Guide for Developing and Sustaining ICT in Primary Schools* - Intel

Guide for Developing 

and Sustaining 

ICT in Primary Schools* 

August 2009 

Change Management 

Total Cost of Ownership 

Financial Alternatives 

Digital Learning Content 

Orientation & Training 

Deployment Models 

Author: Vital Wave Consulting *Study funded by Intel Corporation

Guide for Developing and Sustaining ICT in Primary Schools 

Table of Contents 

Table of Contents ........................................................................................................................................................................ 1 

Framework for ICT Programs in Primary Schools ......................................................................................................................... 2 

Toward a New Model of Learning .................................................................................................................................................... 2 

Conceptualizing ICT Programs in Primary School ............................................................................................................................. 6 

Creating an ICT in Primary Education Plan & Total Solution Approach ......................................................................................... 7 

Steps for Developing and Sustaining ICT in Primary Schools ...................................................................................................... 11 

Step 1: Readiness Assessment ........................................................................................................................................................ 11 

Step 2: Preparation ......................................................................................................................................................................... 13 

Step 3: Procurement ....................................................................................................................................................................... 15 

Step 4: Implementation and Sustained Operations ........................................................................................................................ 17 

Digital Learning Content ............................................................................................................................................................ 19 

Change Management: All Stakeholders (except teachers) ......................................................................................................... 22 

Change Management: Teachers ................................................................................................................................................. 25 

Understanding the Total Cost of Ownership (TCO) .................................................................................................................... 28 

Assess Financial Alternatives & Secure Funding ......................................................................................................................... 31 

Potential Funding Models ............................................................................................................................................................... 31 

Orientation & Training ............................................................................................................................................................... 37 

Deployment Models .................................................................................................................................................................. 40 

Sustained Operations ................................................................................................................................................................ 43 

Conclusion ................................................................................................................................................................................. 46 

Glossary ..................................................................................................................................................................................... 48 

Resources .................................................................................................................................................................................. 49 

Bibliography .............................................................................................................................................................................. 50 

Endnotes ................................................................................................................................................................................... 51 

1


Framework for ICT Programs in Primary Schools 

Primary education is the foundation on which a nation’s vital 

human resources are built. It is the beginning of formal education 

and the focus of many development efforts (e.g., Goal 2 of the 

Millennium Development Goals). Technology use in this stage of 

the education process is important for a country’s participation in 

the global knowledge economy, and technology is also especially 

suited to address the demands of primary schooling in some unique 

and powerful ways. 

Primary schools are a critical and unique part of the educational 

system (see box at right). Because of their distinct features, 

successful information and communication technology (ICT) in 

education programs in these institutions require a different 

approach. The purpose of this guide is to lay out the steps required 

to successfully deploy learning technology in primary schools and 

highlight the distinct characteristics of these schools. It is intended 

for local, regional and national officials in developing countries who 

would like to realize the potential to transform primary school 

classrooms and learning paradigms. 

The Guide begins with a discussion of the potential transformative 

power of technology in primary schools. It then presents a 

framework for thinking about technology in primary school 

programs and outlines the components of an ICT in Primary 

Education Plan. Next, the Guide highlights the steps involved in a 

successful ICT in primary school program. Lastly, it provides 

specific detailed guidance in seven topics that are the most 

critical for primary school technology in learning programs , 

including: 

• Change Management — for all stakeholders and 

then for teachers more specifically 

• Understanding the Total Cost of Ownership 

• Assessing Financial Alternatives & Secure Funding 

• Digital Learning Content 

• Orientation & Training 

• Deployment Models 

• Sustained Operations 

Toward a New Model of Learning 

A vision moves closer to reality 

The idea of every schoolchild in the world rich or poor, male or 

female, in rural or urban areas having access to a computer once 

seemed like a faraway fantasy. But that vision is much closer today 

than it seemed even five years ago. The evolution of low -cost 

devices and mobile communications has allowed students, parents 

and educators to dream about how technology might transform 

learning and be accessible to all students. In addition, software 

content and teaching methods have demonstrated the capability to 

effectively deliver technology-based learning, even to primary 

school children. Educational technologies have developed to the 

point where they can truly transform educatio n. 

Unique Features of Primary 

Schools that Impact 

Technology in Education 

Programs 

Teachers teach all subjects to one classroom of students 

all day. On average, they have less training than teachers 

at other levels and likely less previous exposure to 

technology. 

Schools have larger student-teacher ratios, lower per-pupil 

expenditure and fewer resources than secondary or 

tertiary institutions. Students do not specialize in subjects 

and tracking is less frequent than in upper grade levels. 

Home backgrounds of students are the most diverse. This 

is the most accessible level of education, and there are no 

entrance requirements for basic admission. 

Curricula span the broadest range of topics. Children learn 

how to learn, and there is an emphasis on basic skills, from 

how to hold a pencil to reading, writing and numeracy. 

Students’ physical attributes lead to increased safety 

considerations (e.g., hardware may need either a cordless 

solution or a magnetic, trip-free power cord that 

disengages with slight pressure so that children don’t trip). 

The fact that users are smaller may impact size/weight 

restrictions of device. 


2


21 st Century Skills 

UNESCO defines 21st Century Skills as including: 

• Problem solving 

• Communication 

• Collaboration 

• Experimentation 

• Critical thinking 

• Creative expression 

UNESCO asserts that these skills should be curricular goals 

in and of themselves. i 

Until now, computers in schools have been used mostly to improve 

or complement traditional classroom learning. Students have 

generally accessed computers either in labs or in classrooms where 

a computer is a shared resource. These models limit each child’s 

time on a computer, as well as the extent to which technology can 

be used to transform the way children learn . i 

The spread of 1:1 eLearning initiatives in which each student and 

teacher has a dedicated computer promises to change that. 

Students will have the maximum amount of interaction with 

computers and the devices will also be able to serve as vehicles for 

innovative learning and the development of 21st century skills. 

Teachers will also be able to create content, which can be uniquely 

tailored to a child’s learning pace, preparation and style. Lastly, 1:1 

eLearning will make it easier for students to learn at different 

paces without disrupting their peers, an issue that speaks to 

primary school teachers everywhere. 

Primary schools move into the spotlight 

This move toward an interactive, student-centered model across 

the entire education system requires a greater use of computers — 

from the earliest years. Most computer use in schools, especially in 

the developing world, has taken place in secondary schools . But in 

some places, educators are recognizing that developing higher 

order skills in younger children is key to building 

those skills when children move on to secondary 

schools. Many of them also believe that computers offer a real 

opportunity to address some of the challenges in teaching, 

especially in underserved communities and for the specific 

challenges in the early grades. For example, student -centered, 

computer-based learning may ease the burden on primary school 

teachers by allowing students to navigate subjects by themselves, 

at their own pace. This could be particularly valuable in rural areas 

where there may be few teachers, many of whom may lack training. 

The integration of computers into education from an early age also 

prepares students for an economy in which technology is not just a 

tool that increases productivity, but an indispensable and 

necessary part of every job. 

The need to invest in primary schools 

Educational administrators with tight budget constraints may not 

immediately consider technology in primary education their top 

priority. The primary schools in question may have little or no 

experience with incorporating technology and would need to build 

the infrastructure required to support it. And in addition to the 

resources required, introducing computers on a large scale means 

rethinking how teachers teach — an extremely important, but 

daunting, task. 

With recent technological innovations designed specifically for 

younger children such as ruggedized laptops and interactive 

instructional content, as well as the more prevalent deployment of 

technology in secondary schools, there is now a more convincing 

case that investing in ICT in primary education produces a return. 

As shown in Figure 1 on the next page, technology in primary 

schools advances not only short-term educational goals but also 

long-term social and economic objectives and the creation of 21st 

century skills. 

Pioneering 1:1 eLearning in 

Primary Schools 

The Magellan initiative in Portugal will provide each of the 

nation’s primary school children with a localized Intel - 

powered classmate PC for use in the classroom and at 

home. This may be the most visionary example of the shift 

to 1:1 eLearning in primary schools. While Magellan builds 

on established programs at the secondary school level, it 

takes these models even further. Portuguese leaders 

reasoned that, as with language and reading, children can 

best master technology when they begin at the earliest 

ages. 


3


ICT and educational outcomes 

Educational outcomes may be measured in terms of academic 

performance, such as improved test scores, or non -academic 

metrics such as higher student or teacher morale or improved 

attendance. Computing initiatives may also aim to reduce 

inequalities in student achievement, by facilitating equal 

educational opportunities across genders and economic classes. 

Technology Designed 

Specifically for Primaryschool-aged 

Children 

The device market has changed dramatically with a new 

breed of small, lightweight, ruggedized computers, such as 

the Intel® Powered classmate PC, designed especially for 

primary-school-aged children. 

Improvements in test scores Rigorous studies of primaryschool 

computing initiatives in Mexico and India have found 

improvements in test scores among students provided with access 

to computer learning tools compared to control groups that did not 

have access to these tools. In Mexico, primary school students who 

were given access to computers for use in math instruction 

outperformed children without such access. i The same held true in 

100 primary schools in India, where third- and fourth-grade 

students that had access to a computer-assisted math program 

showed significant improvements in math achievement compared 

to those that did not have access to the program. ii 

Enhanced behavioral outcomes and “soft” skills For 

behavioral and ―soft‖ educational outcomes such as student 

motivation and attendance, the evidence of the benefit of 

technology in primary schools is even stronger. Numerous studies 

have found that both students and teachers that use computers 

have increased enthusiasm. One large-scale study in Britain of 

special education schools found improvements in a range of 

behavioral measures associated with the use of compute rs in a 

variety of settings. These benefits were especially strong in 

subjects related to research, writing and presentation of work. iii 

Students — including primary school children — in Egypt that have 

participated in iEARN online collaborative projects state that they 

are more confident in expressing themselves to others, dealing 

with students from different backgrounds and working in groups. iv 

Despite scores of studies that have tried to assess the impact of 

ICT on academic performance, there is still not a clear 

understanding of the relationship between the two. This is in part 

because it is difficult to measure or isolate the effect of computer 

deployments. But a growing number of studies in devel oping 

country contexts indicate that using computers can improve 

learning outcomes and can do so in primary schools specifically. 

Teacher enhancements Studies by the World Links program on 

technology in developing-country schools have found that 

teachers also see benefits, even if they find computers disruptive 

at first. Teachers report enhancements to student -teacher 

interaction, an expanded sense of community among teachers and 

a greater number of opportunities for learning from each othe r. v 

And evidence from 1:1 programs in primary schools in Malaysia and 

secondary schools in Maine in the U.S. shows that teachers 

involved in these programs overwhelmingly think that they 

increase student motivation and create a more engaging learning 

environment. 

Figure 1: Near-term and Future Benefits of Technology in Primary Schools 


4


ICT and economic and social benefits 

Advancing schools’ educational goals in the ways described above 

is a big reason for bringing computers to primary schools. But the 

potential long-term economic and social benefits that ICT can help 

deliver are also a major motivator for decision makers. Leaders 

know that investments in ICT for education are critical to 

developing a skilled workforce and attracting the high -value-added, 

21 st -century jobs that will allow developing countries to move up 

the economic value chain. vi 

Award-winning Educational 

Programs 

Teachers at the Atenea School for Girls in Chile developed a 

series of media-rich applications for 3 rd , 6 th and 7 th graders 

to use on Intel® Powered classmate PCs for their literacy 

and math classes. An evaluation of the impact of these 

programs led to the school receiving an award for being 

one of the best-performing schools in the country, and the 

school is now extending classmate PC access to all 3 rd - 

through 8 th -grade levels. ii 

government’s ambitious program of introducing computers in the 

classroom has shrunk inequalities between Chilean families and 

advanced the goal of equality for students. vii 

Building a local IT ecosystem and skill set Computing 

initiatives can also have a major impact on the development of the 

IT ecosystem in which they exist. Because eLearning initiative s 

require technical support, training programs and supplies, local 

providers experience higher demand for their products and 

services. This impact can be even greater if some portion of the 

hardware or software is created or manufactured in -country. 

Project Magellan in Portugal provides a vivid example of this effect. 

The country’s decision to provide a locally-built Intel-powered 

classmate PC for all of its primary schoolchildren has given the 

country’s IT sector a big boost. A Portuguese original equipment 

manufacturer (OEM) is building the units, adding hundreds of jobs 

in the process, and the company is localizing the computer with 

assistance from a local design center. Portuguese software 

companies have designed the Linux operating system [OS] and 

much of the educational content being loaded onto the PCs. Local 

companies will supply some of the technical support and 

peripherals, while telecommunications companies provide 

broadband Internet. The net effect is that the Portuguese IT 

ecosystem will be nurtured and grow, and many of the 

stakeholders within it will move up the economic value chain. 

Enhanced competitiveness Many of the indices used to rank 

countries on knowledge economy competitiveness and 

preparedness use the level of investment in ICT as a factor in 

determining a nation’s standing. The World Bank’s Knowledge 

Economy Index uses access to the Internet in schools and overall 

investment in ICT as two of the indicators with which it ranks 

countries. Others such as the World Knowledge Competitiveness 

Index and the Global Competitiveness Index use measures of 

technology readiness as proxies for nations’ ability to compete for 

knowledge economy jobs. These indices are important because 

they often either reflect or influence the opinions and decision 

making of corporations whose opinions may in turn influence 

foreign investment decisions. 

Reducing inequalities ICT may also reduce inequalities 

between various communities within countries. In many locations, 

gaps remain between male and female students and between 

urban and rural students. Computers in schools show early promise 

in the struggle to bridge these divides. A 2004 study in Chile 

showed that although private school students had greater access 

to computers at home than public school students, 85 percent of 

all students identified school as the place where they accessed 

technology most often. The study concluded that the 

Technology Boosts 

Confidence, Decreases 

Inequalities 

Girls’ educational status frequently trails that of boys in 

developing country contexts. This is often due to the fact 

that girls receive less encouragement and attention in 

both schools and the home. A Classmate PC installation at 

a girls’ primary school in Guadalajara, Mexico , has helped 

transform student attitudes. Teachers report that the girls 

have become much more participative since receiving their 

PCs, asking more questions and speaking up. Teachers 

think that this is because the computers allow the 

students to try new things with less risk and let them feel 

more comfortable with making mistakes, a major part of 

the learning process. These short -term confidence gains 

could translate into longer-term decreases in inequality. 


5


Conceptualizing ICT Programs in Primary School 

Introducing technology into primary schools involves the 

coordination and participation of many stakeholders over a multiyear 

period. When considering a technology deployment, it is 

helpful to think of the process in terms of the plans, phases and 

participants encompassing all of the elements needed to make the 

deployment successful. 

The plans pertinent to the technology deployment are those that 

guide the integration of the technology with broader educational 

goals while managing and observing the changes in processes and 

outcomes associated with it. These plans interact with each other 

in a feedback loop that ensures the adjustments that are required 

for the deployment to meet its goals. They include the ICT in 

Primary Education Plan and plans guiding change management and 

monitoring and evaluation. 

The phases of a technology deployment compris e all of the steps 

required to prepare for, implement and sustain the introduction of 

technology in a primary school. They include a readiness 

assessment comparing current conditions to goals in the ICT in 

Primary Education Plan, preparations including goa l setting and the 

creation of a project plan, the procurement process and finally the 

implementation and sustained operation of a deployment. Each 

phase encompasses a number of steps necessary for successful 

deployment. 

The participants in a technology deployment are the members of 

the education and technology ecosystem. Successful technology 

programs require the inclusion of each of these members, from 

hardware and software, supplemental learning content and 

curricula-providers to governments to the studen ts and teachers 

themselves. Deploying a technology solution that embraces all of 

them is known as a total solution approach. A total solution 

approach reflects the interests and responsibilities of each party in 

a unified and comprehensive fashion. The gra phic in Figure 2 below 

depicts the intersection of all aspects of a technology deployment. 

