitoring and evaluation model was designed proceed in three stages:
apple A pilot stage implemented in December 2008 that considered the implementation of a survey that included
questionnaires for teachers, principals, children and families of 44 schools with short and long time of
participation in Ceibal.
apple Implementation of a survey in June 2009 that included questionnaires for a nationally representative sample
of teachers, principals, children and families complemented by a qualitative study of 20 communities that
included interviews and participatory workshops. In total, the data collection considered 5,682 children from
third to sixth grades – 7,620 families, 1,050 teachers and 200 principals.
apple Annual implementation of the survey over at least six years.
Additionally the model considers collecting data about indirect results and impacts, considering the reduction of
the digital divide and the promotion of digital inclusion as multidimensional challenges that include the access to
ICT, its use, the sense that having a computer makes to children and teachers and its impact at home.
Figure 14: Monitoring and Evaluation Model of Ceibal
Source: Martínez and Pérez, 2009
The monitoring and evaluation aims are (translated from Martínez and Pérez, 2009):
Diagnostic function:
apple Elaborate a base line using indicators that can be used to measure impacts of Ceibal in social, cultural, economic
and democratic participation dimensions.
apple Identify and characterize the most relevant actors and groups (stratifying by socio-economic groups and ICT
experience).
apple Analyse the evolution over time of level and quality of use of the tools and social participation in the production
of contents.
Case Study: Uruguay | 159