ICTs are increasingly being used in education systems around the world. How do we know what the impact of such use is? How should we monitor and assessment the use of ICTs in education? How can, should and might answers to these questions impact the policy planning process?
Questions such as these are complicated in many countries by a lack of consensus on what can and/or should be measured, and how this measurement can and should take place. Lack of common sets of methodologies and indicators in this regard also hampers cross-national comparison of developments and the impact of related initiatives.
To help address such challenges, many organizations have begun to develop, or propose to develop, common sets of ‘ICT in education indicators’ to help guide their activities, and those of their developmental partners, in this area.
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