Figure 2: Conceptualizing ICT Programs in Primary Schools 


6


Creating an ICT in Primary Education Plan & Total Solution 

Approach 

Ensuring that all participants students, teachers, administrators, 

parents, the community and local technology firms benefit from 

ICT in education programs requires that they be guided by a 

comprehensive plan. The ICT in Primary Education Plan lays out the 

long-term goals and vision that the program will advance. It 

influences every aspect of a deployment, from the usage scenari o 

(e.g., placing computers in a lab or using a computers -on-wheels 

model) to the teacher-training program to the software and 

content loaded onto each device. This plan is particularly important 

for primary schools where technology is likely being incorpor ated 

for the first time and the implementation itself may have to be 

more complex. 

ICT in Primary Education 

Plan 

Learning Point Associates defines an ICT in Education plan 

as a tool for integrating technology into schools’ curriculum, 

based on the shared vision of educators, parents and 

community members. It ensures that technology 

strengthens existing curricula and supports meaningful, 

engaged learning (http://www.ncrel.org/sdrs/engaged.htm) 

for all students. It also specifies how the technology will be 

paid for and how its use will be supported. 

Importance 

The ICT in Primary Education Plan guides the activities carried out 

during a deployment and is designed to make certain that each part 

of a technology program is aligned with broader educational goals. 

An ICT in education expert in Africa has noted that schools with 

ICT in Primary Education Plans are more likely to use ICT in 

innovative ways than those that do not. Unfortunately, most 

developing-country governments (or subsidiary governing bodies) 

do not have an ICT in Primary Education Plan, which deprives 

computer deployments of coherence and makes course corrections 

more difficult. 

Focus first on learning goals, then on 

technology 

Though technology deployments often begin with visions of sleek 

computers in classrooms, a computer installation should be the end 

result of a thorough planning process that includes the 

development of comprehensive educational goals for schools, with 

technology the means for achieving these goals rather 

than an end in and of itself. Thus, the first step in creating an 

ICT in Primary Education Plan is determining the educational goals 

and priorities in a particular primary school or geography over a 

certain period of time (usually five years). These goals, such as 

increasing basic literacy or boosting creative reasoning skills, may 

be in an existing planning document or they may be mandated b y 

policy or law. Often, a required primary school curriculum will 

already exist and technology should be used to support these 

defined learning objectives. In primary schools, the focus is 

frequently on preparation for secondary education; the ICT in 

Primary Education Plan should also be aligned with these transition 

goals in mind. The ICT in Primary Education Plan should then 

describe the ways in which ICT could support these goals, a process 

that in turn helps determine the appropriate technology solution . 

Both the general goals of education (e.g., literacy and numeracy) 

and the specific curriculum objectives (as defined in, for example, a 

national curriculum) will be best served by an ICT in Primary 

Education Plan that builds on this existing structure. 

ICT in primary education plan components 

ICT in Primary Education Plans consist of the core elements 

outlined in Figure 3. The core elements of the ICT in Primary 

Education Plan are further described next: 

Overarching needs and vision Explains how ICT will be used 

to achieve broad learning objectives, specific educational goals and 

curriculum requirements. 

Creating an ICT in Primary Education Plan & Total Solution Approach 

7


Level of technology integration Officials may have ambitious 

end-goals for the way in which they want to integrate technology 

in primary schools and they need to keep these in mind and plan 

interim steps accordingly. The figure on the next page is from 

Intel’s eLearning Deployment guide and it shows the five 

―ingredients‖ (technology access, connectivity, digital content, 

improved learning methods and professional development) of an 

ICT in Primary Education Plan and how they differ across eLearning 

environments. The figure indicates that schools with a five -year 

goal of wireless classroom connectivity, for example, would not 

want to invest heavily in wiring classrooms in the near term. Most 

primary schools in developing countries are at the Basic ICT level 

but will likely progress to higher levels of integration. Some 

countries will elect to jump directly to1:1 eLearning environments 

to maximize student-centered learning and full integration of 

technology into teachers’ instruction methods. As near -term 

resources may be limited, the effective use of these resources will 

require an understanding of how and when the level of integration 

is planned to change. 

Technology integration goals Describes the goals for using 

technology to augment the teaching, learning and administrative 

processes. Particular areas of focus for primary schools m ay be on 

seeking ways to increase student and teacher engagement and to 

make the instruction more differentiated. 

Technology literacy goals Defines the goals for achieving 

student understanding of technology and its responsible use. Many 

primary school students will have their first exposure to 

technology in schools; a key component of the technology literacy 

goals will be to teach children how to use technology responsibly. 

Parents will need to understand how this will be achieved and how 

they can assist in this process in order to feel comfortable with the 

program. 

Unique Features of an ICT 

in Primary Education Plan 

The basic components of an ICT in Education Plan are 

similar for primary, secondary and tertiary institutions. 

What is unique about primary schools is: 

• The limited use of technology in these institutions 

means that this will likely be the first ICT in education 

plan for these grade levels. 

• The plans will be geared more toward the more rigid 

requirements of mandatory formal education 

(curricula, exit exam criteria). 

• The master functional area guides will be distinct, as 

funding sources, training levels and ecosystem 

players will vary greatly between different levels of 

educational institutions. 

• Pedagogical integration will take a front seat — the 

focus on it in education for primary grades will be on 

its role in transforming the way education is done, 

whereas in higher grades there will be more focus on 

how technology is used for its own sake. 

ICT in Primary Education Plan Components 

Vision 

Overarching needs and vision 

Technology Literacy Goals 

Goals 

Technology Integration Goals 

• Alignment with primary school curriculum 

• Transition to secondary education 

Timing 

Progression of Technology Integration 

High-level timeline and interim milestones 

Guides, 

Programs 

& Plans 

Technology and Equipment Guide 

Master functional area guides & 

programs 

School level plans 

Figure 3: ICT in Primary School Plan Components 


8


Diagram 1: eLearning Environment Scenarios 

Technology and equipment guide Creates guidelines for 

selecting the appropriate hardware, software and peripherals for 

each implementation. Special attention should be paid to selecting 

equipment that is physically accessible to primary school students 

and software that is age-appropriate, as well as to ensuring filters 

for inappropriate content and anti-virus protection. 

High-level timeline and key interim milestones Determines 

the timeline for implementations and checkpoints for evaluation 

and/or course correction. 

High-level functional area programs and guides While 

technology implementations happen at the school -level, programs 

and guidelines should be created at the ministry or district level in 

the following areas (note: for programs pertaining to technology 

and education, the Ministry of Information Technology [MOIT] or 

Ministry of Communications [MOC] or other agencies may need to 

be involved): 

• Funding 

• Training and orientation (pedagogical and technical) 

• Human resources management 

• Technical support 

• Ecosystem and stakeholder engagement 

• Monitoring and evaluation model 

• Connection to national/district curricula and exit exams 

School-level plans Requiring individual schools to have their 

own plans is a key part of a master ICT in Primary Education Plan. 

High-level functional area guides and programs steer technology 

deployments, but individual schools should have detailed plans 

regarding the timelines, roles and responsibilities connected to 

them. These plans should cover each of the functional areas 

detailed above at the ―micro‖ level, especially since individual 

schools may have responsibility for funding or supporting 

technology deployments. In the United States, schools are required 

to create plans to apply for subsidized connectivity rates and other 

benefits. Several government agencies and nonprofit organizations 

have created guidelines and tools for assisting schools with 

creating these plans. Assistance of this nature will be particularly 

helpful for primary schools, which may be creating these plans for 

the first time and are likely doing so under time and resource 

constraints. 

Intel® Learning Series 

Intel, through its Intel Learning Series, collaborates with 

both local and global partners to create comprehensive and 

integrated ICT solutions specifically for educational 

institutions. Its local partners help ensure that the solution 

is customized for local environments and all of its partners 

work together to optimize their products and services for 

Intel Learning Series products. 


9


Beneficiaries / 

Thought Leaders 

Governments 

(local, regional 

& national) 

Infrastructure 

Providers 

ICT in Primary 

Education 

Program 

Software 

Providers 

Service 

Providers 

Hardware 

Producers 

Figure 4: ICT and Education Ecosystem Participants 

The IT ecosystem and planning for the total 

solution 

An ICT in Primary Education Plan is much broader than just the 

technological components; it takes into account all of the 

participants in the ICT and Education ecosystem. This entire 

system is required in order to provide a total solution. Figure 4 

illustrates the key components necessary to deliver a total 

solution, each of which should be involved in the creation and 

execution of an ICT and Primary Education Plan and program. There 

are various participants under each of the categories of the ICT 

and Education Ecosystem figure above. These include: 

• Beneficiaries and thought leaders students, parents, 

teachers, education organizations and thought leaders 

• Governments national and regional-level Ministry of 

Education (MOE), other ministries (e.g., MOIT, MOC) and 

district and local school systems 

• Software providers software, content and curriculum 

developers that create digital content, learning 

management systems and collaboration tools such as 

eBooks or Moodle 

• Hardware producers hardware designers, local OEMs, 

original design manufacturers (ODMs), distributors and 

factory and parts suppliers 

• Service providers training organizations, design 

centers, education program design and technical support 

• Infrastructure providers telecom companies, 

infrastructure equipment manufacturers, electricians and 

electric utilities 

Several global vendors will coordinate the contributions of the 

diverse ecosystem participants and seamlessly integrate them into 

a total solution for schools. This approach minimizes the number of 

vendors with whom a government or school must work and the 

amount of management and oversight required. Providers who 

offer a total solution approach may offer hardware, software, 

teacher training, technical support, aid in planning, implementation 

assistance and financial and budget planning support. Perhaps 

most importantly, these providers can offer guarantees that 

provide peace of mind. A total solution approach may be especially 

important for primary schools with little or no experience in 

technology deployments. 

Tips and tools 

• Learn from sample ICT in Primary Education Plans 

and Tools The Global eSchools and Communities 

Initiative (GeSCI) maintains a compilation of ICT in 

education plans by country as well as materials on the 

integration of ICT into education at 

http://www.gesci.org/integration-of-ICT-into-teachingand-learning.html. 

• Involve all ecosystem participants including 

beneficiaries such as parents and teachers in the 

development of the ICT and Primary Education Plan. The 

earlier ecosystem participants are involved in the program, 

the more likely they will embrace it and assist with its 

success. 

• Integrate the ICT in Primary Education Plan with 

other district- or school-level plans The ICT in 

Primary Education Plan will be most effective if aligned 

with other district- or school-level plans, such as a master 

budget, master facilities plan and teachers’ professional 

development plans. 

• Focus on quality Plans are very important, but what is 

equally important is the content within the plan and how 

well thought-out it is. 


10


Steps for Developing and Sustaining ICT in Primary Schools 

Step 1: Readiness Assessment 

Performing a readiness assessment requires understanding the 

gaps between the ICT in Primary Education Plan and existing 

infrastructure, identifying the actions required to bridge those 

gaps and learning about the technological and pedagogical 

advances that can be incorporated into the ICT plan. Figure 5 

demonstrates the Readiness Assessment Steps. A brief description 

of the steps is provided below. 

Incorporate feedback from previous ICT 

implementations 

• Assess output from the monitoring and evaluation 

(M&E) of previous ICT implementations to determine 

if and how the requirement document and/or M&E 

metrics and processes need adjusting ICT 

implementations have a continuous lifecycle and if there is 

a new iteration of an existing plan, feedback from the 

previous implementations should be incorporated. Previous 

implementations often provide the most useful lessons for 

future deployments. Feedback from previous deployments 

should be used to inform requirements documents. A lack 

of useful feedback from older deployments may indicate 

that monitoring and evaluation processes need to be 

updated. 

Incorporate feedback 

from previous ICT 

implementation 

Identify tech & 

pedagogical advances 

Revised ICT 

in 

Education 

Plan 

Current 

Environment 

Identify Gaps in: 

• Ecosystem 

• Curriculum & Delivery 

• Technology & Infrastructure 

• Monitoring & Evaluation 

• Training & Professional 

Development 

Identify advances that affect the ICT in 

Primary Education Plan requirements 

document 

• Research technology and education advances to 

identify new systems or approaches that have 

emerged since the drafting of the ICT in Primary 

Education Plan Advances in technology happen so 

frequently that the requirements document of an ICT in 

Primary Education Plan may be obsolete by the time 

officials are ready to move forward with an actual 

deployment. Planners must look at changes in functionality 

and pricing in devices, software and infrastructure when 

preparing for a deployment to ensure that the sol ution 

chosen reflects the most appropriate, cost-effective 

technology to meet the goals. Likewise, accepted 

educational practices may have changed, and these 

developments too should be accounted for when planning 

a deployment. 

• Adjust requirements document to reflect improved 

systems or approaches Technology continues to 

evolve and new advances should be factored into the 

requirements document to make use of innovative 

solutions and to keep pace with tools used in society. ICT 

in Primary Education Plans must be flexible enough to 

accommodate changes in the environment. Once research 

has been conducted into advances in technology and 

education, the ICT in Primary Education Plan should be 

updated to reflect them. 

Assess 

magnitude 

of disruption 

& change 

management 

requirements 

Preparation 

Stage 

Dashed lines are a lesser step and smaller arrows are weaker influences. 

Time 

Figure 5: Readiness Assessment Steps 


11


Identify existing gaps relative to technology 

plan goals 

• Evaluate current environment vs. the goals defined 

 

in the ICT in Primary Education Plan to determine 

gaps Once an ICT in Primary Education Plan is in place, 

each component of the plan should be reviewed and 

compared to the current environment in each functional 

area. For example, if the goal of year three of the Plan is to 

deploy a 1:1 eLearning solution for 3rd graders (with 4th 

and 5th graders being covered in years one and two), the 

current level of funding, technical support, training, human 

resources, monitoring and evaluation and ecosystem 

engagement would need to be compared to the 

incremental requirements associated with adding this 

additional age group to the ICT in education program. 

Identifying and quantifying gaps is useful not only for 

determining the resources needed for successful 

implementations, but this step may also provide a ―reality 

check‖ on the ICT in Primary Education Plan, which may in 

turn require modification. 

Example Determine content requirements. 

Shifting to ICT-enabled education requires the creation 

and/or usage of digital content. The ICT in Primary 

Education Plan sets the learning objectives of the 

program, which will shed light on the areas in which the 

content will be required. The content requirements will 

need to be compared against the existing content to 

determine any gaps and which new content will have 

to be secured or developed. 

Example Determine financial and human 

resources gaps. Determining the gaps that exist 

between current technology infrastructure and what is 

required to accomplish the vision laid out in the ICT in 

Primary Education Plan allows decision makers to 

understand both the financial resources and the human 

resources that will be needed to close the gaps. If the 

gaps are too large to fill within the timeframes laid out 

in the ICT in Primary Education Plan, the Plan may need 

to be revised accordingly. 

Assess change management requirements 

• Determine the areas and degree of disruption that 

will be caused by the deployment across and within 

functional areas ICT in primary education programs 

impact many areas of a school and community. The extent 

of these changes should be studied and change 

management processes should be in place to usher the 

changes and minimize disruptions. Mapping the education 

ecosystem allows officials to understand who will be most 

affected by a technology deployment and how. Once these 

stakeholders have been mapped, their specific change 

management needs can be identified. Change management 

strategies for stakeholders in general and teachers more 

specifically are discussed on pages 22-27 of this Guide. 


12


Step 2: Preparation 

The preparations phase concentrates on setting goals, identifying 

risks, carrying out the change-management strategy and scoping a 

detailed project plan so that each party involved knows their roles 

and responsibilities, as well as the timeline for the pil ot and full 

roll-outs. Figure 6 demonstrates the preparation steps. A brief 

description of the steps is provided below. 

Set deployment goals 

• Set deployment goals in alignment with ICT in 

Primary Education Plan Setting goals allows for 

measurability and benchmarking. Deploym ent goals have to 

be aligned with the ICT in Primary Education Plan to make 

progress toward achieving the Plan’s vision. The goals of 

any deployment should follow the SMART principle: they 

should be specific, measurable, attainable, realistic and 

timely. Goals that lack these qualities risk producing 

unclear outcomes or disappointing expectations. 

