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

Consequently, signifi cant change requires that policy-makers develop policies and programmes that un-freeze
the current, mutually reinforcing conditions, implement new approaches, and then re-freeze these into a new set
of mutually reinforcing conditions that will subsequently continue. An argument for why change is needed and
a vision of what it will look like in the future can be used to launch a new policy. But the unfreezing phase must
go beyond a vision and high rhetoric: new forces must be introduced that upset the equilibrium of the current
system and create the opportunity for change and realignment. Unfreezing relies on the introduction of coordinated
changes in two or more of the system’s components. ICT can be a strategic lever for change but if it is introduced by
itself, transformation will not happen – it will either be absorbed into the current model or left in the closet. Unless
ICT is accompanied by other, mutually reinforcing changes it will be met with resistance and counter-pressure from
other components. Thus, it is advisable to develop ICT policies and programmes that draw on two or three linked
components. For example, in moving toward the Knowledge Deepening model, this might include the introduction of
digital resources, simulations, and problem sets, along with new project-based pedagogical approaches integrated
into a summer teacher professional development program. Or in moving toward the Knowledge Creation model,
changes in curriculum that emphasize twenty-fi rst century skills could be introduced along with computer-based
assessments of these skills. In any case, the use of multiple, linked changes – although more diffi cult than change
of a single component – is more likely to unfreeze the system and launch long-term transformational change.
The role of policy during the “moving” or implementation phase is crucial. While inspirational visions are often effective
because they are general and vague enough in their details to garner widespread support, the implementation of
signifi cant change must be accompanied by detailed implications for schools and classrooms, administrators and
teachers. New programmes should directly connect policy intentions to changes made in schools and classrooms
(Cohen and Hill, 2001). The resources should be made available that are needed to carry out the specifi ed changes,
including signifi cant opportunities for teachers to learn what the policies are and their implication for changes in
the classroom. Again, levers can play an important role in implementation but programmes and resources should
be used to tie together two or more components of the system around the strategic vision.
The institutionalization, or refreezing, of change can take a long time. With signifi cant change of the sort discussed
here, institutionalization comes as other components of the system shift into place so as to reinforce the initial set
of changes and align with the new paradigm. This tuning of system components may require a series of follow-up
policies, programmes and resources that connect the initially targeted components – for instance, ICT, pedagogy,
and teacher training – with changes in other system components – such as curriculum and assessment. This implies
a change trajectory that plots out a series of policy updates and improvements over time. Indeed, the prospect is
that such a trajectory of may lead to a model of continuous change. Rather than institutionalizing or refreezing the
new conditions, the education system engages in a process of continuous review and improvement, in line with the
nation’s social and economic development goals.
The role of monitoring and evaluation in educational change
Monitoring and evaluation (M&E) can play a crucial role in unfreezing the system and it should be an integral
component of any planned ICT for education programme (Wagner, Day, James, Kozma, Miller, and Unwin, 2005).
Findings from these studies can identify gaps between the stated goals of the programme and its progress and
accomplishments. If done early enough in the programme, adjustments can be made in the implementation plan
to increase the likelihood that the programme will ultimate succeed.
James and Miller (2005) suggest that monitoring and evaluation should be factored into planning before a project
starts and they provide an overview of the processes, tasks and outcomes that are needed to implement a successful
M&E plan. This includes appropriate, realistic and measurable indicators which should be used to monitor outputs
and outcomes. They advise that major stakeholders should be identifi ed and involved in making M&E decisions to
avoid possible problems with “buy-in” and commitment later in the process.
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