Determine budget requirements 

• Calculate the total cost of ownership of the solution 

Budgets for primary schools are often very tight 

especially with the demands of providing universal basic 

education. There is immense pressure, therefore, to make 

the most of investments. In technology programs, officials 

often try to maximize the number of computers they can 

purchase with the budget they have. With the recent 

explosion of laptop computers costing only a few hundred 

dollars, the idea of placing a computer in the hands of each 

schoolchild suddenly seems within reach. But like all 

educational programs, technology initiatives require 

continual investment and support. Computers at schools are 

expected to aid in education for many years. To enable this, 

it is critical to understand and plan for the total cost of 

ownership (TCO) or all of the costs associated with the 

program over multiple years. See pages 27-30 for a 

detailed discussion on the TCO. 

• Create a budget, including one-time and recurring 

cost components Budgets should be created for the 

expected life of the deployment, typically five years , and 

cover all of the costs identified in the TCO calculations. If 

the budget does not match the TCO requirements, it is 

better to revisit the program goals than to move forward 

without adequate budget as it is extremely likely that the 

educational goals can be met if sufficient funds exist. 

Set deployment 

goals 

Create a detailed 

project plan & 

associated roles and 

responsibilities 

Determine budget 

requirements 

Create a risk 

mitigation strategy 

Execute change 

management 

strategy 

Procurement 

Stage 

Smaller arrows are weaker influences. 

Time 

Figure 6: Preparation Steps 


13


Create a detailed project plan & associated 

roles and responsibilities 

• Create a detailed project plan A project plan covers 

each phase of the implementation, including the pilot and 

actual roll-outs, and includes clear milestones. There are 

several project planning programs from Microsoft’s Project 

to web-based (and free) Basecamp software that can be 

used in this effort. 

• Assign roles, responsibilities and accountability at 

both the government- and school-level Roles and 

responsibilities are defined and timelines are drawn to 

provide guidance and clarity within the project plan. 

Timelines provide checkpoints for monitoring and 

evaluation, while assigning roles and responsibilities gives 

people clarity into reporting structures. In Chile, for 

example, teachers and school administrators have been 

assigned the role of creating a proposal for how they 

would use the technology in the school, and they are also 

responsible for many of the recurring costs of the 

technology such as electricity and connectivity rates. 

Meanwhile, the government has taken on the responsibility 

for the initial purchase of the technology for the primary 

school and conducts national-level assessments of its 

effectiveness. 

Create a risk mitigation strategy 

• Identify most critical and likely risk areas and 

determine method(s) to avoid or minimize these 

risks These areas are highlighted throughout this Guide, 

along with tangible methods to avoid or minimize them. 

• Create a contingency plan to use if these risks occur 

Anticipating the risks and planning for contingencies will 

ensure that the plan continues with minimal disruptions. 

Once again, understanding the ecosystem map can help 

planners to identify potential risk areas, as well as 

strategies for avoiding or minimizing risks. Reviewing 

previous implementations to identify areas where 

difficulties occur can be a major input into a risk mitigation 

strategy. For primary schools with no previous experience 

with ICT, examining the difficulties experienced by other 

schools, as well as their strategies for dealing with them, 

can be a very useful step. 

Execute change management strategy 

• Define change management strategy, including 

internal and external communication and outreach 

strategies Change Management strategies for 

stakeholders in general and teachers more specifically are 

outlined below and discussed in greater detail on pages 

22-27 of this Guide. For example: 

Teachers’ change management School teachers 

are change agents. They help sculpt children’s 

foundational skills and even their personalities. 

Technology is simply one more area where teachers 

can work as change agents. Given that teachers are 

vital to the success of the program as well as to the 

realization of the intended curriculum and the 

transmission of 21 st -century skills and competencies to 

students, they warrant a specific change management 

strategy. This strategy is multi-dimensional. 

Change Management for all other ecosystem 

players The implementation of a new technology 

project in a school does not end with buying 

computers. Deploying ICT in primary schools involves 

many different participants and touches on many 

aspects of the education system. It also entails a major 

change in how young students learn, how teachers 

teach and the role of administrators, parents and 

others in the education ecosystem. While the 

technology deployment will bring significant learning 

and socio-economic benefits, in the short term many 

stakeholders may find it disruptive. This is especially 

true in primary schools, where people may be less 

familiar with ICT. Managing the transition from 

traditional learning methods to technology-enabled, 

student-centered education requires a change 

management strategy. 

• Set into motion change management strategy 

Defining and executing the change management strategy 

early will ensure that stakeholders are on board and 

prepared for the ICT in Primary Education Plan. In the 

Change Management section of this Guide, m any of the 

recommended activities begin before the technology ever 

enters the school. 


14


Step 3: Procurement 

The procurement process centers on determining the appropriate 

models for financing and deploying the technology solution, and 

then on managing the tender process to ensure the selection of a 

bid that meets the educational goals, internal capacity and 

financial constraints of a school or school system. Figure 7 

demonstrates the Procurement Steps. A brief description of the 

steps is provided below. 

Assess financial alternatives and secure 

funding 

• Identify potential funding sources including nontraditional 

sources and ecosystem partnership that 

have resources that can defray critical costs 

Governments need to both identify and tap into all 

ecosystem and development community partners for 

financial as well as technical (e.g., ICT, training, 

pedagogical) support for technology programs from the 

start. They also need to select a financing model that 

minimizes total costs and suits their particular initiative. 

Completing a thorough assessment of the best financial 

alternatives and moving to secure funding avoids 

interruptions to ICT in education programs. See pages 31- 

36 for further description on funding sources and 

approaches. 

• Select preferred purchasing model - Evaluate the pros 

and cons of possible purchasing models and select most 

appropriate purchasing model for the deployment. Each 

school or school system has a different set of financial 

constraints and purchasing guidelines, and the purchasing 

model chosen should reflect that. Options include up-front 

payment, vendor or third-party financing, leasing and 

grants. The terms offered by equipment vendors may be a 

part of the considerations when selecting the right model, 

as will constraints such as the appropriateness of interest 

payments and the accounting rules of the school system. 

• Prepare and submit funding proposal(s) Each 

ecosystem partner has different requirements for funding 

proposals. Banks may require evidence of collateral 

whereas development agencies may want proof of 

potential educational impacts. It is advised to review 

winning proposals and past funding history of the various 

ecosystem players to best position your own proposal for 

success. 

Choose deployment and management 

models 

• Evaluate and choose deployment and management models 

ICT in education programs can be complex and will 

require the support of skilled professionals from the 

planning through the deployment and sustained operations 

stages of the program. This is especially true when a 

school or group of schools is installing technology on a 

large scale for the first time, which is often the case in 

primary schools. Administrators need to decide how they 

want to manage the procurement and deployment process, 

as well as how to maintain the solution once the 

installation is complete. Deciding whether to insource or 

outsource may be the central deployment model question, 

but beyond that, a whole host of other decisions must be 

made. In India, for example, many primary schools rely on 

local technology vendors for implementation and technical 

support whereas, in Chile, primary schools often depend on 

local universities for these services. Please see pages 41- 

43 for further discussion on deployment models. 

Assess financial alternatives & 

secure funding 

Define and manage 

tender process 

Choose deployment & 

management models 

Time 

Figure 7: Procurement Steps 


15


Define and manage tender process 

• Frame the tender, including the financial and administrative 

terms and technical specifications Planners should cast a 

wide net when researching their tender. Looking at primary 

school technology tenders in other countries as well as 

their own guidelines can help officials understand the 

implications of terms. Clear language and bidding rules may 

attract more vendors and in turn help obtain a lowe r 

purchase price. Procurement guidelines that restrict foreign 

bids may result in higher prices, though increasing the 

chances of success for local firms might help develop the 

local IT ecosystem. It is also beneficial to ask for line-item 

bids so it is possible to do a line-by-line comparison and 

also understand what vendors are including, and what they 

are not, in their solutions. 

• Announce the tender, hold a pre-bid meeting to review and 

revise the RFP and finalize the tender Comprehensive, 

well-defined tenders are a result of a well-crafted Request 

for Proposal (RFP). Consultants and service providers may 

be of assistance in creating an RFP, which should include 

the content requirements, teacher training programs and a 

determination of baseline metrics. Money to pay such 

consultants may come from the overall technology budget, 

but a well-designed RFP may result in savings that cancel 

out those costs, while avoiding problems caused by 

inadequate proposals. 

• Evaluate, select and execute contracts with vendo rs 

Although quite tempting, price should not be the only 

variable considered when evaluating bids. Officials may 

want to consider the overall value offered in each solution 

and determine whether they are indeed comparing similar 

solutions. 


16


Step 4: Implementation and Sustained Operations 

Once a contract has been executed, a technology solution can be 

deployed. A proper deployment begins with an appropriate physical 

environment and a thorough orientation for all stakeholders 

involved in it. Once teachers and students begin using the 

technology, maintaining deployment requires a plan to successfully 

troubleshoot problems, continually adjust the solution based on 

user feedback and evaluations, provide scheduled maintenance and 

communicate the benefits experienced by users. Figure 8 

demonstrates the Implementation and Sustained Operations Steps. 

A brief description of the steps is provided below. 

Set organizational process in motion 

• Continue executing change management and associated 

communications strategies Change management and 

communications efforts should continue long after the 

technology is deployed and operating. These strategies are 

most effective if continued over the life of the 

deployment, to ensure a long-term commitment to the 

program and to keep people informed as each phase of the 

deployment occurs. Change Management strategies are 

discussed in greater detail on pages 22-27 of this Guide. 

• Adjust ICT in Primary Education Plan based on monitoring 

and evaluation feedback Flexibility is a key ingredient of 

a successful ICT in Primary Education Plan. Lessons from 

each implementation, both positive and negative, should be 

used to adjust the goals and expectations contained within 

the Plan, which should in turn influence both the way the 

current program is used and the way the next technology 

deployment is executed. The graphic on page 45 illustrates 

this cycle. 

Physical installation 

• Deploy physical infrastructure A suitable physical 

infrastructure is critical to the success of a technology 

deployment. Facilities must be physically secure enough to 

avoid theft and climate-specific to prevent heat- or coldrelated 

damage to devices. Desks and chairs should be 

appropriate to young children. Wiring should take into 

account the energy requirements of the devices chosen, 

and the usage model current and future selected for 

the deployment (e.g., 1:1 learning, computers on wheels, 

computer lab) should influence the cabling and connectivity 

infrastructure installed. For example, a primary school in 

the San Francisco Bay area in the U.S. installed Ethernet 

cabling for its computer lab although its ICT in Primary 

Education Plan specified that in year two it would migrate 

to a computer-on-wheels system. In hindsight, they 

realized that it would have been more cost effective and 

easier on the system administrator (a librarian) to have 

started out with a wireless network. 

• Install, test, troubleshoot and certify hardware, software 

(including digital content) and connectivity solutions 

Early troubleshooting avoids downtime once a deployment 

is installed. Testing should simulate likely usage models. 

Problems (and solutions) with any component of the 

deployment should be documented and communicated to 

teachers and support staff. 

Physical installation 

Set organizational process in 

motion 

Realize & 

communicate benefits 

Create enabling environment 

Time 

Figure 8: Implementation and Sustained Operations Steps 


17


Create enabling environment 

• Conduct orientation and training Orientation and training 

are essential components of ICT in education programs, 

especially in primary schools where the technology is often 

being deployed for the first time. All stakeholders whose 

efforts will coalesce to make the technology in education 

program a success will benefit from being involved in 

orientation or training sessions. Orientation and training is 

a sub-component of change management, but is important 

enough to warrant a separate discussion. Please see pages 

37-39 for further discussion on orientation and training. 

Realize and communicate benefits 

• Integrate ICT classes or computer-aided learning into 

curriculum, begin to teach (with) these new tools The 

launch of a deployment is a critical time, when teachers in 

particular need maximum support and communication. 

Gathering feedback and information from the early days of 

a deployment are important mechanisms for catching 

problems early and rectifying them. Early ―wins‖ can be 

highlighted and communicated, and building on early 

enthusiasm can help to institutionalize support for the 

program by all stakeholders. 

• Ensure student safety Technology programs promise to 

benefit children greatly, but educators bear a responsibility 

to protect children from the negative aspects of 

technology and to teach them to use computers 

responsibly. Bullying and access to inappropriate content 

are areas of major concern to primary school parents as 

well as educators. The British organization Becta 

advocates a multi-tiered approach to limiting children’s 

access to inappropriate content or interaction. The Becta 

approach combines policies such as the appointment of an 

e-safety coordinator, training to help students and 

teachers navigate the Internet safely and the use of 

filtering software and technology solutions to prevent 

children from intentionally or accidently accessing unsafe 

materials. 

• Sustain operations Technology deployments in schools 

do not end with the installation of new computers. 

Ensuring that everyone in the education ecosystem 

students, teachers, administrators and parents benefits 

from deployments requires a strategy for sustained 

operations. This plan involves building a model for ongoing 

technical support and teacher training, creating 

mechanisms for learning from implementations and 

adjusting the ICT in Primary Education Plan accordingly, and 

maintaining regular communications with all involved in the 

deployment. See pages 44-46 for further discussion on 

this topic. 

• Communicate benefits and outcomes All stakeholders 

from teachers to parents to government officials to the 

funders of the technology in education program have a 

vested interest in its performance. Continually evaluating 

and communicating the results, and making real-time 

adjustments to better ensure positive results, will increase 

the likelihood of the sustained operation of the current 

program and continual investment and interest in future 

programs. In addition, efforts to recognize teachers, 

students and administrators who are leading the way and 

reaping the benefits can contribute to building momentum 

and sustaining enthusiasm. These individuals and examples 

can also be highlighted in case studies and used to develop 

best practices, which will benefit the technology and 

learning programs in primary schools in their countries and 

beyond. 

Seven critical components of a sustained ICT 

in primary school program 

In addition to the ICT in Primary Education Plan and the steps 

identified in the previous sections, there are seven topics that are 

especially critical for the sustained success of primary school 

technology in learning programs. These include: 

• Change Management for all stakeholders and then for 

teachers more specifically 

• Understanding the Total Cost of Ownership 

• Assessing Financial Alternatives & Securing Funding 

• Digital Learning Content 

• Orientation & Training 

• Deployment Models 

• Sustained Operations 

This section of the Guide will provide a deeper explanation of 

these crucial topics, as well as a series of tips and tools that will 

help ensure the success of the ICT in primary school learning 

program. 


18




Primary schools traditionally focus on providing children with basic 

skills reading, writing and numeracy. Digital learning content, 

therefore, should be designed to impart these basic skills. But that 

is just the first step. The power of technology is two -fold and 

content can be designed to: 

• Deliver traditional subjects in a more efficient, effective 

and enabling manner. 

• Prepare students for participation in a competitive global 

knowledge economy and to equip them with the cognitive 

and technical skills required in the 21st century. 

The novel teaching methods afforded by technology provide 

additional skills and the opportunity to transform the classroom 

into a center for student-driven exploration, though this does 

entail managing a change in the way teachers teach and the 

traditional student-teacher hierarchy (see page 25). The additional 

cognitive benefits from these innovative pedagogies may have the 

greatest impact if they are first implemented at the primary level. 

Importance 

Differentiated Instruction 

Student diversity is a significant challenge to primary 

school teachers and administrators given the complex mix 

of students’ developmental ages, academic preparation and 

home resources and environments. Computers offer a 

unique way to address student diversity and may be used 

as a tool for teachers to provide more differentiated 

instruction. For instance, digital content and computer - 

aided learning could be structured to tailor instruction to 

the user. Content can be localized for language, cultural 

relevance and sensitivity. It can also be used to tailor 

learning to the individual’s level and pace. At a broader 

level, technology can overcome the disparities between 

rural and urban areas by catering to the educational needs 

of the specific context. 

Tools 

As content encompasses a number of different areas, there are a 

variety of tools that will be useful in creating an effective package. 

Educational content is at the core of the value -add of 1:1 

eLearning programs. As a first ste p, computers may be perceived as 

IT training vehicles. But to be used meaningfully as learning tools, 

they have to offer content that corresponds to the required 

curriculum. Unfortunately, educators from Eastern Europe to Sub - 

Saharan Africa and the Caribbean complain about the dearth of 

learning content specifically targeting primary schools. Securing (or 

creating), using and managing the most productive content is 

therefore fundamental to making classroom computing a 

worthwhile investment. Computers in the classroom will be vehicles 

for ICT skills as well as valuable pedagogic tools. 


Defined 

Digital learning content refers to the programs and 

information available via computers or other technology 

devices. It can reside on the computer itself or be accessible 

via external sources (e.g., CDs, school networks or the 

Internet). Digital content is most powerful when it is both 

aligned with the mandated curriculum and designed to 

provide students with 21st-century skills. Governments, 

therefore, may need to adjust the mandated curriculum to 

fully exploit the power of computing tools. 

• Create a market for digital learning content tailored to 

primary schools By expanding eLearning to primary 

schools, governments open up a large new market for 

educational products. Governments can retain control over 

the direction of this content by setting standards. These 

standards will also make content developers feel 

comfortable with creating content. Educators will benefit 

from the ability to choose appropriate and innovative 

content for their students. A simple but important first 

step is digitizing the existing primary school curriculum. 

Zambia and Libya are in the process of digitizing their 

primary school curricula. 

• Revise existing primary school curriculum to incorporate 

ICT and 21st-century skills The strength of technology is 

that it enables innovative learning approaches and the 

introduction of 21st-century skills. The primary school 

curriculum and exams may need to be re-structured to 

include and promote these skills. If this does not happen, 

the technology’s potential may not be fully realized. For 

example, a primary school computer teacher in India 

claimed that there was no ―space‖ on the school timetable 

for ICT and therefore the lab was closed most of the time. 

Even with traditional material, new learning and teaching 

models could be developed that would take advantage of 

computers’ unique capabilities (e.g., multi-media 

assignments). 


19 20



Rethinking Primary School 

Curriculum 

The Costa Rican government has changed its curriculum to 

exploit the power of technology and produce a workfor ce 

armed with 21st-century skills. Its curricula now emphasizes 

the cultivation of problem-solving, collaboration and 

creativity skills from a student’s earliest years in school. 

• Encourage teachers and possibly students to create 

new, locally-relevant content With a well-coordinated 

teacher change management strategy, teachers could be a 

vital source of content for the computers, especially as 

these participants become more familiar with the 

technology and have the time to create this material. For 

example, in Estonia, approximately 10 percent of primary 

school classrooms have a class blog. (Teachers use free 

blogging services such as Google’s Blogger.) Teachers use 

this site daily to document class activities. Parents monitor 

the sites closely and enjoy being more connected to their 

child’s learning experience. In the short- to mid-term, 

governments may want to create or motivate the creation 

of primary-school-specific content while providing training 

to teachers on the technology and the pedagogical 

opportunities it enables. Even with centrally-created 

content, teachers should be able to tailor it to their 

classroom’s needs. Teachers can, for example, translate the 

lesson into the local language or they can choose to go 

deeper on a subject with which their class has struggled. In 

the long run, as a student-centric learning environment is 

embraced by teachers and students (and parents), students 

can be encouraged to create learning content as a part of 

the learning process. One effective application is to enable 

young students to create videos of their projects as an 

alternative to presenting in front of class. With teacher or 

parent assistance, students as young as 3rd or 4th grade 

can create a script expounding on topics as simple as ―my 

family‖ and deliver it in a digital video format. In doing so, 

they practice presenting in a less intimidating environment 

than directly in front of peers. 

• Support organizations that can endorse and be a 

repository for digital learning content Universities, 

nonprofit organizations and private-sector firms are all 

continually developing learning content. The challenge is 

that educators may not be aware of this content or it may 

not clearly meet mandatory curriculum requirements. In 

Latin America alone, there are dozens of local-language 

content providers and tools spanning educational games , 

education-related web portals and child-oriented 

collaboration tools. To take advantage of these tools, 

governments could support the creation of an organization 

to both endorse and be a repository for learning content. 

The South African Department of Education has moved in 

this direction with the creation of the Thutong P ortal 

(http://www.thutong.doe.gov.za), which provides free 

content, learning objects and professional development 

tools that are aligned with the So uth African national 

curriculum. 

• Do not assume continual nor fast Internet access In 

certain circumstances, computers may not always be 

connected to the Internet. It is essential that content be 

flexible enough to take advantage of Internet-based 

resources while still maintaining function without 

connectivity. For example, eGranary allows schools to 

receive previously downloaded web content directly onto 

their servers, reducing the need for a constant Internet 

connection. In Libya, some primary schools have deployed a 

caching technology on the schools’ servers that updates 

the content overnight so that the students can access it 

the following day. 

• Allow for independent/unstructured use Computers could 

be made available outside of school hours to allow for more 

independent and unstructured learning without taking 

away time from normal school hours. In laptop programs in 

Rwanda and Portugal, children are allowed to take laptops 

home to increase their and their family’s familiarity with 

the technology. 

Skoool for Primary Schools 

Primary schools are where students build important 

foundational skills in math and science — skills that are 

critical to the advancement of societies and economies 

worldwide. Strong curricula and prepared teachers in these 

areas are essential for primary school children to gain the 

competence and motivation to excel in these subjects in 

secondary school and later in their careers. Intel recognizes 

the importance of these subjects and has focused its 

Skoool TM resources in this area. It recently added primary 

school modules to its eLearning platform 

(www.skoool.com).These modules will initially be available 

in Spain and Portugal and consist of more than 70 

interactive learning tools for 10- to 12-year-old students. 

Many Skoool TM lessons include assessments, which help the 

students reflect on what they have learned and fill gaps in 

their understanding of key principles of science and 

mathematics. 


17 20



• Enabling assessment Ongoing assessment is a valuable 

teaching resource. Computers are well-suited to both give 

individualized assessments and to allow teachers to track 

student progress. Most governments require standardized 

tests that primary school students must pass to progress 

to the next step in their education. Computer-based 

assessments aligned with these tests could reveal to 

teachers how well-prepared students are for these 

important educational milestones. Educators cou ld also 

take advantage of instantaneous assessments to gauge 

where students are during a lesson. Lastly, feedback from 

students and teacher assessments could be used by policy 

makers to inform future content and deployment 

strategies. 

• Use computers as part of the existing curriculum to 

support areas with resource constraints Computers have 

the capacity to enable learning even when important 

learning tools are absent. In primary schools, where 

physical resources such as microscopes, atlases and 

encyclopedias could be relatively scarce, computers can be 

used as a proxy for these tools. For example, children can 

learn about the microorganisms that live in ponds and the 

basic concept of germs by viewing pictures of micrographs 

online. They can also use Google Earth, Moon and Mars to 

learn about our planet and beyond. 


20 18 21

Change Management All Stakeholders 


Change Management: All Stakeholders (except teachers) 

The implementation of a new technology project in a school does 

not end with buying computers. Deploying ICT in primary schools 

involves many different participants and touches on many aspects 

of the education system. Deployment also entails a major change in 

how young students learn, how teachers teach and the role of 

administrators, parents and others in the education ecosystem. 

While the technology deployment will bring significant learning and 

socio-economic benefits, in the short term many stakeholders may 

find it disruptive. This is especially true in primary schools, where 

people may be less familiar with ICT. Managing the transition from 

traditional learning methods to technology-enabled, studentcentered 

education requires a change management strategy. 

Orientation & 

Training 

Leadership 

Involvement 

Communication 

Change Management 

Change management is an approach for ensuring that people 

and processes are prepared to succeed in a new 

environment. 

Feedback & 

Recognition 

Consistency 

Figure 9: Change Management Components 

Importance 

Developing a comprehensive plan for change management allows 

planners to navigate the potential problems that may occur during 

implementations and to avoid some problems entirely. As with any 

fundamental change, technology deployments are exciting but 

potentially threatening, as they result in altering long -standing 

practices with which people feel comfortable. A structured change 

management approach allows individuals to feel as thoug h their 

needs and concerns are being understood and responded to during 

the technology deployment, which may reduce institutional 

resistance and even increase enthusiasm. 

Components of a change management plan 

Successful change management plans contain sev eral key 

components viii as shown in Figure 9 and described below: 

• Leader involvement — Individuals throughout an 

educational system will look to leaders to see whether they 

are embracing the change they are promoting. Administrators, 

union leaders and senior teachers are especially important 

here. Leaders who embrace technology deployments, and who 

motivate and challenge everyone to embrace them, are more 

likely to succeed in bringing about change. For example, school 

principals may attend trainings with teachers, showing their 

willingness to commit their time to learning about technology. 

Administrators or head teachers may model effective 

integration of the technology by using it for their 

administrative duties. 

• Communication — In order to embrace change, people need 

to understand it. It is essential, therefore, to create a 

comprehensive communications plan that lays out what the 

technology in education program is trying to achieve and what 

steps are needed to get there. Communications must be 

timely and clear, and they must reinforce core messages and 

the program’s vision. Communications should stress how the 

program will benefit teachers, administrators, parents and 

primary-school students. Communications with teachers can 

be made easier by negotiating the introduction of technology 

with teacher unions, which will then become allies in 

communicating the changes to teachers. At the outset, 

program implementers can hold focus groups with key figures 

in the school and community, explaining the technology and 

its overall fit with the area’s education plan. Other 

communication tools include town hall meetings, online tool s 

(e.g., websites, blogs or podcasts), newsletters and 

discussions during parent-teacher meetings. Many primary 

schools in developing countries around the world are moving 

toward local governance structures; communication and 

coordination with local groups (e.g., the local school board) is 

essential. Lastly, as the lines blur between the 

responsibilities of different Ministries (e.g., the MOE 

and MOIT), inter-ministry communication is critical to 

ensuring alignment between visions and resources . 


19 22



• Orientation and Training — Training all stakeholders 

affected by a technology deployment is highly important and 

should begin well in advance of an actual implementation. 

Training reduces the stress that often accompanies a major 

change by letting stakeholders build the confidence and skills 

they need to navigate change. Again, this is especially 

important for primary schools, where there m ay be limited 

experience with computers. Please see the orientation and 

training section on pages 37-39 of this Guide. 

• Feedback and Recognition — Programs that are set up to 

provide ―quick wins,‖ or early measures of success, may be 

more sustainable. People like to feel that their efforts are 

producing tangible results, and that they are making progress 

toward the ultimate goal. Similarly, recognizing positive 

efforts towards change (for example, by giving awards to 

teachers who make the most innovative use of technology in 

the classroom or creating school- or district-wide contests to 

acknowledge students that excel in collaborative or multi - 

media projects), and discouraging efforts aimed at blocking 

change, reinforces leadership’s commitment to technology in 

education deployments. Assessments on subjects that the 

community deems important (e.g., materials that will be on 

important exams) may yield outcomes that resonate with local 

policymakers. Assessments could be given before the program 

is implemented and then early on in its life, and the results 

could demonstrate quickly and effectively how the computers 

are aiding learning. Funding agencies — foundations, bi- and 

multi-lateral organizations — are also very keen on seeing 

tangible results, and future funding may hinge on a country’s 

ability to demonstrate near-term as well as longer-term 

impact. 

• Consistency — ICT in education programs are long-term 

initiatives that require continual monitoring and refinement. 

Change is, in these cases, a continual process. Change leaders 

must remain committed to reinforcing their message and 

guarding against complacency. Implementers may take 

advantage of leading community members, who will be more 

likely to stay in the area, to help provide constant support to 

the program. Because turnover rates are high among primary 

school teachers, sessions to initiate the new teachers and 

gain their commitment from the beginning will be critical to 

the long-term success of the program. 

Ecosystem participants 

A successful plan for change management must, in part, consider 

the needs of each group of primary- school stakeholders. 

Inter-ministry 

Communication 

The MOIT of a Southeast Asian country decided to provide 

primary school students with computers to decrease the 

weight of backpacks. There was a great deal of concern 

about the health of small children carrying heavy textbooks 

on their backs. The MOE became aware of this initiative 

and began communications with the MOIT about the 

program. The end result was a shift in focus from backpack 

weight to a new vision for the country’s primary education 

system. This outcome was positive for all of the 

stakeholders involved, especially the primary target: the 

children. 

• Teachers — See Change Management: Teachers page 25-27. 

• Students — Students of all ages usually embrace technology 

deployments, and their enthusiasm can be useful in 

encouraging change among more resistant stakeholders. 

Computer ―clubs‖ or peer-support groups can help children 

transition to new technologies and encourage students to 

develop their skills so that they might assist with support and 

maintenance as they become more proficient. Highperformance 

students can also serve as peer mentors, with 

benefits for both the mentor and mentee. 

• Parents — Parents are often enthusiastic for their children 

to learn about technology, but they may have concerns about 

exposure to inappropriate content. These concerns can be 

managed by installing adequate software filters and by 

including parent associations in the change management 

process. Parents who have not been exposed to or do not 

understand a new technology may also feel inadequate in 

supporting their children’s attempts to learn this new 

technology. In the Magellan 1:1 eLearning deployment in 

Portugal, representatives of parent associations have been 

invited to observe teacher training sessions. See pages 2 2-24 

for additional change management strategies for parents. 

• Administrators — Administrators may often be concerned 

about using teacher time to learn about ICT rather than 

teaching (especially in primary schools). Several teacher 

training programs, such as Intel’s® Teach, address these 

concerns by bringing administrators into the process and 

encouraging them to experience how ICT can improve 

teachers’ skills and confidence. Administrators may also 

embrace change if they understand how technology can 

improve their own ability to do administrative tasks. This is 

especially true in primary schools, where administrators may 

be quite overburdened. 


20 23



• Governments — Governments are often the first to embrace 

a move to introduce technology in primary schools, as in 

Portugal. However, change must be institutionalized o r it risks 

being lost as government administrations change over time. In 

addition, getting buy-in for technology deployments at the 

local-government and school levels helps solidify support for 

the deployments and encourages governments to stay with 

the deployments even when there is a change in political 

administration. 


• Overcommunicate rather than undercommunicate — 

While simplicity is important, providing stakeholders with 

concise, frequent information reduces confusion and increases 

opportunities for feedback. Documenting all decisions and 

plans — starting from the ICT in Primary Education Plan — 

ensures that everyone has a common understanding of the 

program, vision and direction. This is extremely important 

given the fact that technology in education programs may be 

in place longer than the politicians who initially supported the 

technology. 

• Be proactive, not reactive — Create a vision for the 

program and sell it energetically. Avoid behaving defensively 

when opponents suggest major changes to the program; 

behaving defensively allows opponents to go on the 

offensive. 

• Involve local leaders in the conceptualization and 

management of the program — This creates ownership 

and also gives program implementers an ―in‖ to the local 

context. 

Change Management Tools 

Specifically Designed for 

Schools 

e-Lead’s change management tools and resources are 

specifically designed for helping schools with the change 

management process. One of the resources offered on their 

site is a planning toolkit. See www.elead.org/resources/resources.aspResourceID=26 

. 


21 24

Change Management Teachers 


Change Management: Teachers 

Cultural / Political 

Technical 

Pedagogical 

Figure 10: Dimensions of Teacher Readiness 

Primary-school teachers are change agents. They help sculpt 

children’s foundational skills and even their personalities. 

Technology is simply one more area where teachers can work as 

change agents. Given that teachers are vital to the success of the 

program as well as to the realization of the inte nded curriculum 

and the transmission of 21 st -century skills and competencies to 

students, they warrant a specific change management strategy. 

This strategy is multi-dimensional (see box at right). 

Importance 

Teachers are on the front lines in their classrooms. Policymakers 

need to secure their buy-in for the program to be successful and 

sustainable. An added program component means extra work, and 

the motivation of teachers to do this extra work is crucial. In Chile, 

the government motivates primary-school teachers by requiring 

that they — and the school administrators — put together a 

proposal for how they will integrate the technology into learning. 

This helps ensure that the technology will be embraced by te achers 

and that the learning objectives drive the technology deployment. 


There are a number of change management tips and tools for 

teachers: 

• Take a short- and a long-term view — The change 

management strategy is most effective when it has both a 

short- and long-term component. 

Three Dimensions of 

Teacher Readiness 

Teachers are the main implementers of formal education 

and the front line of technology in education programs. 

They require and deserve preparation and a coordinated 

transition on a number of key dimensions as they become 

users and disseminators of this new technology. These 

dimensions are outlined in Figure 10 and include: 

• Technical — Primary school teachers often have the 

least training and are the least likely to have 

extensive exposure to ICT. They need technical 

training on how to use hardware, software programs 

and all other accompanying materials. This knowledge 

base is vital to teachers’ productive use of computers 

as well as to their feeling of empowerment to use 

computers. 

• Cultural and political — Technology can dramatically 

change the teacher-student dynamic. Teachers must 

be prepared for, and embrace, these new power 

structures. Primary school teachers may have the 

least say in schools and local governance and may be 

most accustomed to a rigid teacher-student 

hierarchy. If teachers are incorporated into the 

decision-making process, they may feel more 

empowered to voice concerns and participate in 

creating solutions. Group consensus and cooperative 

learning for the teachers could greatly benefit the 

long-term sustainability of innovative computer use. 

• Pedagogical — 1:1 eLearning offers a unique 

opportunity for teachers to create an entirely new 

and more individualized learning environment. 

However, new teaching methods pose new challenges 

for teachers. Planning innovative lessons may take 

more time — especially at the start. Preparation for 

this new atmosphere and new practices should 

include time to allow teachers to practice new 

teaching and management procedures. Governments 

should also encourage sharing among teachers. 


22 25



Short-term — An effective teacher change management 

strategy is needed to ensure that teachers embrace 

the introduction of technology in the classroom. 

Teacher enthusiasm will lead to a smoother initial 

implementation and an increased likelihood of success 

of the program. It will also pave the way for the 

sustained operations of the deployment. The best way 

to achieve these goals is to involve teachers in the 

initial planning stages of the program. For example, a 

primary school in Uttar Pradesh, India, required that 

teachers participate in technology workshops far in 

advance of the deployment of technology in their 

school. The school’s administration believes that the 

success of the subsequent primary-school technology 

program was largely due to the teachers’ increased 

familiarity and comfort with technology. 

Long-term — Continued effective use of the computers 

in the classroom depends largely on the sustained 

motivation and abilities of teachers. Teachers who are 

rewarded for embracing the technology will be more 

likely to meaningfully integrate it into the educational 

environment. 

• Peer-support and master teachers — Teachers tend to 

respond best to advice, coaching and support from o ther 

teachers. This holds true for questions about class 

management, pedagogical advancements and technology 

tools. In technology programs, other teachers can provide 

technical advice, perspectives on pedagogical practices and 

a sense of community in computer use. This same advice 

may not be accepted as well if provided by administrators, 

who may be perceived as having caused the teachers ’ new 

stress and workload by introducing the technology in the 

classroom. 

Identifying and assigning a “master teacher” or 

program champion — This is an excellent way to 

facilitate the integration of computers and the 

development of innovative classrooms. The master 

teacher already has the respect of and relationship 

with other teachers as well as an intimate knowledge 

of the concerns teachers face. This individual can serve 

as a champion or evangelist for productive technology 

uptake. To identify the master teacher, policymakers 

can talk to numerous local stakeholders — 

administrators, teachers and community members — 

someone who has the skills or potential to master the 

program. The person should also be well-connected 

with other teachers and hold their respect. Identifying 

 

this individual may be challenging in primary schools, as 

teachers are less likely to have a great deal of 

exposure to and knowledge of ICT. Administrators may 

focus on finding an enterprising teacher with the 

enthusiasm and aptitude for technology and cultivating 

that teacher for this role. This is the tactic a primary 

school successfully adopted in Ghana. Note: The master 

teacher in this case is distinct from the ―head teacher‖ 

or the teacher with the most seniority and who often 

plays an administrative role. 

Alternative peer-support mechanisms — There are 

alternative peer-support mechanisms that 

administrators can use in addition to or instead of a 

master teacher. For example, there could be an 

incremental rollout of the technology. In this case, the 

teachers from the first round of implementation would 

mentor those involved in subsequent rounds. Another 

strategy is to form groups of teachers that receive 

training together and work with each other throughout 

the year. The technology itself offers peer-support 

opportunities, as an online collaboration tool could be 

implemented to connect teachers virtually and provide 

an online support group. Lastly, informal support 

among teachers could be encouraged. Currently, from El 

Salvador to the Philippines and Uganda, teachers report 

that they rely most heavily on other teachers for ICT 

support. 

Success in Rural Areas 

A number of issues particular to rural areas in developing 

countries may affect the change management strategy for 

primary school teachers. For example, rural areas are more 

likely to be understaffed, so close attention should be paid 

to giving teachers logistic and human resources support 

during the changeover. Special attention could be given to 

highlighting how IT resources could alleviate some of the 

teachers’ time management stresses, and to ensuring that 

the changeover and training itself do not overburden the 

staff. Furthermore, rural teachers, on average, have 

attained lower levels of formal education and teacher 

training. This could be an added challenge — and cost as 

training may have to begin at a more rudimentary level and 

be more structured. On the other hand, rural teachers may 

be more motivated to be involved in the changeover if they 

can gain additional certification and skills. 


23 26



• Providing incentives — Integrating technology into the 

curriculum and lesson plans will take additional time and 

effort for the teachers. Increased compensation or 

recognition might make this new technology more 

appealing and more likely to be fully adopted. For example, 

a survey conducted by the International Institute for 

Communication and Development found that teachers in 

Tanzania expected the government to provide them with 

additional incentives for taking on the extra work 

associated with ICT in education programs. ix Compensation 

or recognition could be based on the amount of training a 

teacher receives, the performance of their students or 

their own use of the technology. Incentives could include 

one or more of the following items: 

Financial incentives — e.g., salary increases, discounts 

on home computers 

Professional development and/or certification 

opportunities — e.g., ICT training, training in new 

pedagogical models 

Non-monetary goods — e.g., involvement in the ICT and 

education steering committee, greater involvement in 

the school administration and planning 

• Informational resources — Teachers should have a good 

base of easily-accessible, useful information regarding the 

computers to prevent them from feeling unprepared. 

Teachers may be especially intimidated by the ease with 

which primary-school students surpass teachers’ 

capabilities with technology. Providing an accessible 

knowledge base for teachers could prevent adverse 

reactions. These informational resources could include: 

Content — (programs, data, information) in digital form 

on the computers themselves 

Printed forms — e.g., basic troubleshooting guides, a 

list of Internet links to help quickly access relevant and 

credible content 

Local experts on hand — for real-time advice or 

support 

 

Increased status — e.g., classification as a ―master 

teacher‖ 


24 27



Understanding the Total Cost of Ownership (TCO) 

Budgets for primary schools are often very tight — especially with 

the demands of providing universal basic education. There is 

immense pressure, therefore, to make the most of investments. In 

technology programs, officials often try to maximize the number of 

computers they can purchase with the budget they have. With the 

recent wide availability of laptop computers that cost only a few 

hundred dollars each, placing a computer in the hands of each 

schoolchild suddenly seems like an idea within reach. But like all 

educational programs, technology initiatives require continual 

investment and support. Computers at schools are expected to aid 

in education for many years. To ensure that computers do lend 

years of support, it is critical to understand and plan for the total 

cost of ownership (TCO), that is, all of the costs associated with 

the program over multiple years. 

Hardware Costs: Just a 

Small Fraction of Overall 

Costs 

The cost of computers represents a small fraction of the 

total cost of ownership for ICT in education programs. 

Importance 

Understanding the TCO gives officials a clearer picture of the scale 

of the program they can afford. This will enable them to determine 

the devices and usage scenarios that best meet budget 

constraints, but more importantly, it will support their longer -term 

educational goals. 


(TCO) Defined 

Total cost of ownership (TCO) is a method of identifying 

and budgeting for all of the costs associated with 

acquiring, maintaining, operating and benefitting from a 

technology initiative over multiple years (often five). It is a 

concept pioneered by Gartner, Inc., a research firm. 

The components of TCO 

There are three major cost categories of technology programs 

in the primary schools of developing countries, according to a 2008 

report by Vital Wave Consulting. These are: 

• Initial costs — Costs related to the initial purchase and 

installation of computers, including acquiring hardware and 

software and upgrading the physical infrastructure of 

schools and classrooms to accommodate the hardware and 

software 

• Recurrent costs — Ongoing costs related to the 

maintenance and support of computers over their lifetime, 

including teacher training, technical support, Internet 

connectivity and electricity 

• Hidden costs — one-time costs that are often ignored or 

underestimated, such as the replacement of computers 

that break or end-of-life costs 

Initial Costs 

(26%) 

Recurrent Costs 

(61%) 

Hidden Costs 

(13%) 

TCO Components 

(5-year period) 

Retrofitting 

Cabling & wiring 

Software 

Hardware 

Deployment 

Support 


Connectivity 

Electricity 

Consumables 

Subscriptions 

Replacement hardware 

Damage or theft 

Planning costs 

End-of-life costs 

Diagram 2: TCO Components 


25 28



The TCO Components pie chart shows how these costs break down 

in a typical developing-country deployment in a primary school. 

Notably, the initial costs of acquiring and installing the technology 

add up to only about a quarter of the total costs in a five -year 

period. Recurrent costs such as teacher training, connectivity and 

support make up over 60 percent of total costs. The tendency to 

focus on computer sticker price, therefore, is misguided. 

Costs are consistent across devices, 

scenarios and operating systems 

One of the striking findings of the Vital Wave Consulting study is 

that the TCO of computer deployments is remarkably consistent 

across device types, usage scenarios and operating systems when 

looked at on a per-seat basis. Whether a netbook is chosen over a 

low-cost desktop or a Linux operating system (OS) over a 

Windows-based OS, the costs of items such as teacher training, 

support and Internet connectivity change v ery little. Because of 

the magnitude of these largely fixed costs, varying initial 

hardware and software costs do not have a large 

impact on TCO. 

While the costs across the range of hardware and operating 

systems are more consistent than many would expec t, they are 

also consistently much higher than most officials would assume. 

Costs across various device types (desktop computers — new and 

used — and netbooks) and usage scenarios (the two scenarios in 

the study were a computer lab and a 1:1 eLearning envi ronment) 

average nearly US$3,000 x per seat. This is far more than the 

sticker price of the several hundred dollars many educators may be 

using as a reference point. However, the price also covers a much 

longer time period — five years — and an assortment of costs. A 

more accurate understanding of the costs also means a more 

realistic assessment of the budget needed for success. 

Labor-related costs stand out 

When the initial, recurrent and hidden cost categories are further 

broken down, three items emerge as important to every device and 

installation scenario: computers, teacher training and support. Two 

of those, teacher training and support, are areas associated with 

the cost of labor, whereas computers are associated with the price 

of hardware. 

• Teacher training — Adequate teacher training is essential 

to the success of deployments, but too often it receives 

inadequate investment, which creates negative 

consequences for the entire deployment. 

• Support — Costs associated with Tier 1, Tier 2 and Tier 3 

support typically make up nearly a third of total costs. Tier 

1 costs, which support on-site computer teachers or lab 

assistants, represent the greatest cost. Specialized support 

skills, like those needed to maintain less common operating 

systems, may further increase costs, due to the premium 

placed on scarce labor. 

Critical Success Factors: 

Understanding Your 

Ecosystem 

The local technology ecosystem is a major factor 

determining not only the success of a school computer 

deployment but the costs as well. In order for deployments 

to work, schools need access to a skilled pool of 

professionals, available training resources, content 

providers and a stable platform on which locally - 

appropriate applications can thrive. For example, choosing 

an operating platform whose support requires skills th at 

are not available locally may vastly increase support costs, 

and the inability to find support resources may require 

users to secure additional funds to switch to another 

system. Familiarity with the local ecosystem can prevent 

costly mistakes and help ensure a solution that fits local 

needs and resources. 


• Overestimate rather than underestimate — 

Performing a TCO analysis sheds light on the true expense 

of maintaining a successful computer deployment, one that 

achieves learning objectives. Although these costs are 

high, the costs of a failed investment are often much 

higher. Overestimating costs allows for a cushion when 

unexpected events happen. 

• Make the TCO a living document — A TCO analysis 

needs to be integrated into all aspects of a school 

technology plan. Budget documents, facilities plans and 

teacher training programs should flow from and influence 

the TCO. 

• Remember that little things can cause big 

headaches — Seemingly small-cost items that are not 

planned for, such as anti-virus software, inadequate 

physical security for computers or insurance, can cause a 

technology program to fail. Think of what could go wrong 

and factor in the costs of prevention. 


26 29



Plan for Viruses 

New computer viruses are constantly arising and can cause 

serious problems. A lack of adequate security software, the 

use of pirated programs and corrupted storage devices can 

ruin a school computer installation and result in a loss of 

the entire investment. 

• Transfer costs — School principals and administrators are 

often concerned that their limited budgets are going 

toward paying teachers to acquire technology skills and 

master new pedagogical learning models rather than 

teaching students. Some Latin American governments have 

addressed this concern by providing salary increases to 

teachers who achieve a certain level of additional training 

in critical skills such as technology. Teachers then have an 

incentive to finance their own training to obtain these 

skills. They also may respond more favorably to the training 

as they themselves have funded it. Even though teachers 

may have slightly higher salaries, this approach may be 

more affordable and less disruptive for schools in the long - 

run. 

• Remember that one size may not fit all — Officials 

considering large, multi-school deployments should 

remember that costs may vary between schools. Urban and 

rural primary schools will likely have dramatically different 

electricity and connectivity costs, for example, or different 

levels of available professional support. TCO analyses 

should encompass the different circumstances of each 

school. 

• Vital Wave Consulting TCO Report — This report 

discusses many of the issues identified above at greater 

length and compares the costs associated with various 

devices, usage scenarios and operating systems. The report 

can be found at 

http://www.vitalwaveconsulting.com/insights/articl 

es/affordable-computing.htm. 

• Factor in the costs of replacement parts — Determine 

which items have the highest rates of failure and factor 

the costs of replacement parts into the TCO. 

TCO Calculator 

The Global e-Schools and Communities Initiative (GeSCI) has 

a comprehensive, TCO calculator (based on Microsoft Excel 

software) at http://www.gesci.org/ict-infrastructureconnectivity-and-accessibility.html 

that allows educators to 

enter cost data specific to their geography. 


30



Assess Financial Alternatives & Secure Funding 

Students — and consequently countries — will become more 

competitive in the global marketplace as 21 st -century learning 

skills are imparted from the earliest grades. With these benefits 

come costs. Even in lower-income countries such as Nigeria and 

Ghana, parents are willing to contribute to their children’s 

education and have dipped into their own pockets to help fund ICT 

in primary-school programs. Students themselves are providing IT 

support, and governments are both directly funding these 

programs as well as creating indirect mechanisms (tax incentives) 

to defray the costs of technology in primary schools. Ecosystem 

partners and members of the development community (including 

non-profit organizations and bi- and multi-lateral organizations) 

also provide value-added programs that help defray critical costs. 

Importance 

In order to scale and sustain ICT in education programs, longterm 

funding is a must. At least one primary school in Africa has 

forbidden the usage of newly purchased computers in the 

classroom as the costs of electricity have skyrocketed. In India, 

there are cases in which five or six primary-school children need to 

share a computer as the majority of the devices are out -of-service 

and there is not sufficient funding to repair them. In both cases, 

the intended educational outcomes are not being achieved as TCO 

was not budgeted and funding was not secured in advance of 

deploying the technology. However, this situation is easily avoided 

with adequate planning, budgeting and expectation setting. 

Potential Funding Models 

Governments need to both identify and tap into all ecosystem and 

development community partners for financial as well as technical 

(e.g., ICT, training, pedagogical) support for technology in education 

programs from the start. They also need to select a financing 

model that minimizes total costs and suits their particular initiative. 

The tables below outline potential funding models that 

governments can consider depending on their environment. 

Leave No Stone Unturned 

A wide array of stakeholders benefit from technology 

programs in schools. Each of these entities — as well as the 

technology development community — can and should be 

tapped to contribute to the costs of the technology 

program. The key is understanding the unique offerings and 

abilities of each stakeholder and maximizing their individual 

contributions. 


31



For all countries 

Creative thinking is key in securing sustained funding for technology in primary education programs. Officials need to consider hybrid approach es 

that combine public, private and development community resources — both financial and technical — in a way that will allow all potential sources 

to be tapped. Traditional sources must be tapped, but non -traditional methods can also be leveraged to fund these programs. 

Funding Source Financing Method Strategic Approaches 

Governments 

(federal, regional and 

state) 

Government cash 

payments or subsidies 

Government-provided 

credit 

• Collaborate with other ministries (e.g., MOE and the MOIT) to increase ICT in primary school funding. 

The overall burden of funding for these programs will be less if shared among various entities. 

• Create tax incentives for private-sector firms. For example, the Philippines created an Adopt -a-School 

Program in which firms received tax incentives and PR opportunities in return for supporting the 

modernization of schools in poor areas. 

• Provide credit or loan guarantees for local OEMs and school districts for ICT in primary school 

programs. 

• Explore creative financing programs with local banks. 

• Issue bonds to fund ICT in primary school programs. 

Business Partners 

Vendor-supported 

programs 

• Work with telecom providers on bundled (and subsidized) hardware and Internet connectivity initiatives 

for primary schools. 

Development 

Community 

(NGOs, foundations, biand 

multi-lateral 

organizations) 

Grants and/or support 

programs (e.g., technical 

assistance, training, 

assistance with drafting 

tenders) 

• Identify and target organizations that focus on ICT in education or on improving primary -school 

education. Initial targets can include USAID (discussed at the end of this section), regional 

development banks and NGO’s such as the International Institute for Communication and Development 

(a Dutch NGO that has worked with ICT programs in education in Africa and Latin America). Contact 

information for these organizations is listed in the Resource section of this Guide. 

Teachers and 

Teachers Unions 

Teacher or parentfunded 

cash payments 

• Explore the willingness of teacher unions and parent -teacher organizations to support the purchase of 

technology for teachers, children or schools. 

Students and 

Parents 

Cash payments 

• Charge student activity fees (or equivalent) to defray recurring costs (e.g., electricity) and collect them 

on an annual basis. Structure these fees based on the economic situation of the parent. Require in - 

kind contributions (e.g., labor, volunteer hours) if financial contributions are outside of the means of 

select families. 

3G License Fees to Fund ICT in Primary School Programs 

From Portugal to Venezuela, governments are taking advantage of the significant funds generated from selling 3G licenses. Gov ernments 

that have not yet sold 3G licenses — or have not earmarked the proceeds of these sales for other purposes — should consider setting aside a 

portion of the proceeds to help subsidize technology in primary school programs. 


132



For countries with universal access or universal service funds 

Several countries use universal service funds to help defray Internet connectivity costs for primary schools. The United Stat es’ E-Rate plan 

provides discounts based on the level of poverty and number of rural students at the school ( See http://www.universalservice.org/sl/). With 

universal basic education requirements, primary schools are likely to have some of the poorest and most remote students and c ould benefit 

greatly from a program of this nature. 


Governments (federal, 

regional and state) 



• Tap into universal access or universal service funds — particularly to provide subsidized 

Internet connectivity to primary schools that are deploying ICT in education programs. 

For countries that have piloted or will soon pilot ICT in primary schools 

Recording, rewarding and promoting success is key to sustaining energy and the momentum of ICT in primary school programs. It is also crucial 

to attracting external funding. 






• Reward positive behavior. Provide in-kind grants and program incentives for primary schools 

that successfully implement ICT, show academic progress with ICT, etc. 

Development Community 

(NGOs, foundations, bi- and 

multi-lateral organizations) 

Grants 

• Rigorously monitor, evaluate and communicate the results of ICT in primary education 

programs as organizations often want to invest in programs with tangible positive outcomes. 

For countries that are significant commodity exporters 

From copper to diamonds and coffee beans, developing countries around the world earn significant returns through exporting commodities. A 

portion of these proceeds could be used to fund ICT in primary school projects to start transforming the next generation of citizens into 

information consumers and producers. 




Government cash payments or 

subsidies 

• Consider dedicating a portion of commodity funds (such as oil trust funds) to 

technology in primary school programs. 

For countries with import tariffs, duties and value-added taxes 

Many countries charge import tariffs, duties and value-added taxes on technology products and services. Governments may elect to decrease or 

waive these for ICT in primary school programs and consider them a strategic investment in the country’s future. 




Tax or tariff incentives 

• Waive or decrease import duties, tariffs or value-added taxes for technology that 

is a component of ICT in primary -school programs. 

• Waive or decrease duties, tariffs or value-added taxes for technology purchases 

by primary school teachers and parents who will use t he technology for home use. 


33



For countries with state-owned banks, microfinance institutions or Islamic banking regulations 

Governments are involved in financial services either directly (i.e., state -owned banks) or indirectly (e.g., influencing Islamic banking regulations). 

Governments can use these tools and influence to facilitate access to credit for ICT in primary school programs. 




Government-provided credit 

• Require state-owned banks to create low-interest lending programs for 

technology in primary school programs. 

• Provide credit or loan guarantees in accordance with Islamic banking principles for 

local OEMs and school districts for ICT in primary school programs . 

• Explore creative financing programs with microfinance institutions. 

For countries with relatively developed business ecosystems 

Tap into the business ecosystem and local NGOs for support for the ICT in primary school program . 


Discounted prices 

• Encourage local OEMs or other firms to provide even deeper discounts to 

technology in primary education programs. 

Business Partners 

Vendor-supported programs 

• Tap into vendor-supported programs such as Intel Teach (teacher training) and 

Skoool TM (primary-school content) to defray critical cost components of the ICT in 

primary school program. 


(NGOs) 

Grants or credit 

• Seek out local entities, such as the Chamber of Commerce or a technology -related 

trade association that may be able to provide grants, matching funds or other 

types of support for the program. 

For countries with relatively limited technical resources 

Countries with limited technical resources would benefit by exploring capacity-building programs offered by both business partners and 

development community members. 


Business Partners & 


(NGOs, foundations, bi- and 

multi-lateral organizations) 

Support programs (e.g., technical 

assistance, training, assistance with 

drafting tenders) 

• Think beyond financial grants and seek packages with financial, technical and 

capacity-building components. 


34



For countries that tie teacher salaries to professional development requirements 

Some countries — including several Latin American nations and the United States — tie teacher salaries or certification renewals to professional 

development requirements. Governments can incorporate ICT requirements into these requirements. 


• Provide incentives in the form of increased salaries for teachers that meet 

specific ICT skill milestones. 

Teachers and Teachers 

Unions 

Teacher initiation and financing of ICT 

training 

• Encourage teachers to take ICT and ICT in education courses during non -school 

hours. Libyan primary-school teachers, for example, took courses during their 

summer break in order to prepare for an ICT in primary -school program that was 

initiated in the fall. 

For countries that require that primary school teachers have a university degree 

More and more countries are requiring primary school teachers to have a university degree. These degree programs can be adjus ted to include 

ICT and ICT in learning programs to increase teachers’ familiar ity with the technology and its usage in education. 


Teachers and Teachers 

Unions 

Teacher initiation and financing of 

ICT training 

• Add ICT skills and technology-enabled instruction courses to core teacher-training 

curriculum in universities and certification programs. 

Regional Development Banks 

Contact the regional development bank for assistance with ICT in primary education programs. To help make a case for the importance o f 

these investments, point to the example of the Inter-American Development Bank, which has been very active in supporting 1:1 eLe arning 

programs, including initiatives in Brazil, Chile, Costa Rica, Guatemala and Haiti. The Asian Development Bank also has experience in supporting 

ICT programs with a primary school component (projects in Mongolia and Sri Lanka). 

These banks have offices or a presence in most countries in the region. The M inistry of Foreign Affairs can also provide assistance with 

identifying the international organizations that are accredited in the country. If the development bank does not have a local office, th e 

government may approach the headquarters of the organization, which would be able to provide further assistance. The Resource section of 

this Guide provides links to the contacts for these organizations. 


35




• Consolidate purchases to maximize economies of scale 

and consider quantity discount programs Consistency in 

hardware and configuration will also decrease TCO, as 

support costs are less than with diverse platforms. 

• Consider using a single vendor for the total solution 

Another approach to qualifying for quantity discount 

programs is to minimize the number of vendors used. One 

vendor that provides a total solution may end up costing 

less (in financial and oversight terms) than multiple 

vendors that each provide a separate piece of the puz zle. 

• Maximize indirect relationships Global vendors may have 

relationships with members of the development 

community. For example, Intel has partnered with USAID to 

support ICT in primary school education programs across 

the globe. 

• Evaluate the pros and cons of alternative purchasing 

models These include up-front payments, vendor or thirdparty 

financing, leasing and grants. 

• Establish cost-recovery mechanisms from ICT 

infrastructure in primary schools For example, schools in 

South Africa operate computer labs as for-fee cyber cafés 

after school hours. Revenues are used to fund the 

sustained operations of the technology for the students. 

• Think about the C — communications providers and funds — 

in ICT As 3G licenses gain traction (and their sale 

provides revenue windfalls), universal service fees 

accumulate and mobile phone companies increasingly 

bundle computers with broadband access, communications 

providers and funds may be the best source of financing 

for ICT in primary school programs. Now is the time to 

exploit these opportunities, as soon these funds may be 

dedicated to other programs and mobile operators may 

move away from bundling and on to another product mix. 

• Join the Anytime, Anywhere Learning Foundation It is a 

non-profit membership organization based in the U.S. that 

provides resources and a community around 1:1 eLearning 

programs. Membership is free. (Contact information is in 

the Resource section of this Guide.) 

USAID: Strong Supporter of 

ICT in Primary-school 

Programs 

USAID has collaborated since 2005 with Intel on ICT in 

primary-school programs in Egypt, Guatemala, Indonesia, 

Jordan and Kenya. The two partners have provided schools 

with a wide variety of resources, including teacher training 

and curricula, technology, program administration, 

monitoring and evaluation support and translations of 

digital educational content. 

Regions of focus: USAID works in five regions: Sub- 

Saharan Africa, Asia, Latin America and the Caribbean, 

Europe and Eurasia, and the Middle East 

• Contact information: 

 

 

USAID’s Mission website has contact 

information for countries in which USAID has a 

presence (see Resource section for the URL) 

US Embassy staff can be contacted for 

countries in which USAID does not have a 

formal presence. The US embassy staff should 

be able to direct you to USAID’s country 

representative. (see Resource section for the 

URL) 


36




Orientation and training are essential components of ICT in education 

programs, especially in primary schools, where the technology is often being 

deployed for the first time. All stakeholders whose efforts will coalesce to 

make the technology in education program a succ ess will benefit from being 

involved in orientation or training sessions. Orientation and training is a sub - 

component of change management, but is important enough to warrant 

separate discussion. 

Importance 

Technology, like other tools, is only powerful if it is used correctly. Teachers 

will often use technology if instructed to do so, but computers will be most 

effectively used when coupled with adequate training. From India to Mexico, 

Rwanda and Turkey, primary-school teachers have reported that they did not 

feel adequately trained on technology they were expected to use. These 

teachers were unable to take full advantage of the technology and sometimes 

even rejected it. Table 1 outlines the importance of and the possible training 

and orientation methods appropriate for the diverse stakeholders of a primary - 

school technology program. 

Orientation vs. Training 

Orientation Refers to workshops, planning sessions and 

discussions in which stakeholders attempt to understand 

the new technical and pedagogical concepts behind the ICT 

and education program; acquire greater understanding of 

the functionality and benefits of technology; and 

understand how to ensure safe usage of the technology by 

primary-school-level children. These sessions are 

particularly important in instances in which the children 

bring the computers home. The purpose of these sessions 

is to address sensitization, familiarity and cultural and 

political acceptance of the technology. 

Training Follows initial orientation and refers to more 

in-depth instruction or usage of learning materials in order 

to master — and be equipped to teach a subject. Teachers 

are the main recipients of this level of training (both 

technical and pedagogical); it is also referred to as 

―professional development.‖ 

Table 1: Importance of and Possible Training and Orientation Methods by Stakeholder Group 

Stakeholder 

Teachers 

Orientation Or 


Importance and Possible Methods 

Teachers are one of the most important stakeholders in the effective use of in -school technology. It is the teacher 

who will be working with the children day -to-day as they use the technology. Teachers can be on board in the early 

planning stages of a technology in education program and can be continually supported via orientation and training 

sessions. Orientation sessions could include: 

Orientation 

• Sessions focused on providing familiarity with both the technology and the new learning models that can be 

achieved with the technology. 

• Introduction — and ideally input to the ICT in Primary Education Plan. 

• Communication with teachers who have already used technology in their classrooms. 

• Orientation to the various resources (e.g., list of online content and/or basic tr oubleshooting techniques) 

available to teachers. 

Teachers in primary schools generally teach all subjects and therefore need multiple levels of training: 

• Detailed technical training for teachers, designated IT staff or a local support team is vital to the 

sustainability of the project. Demonstrations and guided practice on the hardware and software that teachers 

will be using provides a hands-on way of familiarizing teachers with the tools. 

• Training on the new pedagogies and classroom managemen t skills needed is essential for teachers to fully 


exploit the potential for computers to transform classrooms. Role play and modeling of the novel classroom 

environment could be very helpful, as could shadowing or student -teaching in a classroom already u sing ICT, if 

possible. A few of the final sessions could even require students to work through example lessons. 

Assess Financial Alternatives & Secure This Funding training needs to happen before, during and after the initial implementation of the technology and is an ongoing 

component of the ICT in primary-school education program. 


37



Continued 

Stakeholder 

Orientation Or 


Importance and Possible Methods 

Governments (e.g., MOE, MOIT) at both the national and regional level, as well as school districts, may spearhead ICT in 

education programs, but they can also benefit from orientation on many of the topics in this Guide. For example: 

Government Agencies 

and School Districts 

Orientation 

• Initial, focused demonstrations of the technology with important individuals could secure the buy -in of 

ministry or district leaders. Then, expanded training courses for managers and their working groups (e.g., 

ministry leaders and their subsidiaries) could guide the design and management of ICT implementations. Case 

studies are an excellent tool to use to h elp future ICT implementation overseers gain the technical knowledge 

they need and ability to find resources when problems arise. 

Parents and Community 

Members 

Orientation 

• Supplementary workshops and sessions could focus on topics such as outlining the new learning models that 

can be achieved via technology, creating robust ICT in Primary Education Plans, successfully budgeting for and 

financing ICT in education programs, and defining, monitoring and evaluating success. 

Orientation sessions are also an opportunity for different government agencies (e.g., Ministries of Education, IT, and 

Technology and Communication) to interact and potentially collaborate on ICT in primary -school education programs. 

Parents, while not in the classroom every day, are intimately connected to their children’s education. These 

stakeholders especially in primary schools must approve of the content and technologies to which their children 

will be exposed. However, they often may not understand the material or the machines, especially in rural areas where 

the overall level of education is likely to be lower. Community members are more tangential but still vital to the health 

and success of the computer education program. They too need to be brought up to speed on what is happening in 

their local classrooms. 

• Sessions could be focused on promoting familiarity with the technology and demonstrating the educational 

and community impact of these additions. Public awareness campa igns may be used, and hands-on 

demonstrations may be even more effective. Inviting the community into the classroom throughout the year in 

a structured way may sustain this beneficial relationship. In the Magellan 1:1 eLearning program in Portugal, 

for example, representatives of parent organizations were invited to observe teacher training sessions. Lastly, 

courses on Internet safety could be very important for parents, especially when the children bring the 

computers home. 

School administrators are vital to the logistic implementation of the program as well as the strategic vision of the 

computers’ use in the classroom. 

School Administrators 

Orientation 

• Pre-implementation sessions could introduce the technology, but the focus should be on giving examples of 

how ICT-in-primary-education programs have been managed in other implementations. Administrators could 

hear testimonies from other administrators and share best practices. One example of such a program is Intel’s 

Teach — Leadership, which is specifically tailored to school administrators. In this forum, administrators 

interact with their peers to become more comfortable with taking a leadership role in the promotion, support 

and ongoing success of technology in education programs. 

Students may be confronted with new learning tools and methods, and a transition period may facilitate their 

acclimation to the novel technologies. 

Students 

Orientation 

• Students may have to be familiarized with the technology in the same way that the community nee ds to be. 

Beyond familiarization, their teacher can provide the crucial initial training and further skill development. 

• The orientation for students will also be the critical juncture at which to impact proper usage guidelines (e.g., 

replacement responsibility, proper handling, email etiquette, permissible web sites, ramifications if rules are 

broken). 


38




• Ongoing professional development for teachers Needs 

not be based on traditional training methods like multiple - 

day, on-site workshops. Less expensive, less disruptive and 

more innovative methods could be used, such as mentoring 

programs, phased and staggered rollouts, ongoing training 

workshops on computers or distance learning. Local OEMs 

(LOEMs) who provide a complete ESP solution are one 

potential source of this type of training. Regardless of the 

model selected, the model should be continually monitored, 

evaluated and refined to ensure its effectiveness and 

efficacy. 

• Train-the-trainer programs In some cases, it may be more 

efficient to train one or two computer experts per school. 

These ―local experts‖ can facilitate sustainability and be a 

point of contact and continuity for the program. It may also 

be useful to have trainings for teachers at each grade 

level, as there will be different requirements and 

competencies for each group. Teachers who have been 

involved in previous implementations and have benefited 

from using the technology could support other teachers 

and form support communities. 

• Leverage local and virtual resources The primary school 

could liaise with local teacher training schools for training 

workshops. Teachers at nearby secondary schools that 

have already deployed technology in education programs 

could be another powerful resource. Many teachers, 

especially primary school teachers, are getting addit ional 

certification through distance learning classes, and ICT 

could be offered as a course. The computers themselves 

could be used as teachers, but a human resource may still 

be necessary to answer questions or help teachers get 

started. 

• Pre-service training Governments can greatly reduce ICT 

in education training requirements by modifying basic 

teacher education to include both ICT training and 

computer-aided learning into the college curriculum. 

Teachers that understand technology and have learned 

how to use it would need less guidance on integrating 

technology in their own classrooms. In Jordan, pre -service 

teachers are required to take technology courses, but the 

teachers have noted that there should be more of a focus 

on how to integrate the technology with the curriculum. xi 

• Hands-on practice Create as many hands-on practice 

opportunities as possible, working through case study 

examples and practicing real lessons on computers. 

• Incorporate the use of technology in the teachers' lives 

Meaningfully incorporate technology into teachers’ lives 

(e.g., administrative duties, encouraging personal use of 

computers in the home) to help teachers become more 

fluent and comfortable with the technology. 

Intel© Teach 

Intel® Teach prepares teachers to introduce and integrate 

21st century learning in their classrooms. The training 

sessions have been successfully used by both pre -service 

and seasoned teachers. The program relies on a teach-theteacher 

model, which enables school districts to replicate 

the training both broadly and affordably. 


39




ICT in education programs can be complex and will require the 

support of skilled professionals from the planning through the 

deployment and sustained operations stages of the program. This 

is especially true when a school or group of schools is installing 

technology on a large scale for the first time, which is often the 

case in primary schools. Administrators need to decide how they 

want to manage the procurement and deployment process, as well 

as how to maintain the solution once the installation is complete. 

Deciding whether to insource or outsource may be the central 

deployment-model question, but beyond that, a host of other 

decisions may need to be made. 

Importance 

Procuring equipment, organizing teacher training and arranging for 

multi-year technical support are critical tasks, and governments or 

schools (especially primary school administrators) may not have the 

internal capacity to tackle them. Given that constraint, 

governments or school administrators often choose to outsource 

some or all of the process to an outside vendor or consultant. The 

decision to insource or outsource is one of the most central 

decisions that planners must make, as it determines how resources 

will be managed, what external and internal roles will be and how 

much the deployment will cost. Deployment models are also 

important in addressing technical failures that prevent teachers 

from delivering lessons, one of the biggest obstacles to successful 

IT implementations and a source of much teacher frustration. 

To insource or outsource: Key questions to 

answer 

In answering perhaps the most basic deployment model question, 

whether to insource or outsource a technology deployment, 

officials need to consider the following questions along the basic 

dimensions of time, cost and human resources: 

• How has the school or district managed previous 

technology deployments (unlikely in primary schools in 

developing countries) Has it insourced or outsourced 

these deployments What has worked or not worked 

• Is there currently internal staff that has the time and 

expertise to manage the deployment process If not, which 

is likely the case in primary schools, what would be the 

time and cost associated with adding such staff What 

Insourcing and Outsourcing 

Defined 

Outsourcing The transfer of job functions to a 

contractor, so that the entity can focus on core business 

and leverage the special skills of the external group 

Insourcing Assuming functional responsibilities as an 

organization rather than contracting that function or job 

with an outside agency 

other work or responsibilities would have to be postponed 

for current, qualified staff to take on deployment 

management 

• Does the school or district have experience with managing 

outsourced resources What internal staff would be 

responsible for doing so 

• If the project must be outsourced, what vendors or 

partners are eligible for consideration Are these vendors 

local or outside the area How do they compare to one 

another or to internal resources in expertise and cost 

• Would the TCO (see page 32) be lower using an insourced 

or outsourced solution 

• Is there flexibility in the timeframe of the deployment 

How would insourcing or outsourcing affect compliance 

with this timeframe 

• Is the deployment taking place over several phases or 

stages If so, does it make sense to insource some phases 

and outsource others If outsourcing, does it make sense 

to use multiple vendors or the same vendor for the entire 

process 

• Does the solution require specialized skills or expertise 

Are these skills readily available in the primary school or 

surrounding community How do local skills affect the 

decision to insource or outsource 

The answers to these questions may provide greater clarity into 

the decision about whether insourcing or outsourcing makes more 

sense. Beyond that first decision are several additional layers of 

decisions that may need to be made. 


40



Insourcing vs. outsourcing: Pros and cons 

There are benefits and drawbacks to both insourcing and outsourcing as deployment models. Officials may consider the extent t o which the pros 

or cons of each model apply to their situation, and how each model compares to an alternative model. 

Insourcing 

Outsourcing 

Pros 

• Internal staff will gain skills for future deployments or 

continued development of the current deployment 

• Local ecosystem partners will develop, which could enhance 

competitiveness and economic development of the area 

• Implementation time may be quicker if internal expertise is 

present and outsourced contractual procedures are time - 

consuming 

• Primary-school parents may be more comfortable personally 

knowing who is working on the project 

• Using vendors frees up busy primary school internal staff to 

concentrate on teaching and supervisory, monitoring and 

evaluation tasks 

• Outsourcing provides possible access to vendors’ external 

network for current or future projects 

• Using vendors leverages best practices and experiences from 

multiple deployments in varying environments 

• Private firms develop and strengthen the ICT skills and 

knowledge base of the country 

Cons 

• Limited knowledge base and time of existing staff (especially 

in primary schools) may require hiring of highly skilled but 

costly staff 

• Limited knowledge and use of best practices developed by 

outsiders could mean repeating mistakes of others 

• Contractual obligations for new staff may be costly 

• New staffing requisitions may not be approved 

• Use of outside resources limits internal development of 

resources who understand technology and processes 

• Vendor failure or end of partnership may entail extensive costs 

as new vendor or internal resources are trained 

Technical support: Alternative models of support 

The ongoing maintenance and technical support of a computer deployment is 

one of the most important aspects to determine of the deployment model. 

Fortunately, there is a variety of models that have been used by schools, 

including primary schools, to ensure that computers are maintained in 

working order. The following are among the models that primary school 

administrators can consider: 

• Pooling support with secondary schools Secondary schools are 

more likely to have in-house technical support than primary schools 

and may have additional capacity to support primary-school computer 

installations, especially if there is overlap in systems. Whether such a 

model can work, however, depends on primary schools and secondary 

schools being in close proximity and their ability to negotiate a cost -sharing agreement. Success is more likely with schools that already 

have cost or personnel-sharing arrangements. In some countries, such as Finland, the administration of primary and secondary schools 

has been merged. In those cases, this type of sharing solution could be a viable option. 

• Using non-profit organizations or volunteers Technical support may be provided by organizations or individua ls that provide their 

services at little or no cost. Local universities, the IT departments of multinational corporations, parents, alumni and othe rs may have the 

skill, interest and time to assist in the support of technology deployments at primary school s. In Singapore, for example, parents who 

want to send their children to certain schools must agree to volunteer a certain number of hours at the school. Internal staf f must 

supervise volunteers, though, and with no profit motive, schools must ensure that this model is sustainable. Providing non -monetary 

compensation, such as credits for college students, offers one possible solution. 

Recommendation 

When outsourcing, an Education or managed service 

provider (MSP) that specializes in education can be a good 

choice. An MSP offers continuous managing of IT functions, 

monitoring and fixing problems proactively over the 

Internet rather than being onsite. This may be an especially 

good choice for primary schools that are physically remote. 

Intel’s® vPro technology now allows MSPs to communicate 

with and manage PCs from the MSP service center, even if 

a system is powered off, its OS is inoperative or its 

software agents have been disabled. 


41



• Training teachers to provide support If no teacher with 

advanced technology skills resides at a school, primary 

schools may choose to train one or two teachers at a 

school to provide support. Teachers may earn extra wages 

and benefit from additional skills. Schools, however, must 

have a plan to prevent teachers from leaving once the 

training investment has been made. 

• Student-provided support It is very common — from 

Africa to India and Latin America — for secondary school 

students to provide at least basic support for technology in 

education programs. Not only does the school save money, 

but the students gain a higher level of ICT skills, which 

better positions them for success in the job market. There 

are some examples of peer support in primary schools, such 

as computer clubs in Macedonia, or using students with 

advanced skills to help others, which is done in Australia 

and the United States. And even the youngest students 

can support simple tasks such as helping the teacher roll 

the computer-on-wheels cart to the next room or plug in 

the laptops for recharging. 

Each of these alternative models has its own set of positives and 

negatives, but they present the possibility of allowing primary 

schools to leverage unique local assets to offset costs. 


• Plan for the life of the solution The model that is 

ultimately chosen should be sustainable for the duration of 

the deployment being considered. Relying on technical 

support from a handful of local university students whose 

presence might last for one year in a five-year deployment, 

for example, runs the risk of disruption. This consideration 

may seem obvious, but unfortunately, many technology -ineducation 

programs focus almost entirely on the initial 

deployment and first year of operation. 

• Consider support for IT strategy, not just tech support 

While technical support is critical, primary schools need 

support with deployment as well as with the creation of 

their long-term IT strategy (including the integration of 

novel teaching methods and tools). Changes in the external 

environment or the ICT in Primary Education Plan may 

require a shift in tactics that schools lack the capacity to 

implement. 

• Know your ecosystem A good understanding of the 

technology and education ecosystems in which a school 

exists provides valuable assistance in deciding which 

technical-support model to choose. It provides decision 

makers with the context to understand which model suits a 

school’s unique circumstances and needs. 

• Dedicated system administrator Consider designating 

one person — either a teacher or a member of the school’s 

administration — as a systems administrator. In this way, 

the logistics of computer use and upkeep could be 

separated from the work individual teachers must do, 

especially if students are allowed to use the computers 

outside of class time. It is not uncommon for an 

administrator to step in for a specific subject in primary 

schools in Ghana, ICT training could be another potential 

gap school administrators could fill. 


43 42

Sustained Operations 



Technology deployments in schools do not end with the 

installation of new computers. Ensuring that everyone in the 

education ecosystem students, teachers, administrators and 

parents benefits from deployments requires a strategy for 

sustained operations. This plan involves building a model for 

ongoing technical support and teacher training, creating 

mechanisms for learning from implementations and adjusting the 

ICT in Primary Education Plan accordingly, and maintaining regular 

communications with all involved in the deployment. 

Importance 

It is essential to have a plan for supporting technology programs 

once the computers are switched on. Individual computer 

installations are often expected to last for five years or more and 

the use of technology in those institutions will likely be permanent. 

A long lifespan as well as positive educational outcomes is possible 

if there is a thorough plan for maintaining both the technical and 

human aspects of the deployment. A plan for sustained operations 

takes into account all components of the deployment, including 

contingency plans in the event of a disaster or other external 

disruptive event and allows officials to get a better return on the 

investment they have made. 

Program evaluation and maintaining success 

Almost as soon as the planning for a technology in education 

program is set in motion, information about how it is working starts 

to accumulate. Each program experiences some of the successes 

foreseen by educators and officials, along with unanticipated 

benefits and unwanted surprises. All of this information is useful. 

Some of it may support assumptions made at the start of a 

deployment, while some may challenge those assumptions. No 

deployment goes exactly according to plan, but maintaining a 

feedback loop, or mechanism for adjustment, is essential to 

sustaining operation. The figure below illustrates a typical 

feedback loop in an ICT in education deployment. 

All stakeholders, from teachers to parents, government officials 

and the funders of the technology in education program, have a 

vested interest in the program’s performance. Continually 

evaluating and communicating the results, and making real -time 

adjustments to better ensure positive results, will increase the 


Sustained operations refers to the ongoing maintenance, 

support and monitoring and evaluation of ICT in education 

deployments. It encompasses continuous adjustments to 

training, a feedback loop in which the results from the 

deployment and external developments are used to adjust 

the technology plan and ongoing communications to 

stakeholders. 

A plan for sustained operations also al lows officials to get 

a better return on the investment they have made. 

Demonstrating that a deployment has a positive return on 

investment is a pre-requisite for educators to justify 

additional or continued investment in technology. Planning 

comprehensively for the human and technical elements of a 

technology deployment may lengthen the period during 

which a deployment produces a return while keeping the 

investment needed to do so to a minimum. 

likelihood of the sustained operation of the current program and 

continual investment and interest in future programs. In addition, 

efforts to recognize teachers, students and administrators who are 

leading the way and reaping the benefits can contribute to building 

momentum and sustaining enthusiasm. These individuals and 

examples can be highlighted in case studies and ―best practices ,‖ 

which will benefit the technology and learning programs in primary 

schools in their countries and beyond. 

It is appropriate to revisit the ICT in Primary Schoo l Education 

Framework introduced at the beginning of this Guide — Figure 11, 

below — to reinforce the idea that any technology in primary 

education program is a continuum, not a one -time implementation 

or effort. The ICT in Primary Education Plan is a living document. It 

needs to be updated and revised based on the monitoring and 

evaluation of program results from the schools. Just as the ICT in 

Primary Education Plan guides each deployment and the change 

management processes used to support it, so the scho ols will also 

need to continually adjust their ICT in Primary Education Plans as 

feedback is received. 


43



Figure 11: Conceptualizing ICT Programs in Primary Schools 

The heart of a successful feedback loop is a strong monitoring and 

evaluation mechanism. Monitoring and evaluation tools and 

strategies allow planners to understand what is working in an ICT 

in education program and what is not. Success metrics must be 

established for shorter-term educational goals, which can align 

with goals laid out in the ICT in education plan. Educators and 

administrators may use exams to assess whether academic goals 

are being met, or they might use surveys to determine the impact 

of the deployment on student, teacher and staff attitudes, 

practices and knowledge. Non-academic measures of success, such 

as changes in the community’s feelings toward ICT, are important 

as well, since they may affect a school’s ability to sustain 

technology programs. Finally, methods of determining how 

performance on short-term goals impact longer-term social or 

economic goals may also be considered. Intel’s eLearning 

Deployment Guide (on page 51) highlights organizations that have 

created measurement standards that can be used to evaluate 

success in an ICT in education program. 

As information about the performance of deployments is collected, 

―lessons learned‖ can then be used to adjust the ICT in Primary 

Education Plan. Goals may change, or components within the plan 

may change to reflect lessons learned during the deployment. For 

example, the ICT in Primary Education Plan may not have originally 

envisaged students providing low-level technical support in order 

to reduce costs. Lessons from the deployment’s first year, 

however, may show that this is a feasible and cost-effective 

model. The Plan may then be changed to incorporate this support 

model. 

Chile’s Enlaces Program 

The Enlaces program, Chile’s IT in education initiative, has 

established several databases to monitor and evaluate the 

performance of participating schools. One database stores 

statistics on participating schools and the number of 

teachers trained and links these statistics to databases at 

the Ministry of Education, while others record installation 

conditions, track hardware warranties and monitor Internet 

connection performance. 

Components of a sustained operations plan 

When creating a plan for sustained operations, officials should 

refer to their ICT in Primary Education Plan, which should address 

each part of the technology and education ecosystem. 

• Teacher training Though teachers must be trained before 

a deployment is launched, regular ongoing training is also 

critical. Continuous training reinforces the skills teachers 

have already learned while teaching them new skills as 

technology is more fully integrated into student learning. A 

strong, reliable teacher training program, whether provided 

internally or by outside organizations, is also necessary as 

new teachers consistently need to be trained due to the 

high turnover rates in primary schools. 


45 44



• Financing and budgeting 1:1 eLearning projects may 

require the purchase of new hardware each year. But a 

given school or school system’s financial picture might 

change, as might external conditions such as interest rates 

or financing options. This means that the original financing 

option chosen may no longer be optimal and another 

method of financing should be used. Likewise, yearly 

evaluations of technology program expenditures and how 

they compare to projected budgets can be used to 

determine whether changes to the original plan are needed. 

Cost projections for computers should be as complete as 

possible and include the costs of spare parts, replacement 

and disposal. Budgets should reflect the TCO analysis (see 

page 28) performed before the project was launched. 

• Support The support model for a technology 

implementation is chosen during the deployment process 

(see page 45). As one of the most critical areas of a 

technology deployment, technical support must be 

constantly evaluated to ensure that computers are being 

used as intended and are performing with minimal 

downtime. Increasing the size of deployments over a multi - 

year period can also have implications for support models. 

Budgets and expenditures can be compared to projections, 

as well as to the costs of changing support models. 

• Communications Timely, consistent communications are a 

key part of change management plans (see page 22) but 

regular communication continues well after a deployme nt. 

At each stage of deployment, ecosystem stakeholders 

need information on how they will be affected and a 

mechanism for giving feedback. Without consistent 

communication, momentum towards institutionalizing new 

ways of teaching and learning can quickly fall away. 


• Build a better timeline A thorough, detailed timeline with 

regular milestones and set evaluation metrics helps to 

ensure that monitoring and evaluation, as well as 

adjustments, happen consistently. A timeline also may 

prevent stakeholders from neglecting the plan. 

• Create incentives for success Projects succeed when 

ecosystem stakeholders have a stake in their success. 

Offering incentives, such as compensation or recognition, 

for active participation and leadership in technology 

initiatives can help prevent a loss of momentum. 

• Avoid complacency The successful launch of a 

technology deployment is cause f or satisfaction, but 

recognizing that deployment isn’t the final step helps avoid 

complacency that hinders continued success. 

• Continuous, effective communication Keeping in close 

touch with local implementers will reassure new 

technology users and identify problems as soon as 

possible. In addition, a good public relations plan to 

broadcast program success will provide additional public 

support, both emotionally and financially. 

Continual Improvement 

Monitoring, evaluating and continually refining an ICT in 

education program is essential for its immediate success 

and for continued investment in similar programs. The 

objective of these activities is two-fold: (1) to revise 

practices that are not performing as expected and (2) to 

amplify those that are meeting or exceeding expectations. 

Monitoring, evaluation and refinement activities need to 

happen on multiple levels: 

Student: 

• continually evaluating student progress 

• reporting to parents on student achievement levels 

• identifying problem areas and adjusting learning 

Teacher: 

methods and tools 

• highlighting and disseminating best-practices 

• monitoring teacher use of computers for 

administrative purposes 

• monitoring teacher familiarity and proficiency with 

computers 

• identifying and rewarding innovative use of 

School: 

technology by teachers 

• comparing outcomes to baseline and peer 

performance 

• evaluating progress toward exam requirements 

• increasing administrator familiarity and proficiency 

with computers 

Government: 

• evaluating return on investment to ICT in primary - 

education programs 

• comparing academic, administrative and social 

outcomes in different schools or regions 


45


Conclusion 

As decision makers think about the resources and processes 

needed to bring the benefits of technology to primary school 

children, it is worth considering the growing role that ICT plays in 

the world today. Technology is present in nearly every area of life, 

from consuming media to running a business to providing and 

accessing health care. Technology is not going away; rather, its 

role will continue to increase. Children must be provided with the 

skills and knowledge they need to integrate it into their lives at an 

early age. Just as educators would not wait until secondary school 

to begin teaching children how to use money responsibly or to 

instill civic values, so too they must begin at an early age to 

prepare students for a society in which a strong familiarity with 

technology is a necessity, not a luxury. 

As Figure12 shows, primary school is the first link in the 

progression from education to employment. It is one of the most 

critical steps in the process as it is where children build the 

foundational skills required for success throughout their academic 

and professional careers. It is in these institutions — primary 

schools — where children must begin to form 21 st -century skills 

such as collaboration, critical thinking and creative expression, 

along with more traditional skills such as basic literacy and 

numeracy. The transition from primary to secondary school is 

taxing on students. Students will go to larger schools — sometimes 

far from home. They will generally change classrooms and teachers 

for each subject. The transition will be even more stressful if they 

also receive their first exposure to computers and student -centric 

learning models. Some may not succeed in the transition. To 

increase the likelihood of success and a smoother transition for th e 

children, primary schools should be the starting point for 

technology integration and the foundations of 21 st -century skills. 

Although deploying technology in primary schools is a complicated 

endeavor, the steps and examples outlined in this Guide show t hat 

deployments can be managed to everyone’s benefit. Success in 

technology in primary school programs requires a holistic approach 

that takes into account the needs and interests of all stakeholders 

and that never loses sight of the educational goals the technology 

is intended to address. 

Primary 

education: 

Foundational 

skills 

Secondary 

education: 

Enhanced 

skills 

Higher 

education: 

Specialized 

skills 

Job Market 

Figure 12: Education–Employment Progression 

Conclusion 

46


Glossary 

3G licensing fees 

Fees typically paid to a national government by mobile 

telecommunications operators for the rights to new 

spectrum frequencies over which third-generation voice 

and data services can be transmitted 

1:1 eLearning 

A learning environment in which each student has a 

dedicated personal computer, which, in some instances, 

he or she can take home so that learning continues after 

school hours 

21 st -century skills 

A set of skills to help students succeed in today’s global 

economy. UNESCO defines these skills as including 

problem solving, communication, collaboration, 

experimentation, critical thinking and creative expression 

(http://unesdoc.unesco.org/images/0015/001562/15620 

7e.pdf) 

Change management 

A set of tools used to enable an organization or 

individuals to thrive in a new environment 

Classmate PC 

Intel-powered classmate PCs are purpose-built netbooks 

designed specifically to meet the educational needs of 

young students and create new possibilities. They are 

based on reliable Intel® architecture and Intel® mobile 

processors, and feature enough memory and storage to 

run real-world applications. For more information see 

http://www.classmatepc.com/resource-center/ 

Competitiveness index 

A set of indicators used to rank countries or regions 

according to their economic competitiveness overall or in 

specific industry sectors 

Cost-per-seat 

Cost incurred in carrying out ICT activities, including 

procurement, installation, operation and maintenance, on 

a per-unit basis 

Differentiated learning: Adjustments made by teachers to cater 

to individual learning needs within a group of students 

Education ecosystem 

A collection of subsystems comprised of educational 

institutions and their staffs, teachers, learners who 

acquire and use knowledge and employers who sponsor 

professional development programs 

End-of-life costs 

Costs associated with disposition of the asset including 

sale of asset, removal, preparation for re-use, recycling, 

etc. 

Global competitiveness index 

An index that measures the ability of a country or region 

to sustain its current- and medium-term growth. This 

ability in turn depends on the robustness of the 

country’s public and private institutions, infrastructure, 

macroeconomic framework and education and health 

systems 

Information and communication technology (ICT) 

ICT is the overarching term used to describe all 

information technologies (e.g., computers, software, 

storage devices) and communications technologies (e.g., 

mobile phones and networks, satellites, radios, fax 

machines) 

Intel Learning Series (ILS) 

ILS is a collection of hardware, software and services 

designed specifically for education. Intel created the Intel 

Learning Series to address ongoing education technology 

needs around the world. For more information on ILS, see 

http://www.intel.com/intel/learningseries.htm 

Insourcing 

Assuming functional responsibilities as an organization 

rather than contracting that function or job with an 

outside agency 

Knowledge economy index 

An index that represents the effectiveness with which a 

country or region uses and/or shares knowledge 

LOEMs 

Local OEMs (see OEM definition in this glossary) 

Millennium Development Goals 

A set of eight goals to overcome global developmental 

challenges defined by the United Nations Development 

Program. Goals are set to be achieved by 2015 

Glossary 

48 47


OEMs 

Original equipment manufacturers that manufacture and 

sell components to other companies, which then retail 

the products under their own brand name 

ODMs 

Original design manufacturers that design and 

manufacture components and sell them to other 

companies, which then retail them under their own brand 

name 

Outsourcing 

The transfer of job functions to a contractor, so that the 

entity can focus on core business and leverage the 

special skills of the external group 

Primary education 

The initial six or seven years of a child’s formal education 

typically lasting from age 5 to 12 

Pre-service training 

Training given to individuals before they receive their 

teaching certification and are full-fledged teachers 

Total cost of ownership (TCO) 

TCO includes costs associated with an asset from 

purchase, through operation, maintenance and final 

disposition of the asset 

Third-party financing 

A process in which an intermediary (e.g., a lending 

institution) qualifies the buyer and provides the vendor 

with payment for products or services sold. In turn, the 

intermediary receives payment from the buyer over a 

predetermined period of time 

Universal service funds 

Telecom carriers contribute to this fund, which is used to 

ensure that low-income and hard-to-reach regions, and 

especially low-income and hard-to-reach schools and 

medical service providers, benefit from 

telecommunications infrastructure 

Glossary 

48


Resources 

African Development Bank List of Field Office Contacts: 

http://www.afdb.org/en/contact-us/field-offices-contacts/ 

Anytime Anywhere Learning Foundation : 

http://www.aalf.org 

Asian Development Bank List of Field Offices: 

http://www.adb.org/About/contact.asp 

Intel-powered classmate PC case studies: 

http://www.classmatepc.com/technology-in-the-classroom/ 

International Institute for Communication and Development (IICD) : 

http://www.iicd.org 

Inter American Development Bank Country Offices and Representatives : 

http://www.iadb.org/aboutus/vii/cof.cfmlanguage=english 

United States Agency for International Development (USAID), Mission Website : 

http://www.usaid.gov/missions/ 

United States Embassies: 

http://www.state.gov/misc/list/index.htm 

Resources 

49


Bibliography 

The following sources informed some of the cases and examples used in this Guide: 

Bateman, Debra and Oakley, Carol. Research Report: The classmate PC 1:1 eLearning project in Australia. Deakin University. Faculty of Arts & 

Education. February 2009 

ICT Infrastructure, Connectivity and Accessibility, gesci -UN ICT task force. Available at: http://www.gesci.org/ict-infrastructure-connectivity-andaccessibility.html 

Inter American Development Bank. IDB, One Laptop Per Child to launch pilot project in Haiti. February 14, 20 08. Accessed on July 27, 2009 at 

http://www.iadb.org/news/detail.cfmartid=4413&language=En&id=4413&CFID=2083754&CFTOKEN=20322709 

Maclay, Colin M., Robert Hawkins and Geoffrey S. Kirkman and the World Bank Institute (WBI). Global Networked Readiness for Education: 

Preliminary findings from a Pilot Project to Evaluate the Impact of Computers and the Internet on Learning in Eleven Developi ng 

Countries. January 2005. Available at: http://wwwwds.worldbank.org/external/default/WDSContentServer/WDSP/I 

B/2005/07/25/000090341_20050725093352/Rendered/PDF/32992 

0GNRE0FINAL.pdf 

REGULATEL, Telecentre models FINAL Annex 4 v. 1, Retrieved on 20 July, 2009 from 

http://www.regulatel.org/miembros/publicaciones/ESTU%20DIOS/SERV%20UNIV/PPIAF/informe%20final/draft%20vf/New%20Annex% 

204%20Telecentre%20Models.v.1.pdf 

The Fiankoma Project. (2000-2006). Video Educational Trust/Department for International Development. Available from: 

http://www.fiankoma.org/pdf/digital_divide_ghanaian_perspective.pdf 

UNESCO (2008). ICT Competency Standards for Teachers. Published by United Nations Educational, Scientific and Cultural Organization, page 8. 

Retrieved on 7 July 2009 from http://unesdoc.unesco.org/images/0015/001562/156207e.pdf 

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Endnotes 

i UNESCO’s 21 st Century Skills are from: UNESCO (2008). ICT Competency Standards for Teachers. Published by United Nations Educational, 

Scientific and Cultural Organization, p. 8. Retrieved on 7/29/2009 from 

http://unesdoc.unesco.org/images/0015/001562/156207e.pdf . In the Mexican primary school example, the only instance in which 

students with computers did not outperform those without was in telesecundarias, a distance education program. Further resear ch 

needs to be conducted to understand why this particular type of i nstitution did not show improved math and language skills. See 

Comparativo del promedio general de las escuelas que participan en Red Escolar y la prueba ENLACE. (2008) Sondeos y Estadísti cas – 

Red Escolar website. 

ii Linden, L., Banerjee, A., and Duflo, E. (2003). Computer-Assisted Learning: Evidence from a Randomized Experiment. Poverty Action Lab Working 

Paper. 

iii Passey, D., Rogers, C., Machell, J., McHugh, G. (2004). The Motivational Effect of ICT on Pupils. Research Report. Department of Educational 

Research, University of Lancaster. Available at: http://www.dcsf.gov.uk/research/data/uploadfiles/RR523new.pdf. 

iv iEARN (International Education and Resource Network) is ―the world's largest non-profit global network that enables teachers and youth to 

use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.‖ For 

information on the Egypt study, please see: Dewidar, and Khalil, D. (2004). iEARN Egypt Evaluation Study. Various documents can be 

accessed at http://www.iearnegypt.org/evaluation .php. 

v Hawkins, R. (2001). Ten Lessons for ICT and Education in the Developing World. Center for International Development. Global I nformation 

Technology Report. Harvard University. Available at http://cyber.l aw.harvard.edu/itg/libpubs/gitrr2002_ch04.pdf. 

vi Intel-Powered classmate PC case studies: http://www.classmatepc.com/technology -in-the-classroom/ 

vii Enlaces, Centro de Educación y Tecnología del Ministerio de Educación. (2005). Encuesta ―Educación en la Sociedad de la Información.‖ 

Retrieved on 4 April 2008 from: http://www.comenius.usach.cl/estudiostic/files/File/Material%20de%20referencia/encuesta.pdf . 

viii The change management components discussed in this section are largely based on the strategies outlined in: 

http://www.tagonline.org/articles.phpid=266 

ix http://www.iicd.org/projects/tanzania-betf 

x All subsequent monetary amounts will be marked with the $ symbol and refer to US dollars, unless otherwise noted. 

xi Jordanian student teachers' use of computers to develop primary stage pupils' literacy skills.‖ Ali Ahmad Al -Barakat and Ruba Fahmi Bataineh, 

Yarmouk University, Irbid, Jordan. International Journal of Education and Development using ICT > Vol. 4, No. 4 (2008). Last accessed on 

June 18, 2009 at http://ijedict.dec.uwi.edu/vie warticle.phpid=598&layout=html 

Endnotes 

51

Guide for Developing and Sustaining ICT in Primary Schools* - Intel

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