IETE MOE Survey

International Experiences with Technology in Education
Ministry of Education Survey

This survey was designed for representatives of ministries of education participating in a research
study conducted under contract with the U.S. Department of Education, called International
Experiences with Technology in Education (IETE). The primary purpose of this survey is to collect
updates to available information on ICT in education policy and planning documents and
structures, funding mechanisms, monitoring practices, and major initiatives. In addition, we plan to
collect information about ongoing and planned efforts to collect ICT related indicator data and
willingness to participate in an annual compendium of ICT indicators. After the survey is completed
and returned, respondents will be asked to participate in a 60-90 minute telephone-based interview in
order to confirm survey results and collect richer, more descriptive information about policies and
programs related to ICT in education. Ministries of Education will not be asked to conduct new
data collections on behalf of the IETE study.
The reports prepared for this study will summarize findings across the sample as well as present
individual “country profiles.” An acknowledgment of all ministries of education will be included in
the final report along with the names of respondents. 
About this survey:


We use the term “ICT” throughout this survey. ICT stands for Information and Communication
Technologies, which are defined in this study as technological tools and resources used to
communicate, create, disseminate, store, and manage information. This includes digital tools
such as mobile phones, graphing calculators or digital cameras for example. ICT also includes
computer hardware, software applications (e.g., word processors, spreadsheets and media
players) and networks for school, community, global and/or public access (e.g., internet, intranet,
and local area networks).



This survey should take approximately 1 hour to complete. There are 7 sections.



This electronic form allows you to type your responses directly from your computer. Use Adobe
Acrobat or Acrobat Reader to complete and save the PDF. Select “highlight fields” on the top
left of your screen to fill the required response fields in color. The text size in the fields will
adjust automatically based on the length of your response.



Please return the completed electronic copy via email to gucci.estrella@sri.com.



OPTIONAL: You can print the PDF and fill in your responses by hand. Please use blue or black
ink to write your answers. Fax the completed survey to Gucci Estrella at +1.650.859.3673.

SURVEY START TIME:

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Country Name:

I. Respondent Information
1. a. Name: _______________________________________________________________
b. Position/Title: ________________________________________________________
c. Organizational affiliation: _______________________________________________
d. Department or Division: ________________________________________________
e. Contact Information:
Email address: ____________________________________________________
Telephone:
Fax:

_______________________________________________________

____________________________________________________________

II. Educational System Overview
2. Where is the primary locus of responsibility for educational planning in your
country?

 The national government is the primary driver of educational policy making
through the Ministry of Education

 Authority is shared among the national Ministry of Education and provincial/state
governments

 Provincial or state governments are the primary driver of educational policy
making

 Other [Please describe]:

3. Does your Ministry have a current national educational technology plan or “master
plan” that guides national policy on the use of ICT in education for teaching and
learning?

 Yes (proceed to Question 4)
 No (proceed to Question 8)
4. If the plan is publicly available online, please provide the URL here:
________________________________________________________________________

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If the plan is not available online, please send a copy by email or fax using the
information provided on the first page of this survey
5. In addition to the Ministry of Education, did other ministries contribute
significantly to the development or implementation of the plan (e.g., Ministry
Telecommunications or Economic Development ministries)?

 Yes. [Please specify which ministry] ____________________________________


No

6. What age group does the national plan on the use of ICT for education directly
address? [Please check all that apply]:

 Primary school (ages 5-14)
 Secondary school (ages 15-18)
 University (ages 19 and above)
7. Does your country’s plan specifically address any of the following priorities [Please
select yes or no]?
TOPIC
Use of ICT to Improve Learning by:
Improving the learning of subject matter content (e.g., Mathematics,
Science)
Preparing students for a more globally competitive workforce
Providing new skills in critical thinking, collaboration and
communication
Extending the school day or school year
Increasing student access to high-quality courses (e.g., online learning
for rural students)
Increasing ICT/ Technical Skills:
Of teachers
Of students
Ethics of ICT Use

3

Yes

No

7b. Does your country’s plan specifically address any of the following priorities [Please
select yes or no]?
TOPIC
Yes No
Requirements for Professional Development Related to the Integration of ICT in
Instruction
Within teacher preparation programs ( i.e., pre-service)
Continuing education for teachers (i.e., in-service programs)
Use of ICT to Engage and Increase Participation of Educational Stakeholders
Students
Parents
Other community members
ICT Access and Infrastructure
Increasing schools access to ICT hardware
Increasing schools access to high speed Internet
Increasing access to ICT in classrooms
Other Priorities: please specify

4

III: National Activities in ICT for Education: Improving Student
Learning Through Enhanced Instruction
We are interested in learning more about national or federal policies and programs
related to school or classroom use of ICTs to improve the availability of high-quality instruction
and instructional materials in core subject areas such as language arts, science, mathematics,
social studies and civics courses. Examples of ICT use to increase the availability of highquality instruction and instructional materials includes the use of computer simulations,
Internet-based research and communication activities, and online or distance education that
makes regular use of the Internet.

8.

Does the Ministry prioritize the following topic areas related to ICT in education for
instruction? [For each item, mark Yes or No in each of the three columns provided.]
Is this a
priority?

YES

Use of ICT-supported instruction within the classroom:
To meet individual learning needs
To increase access to content, e.g., online research
To facilitate student inquiry, e.g., simulations, data
analysis tools
To gain access to high quality instructional resources
To disseminate resources, e.g., digital portals
Use of ICT for collaboration:
Among teachers
Among students
Beyond the school or classroom

5

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

8b.

Does the Ministry prioritize the following topic areas related to ICT in education for
instruction? [For each item, mark Yes or No in each of the three columns provided.]
Is this a
priority?

YES

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

Use of ICT to create and extend learning environments
beyond the physical classroom
Open education resources
Online learning
Other non-traditional environments [Please
specify]:_____________________________________

9.

Does the Ministry consider assessing the impact of ICT use a priority? [For each item,
mark Yes or No in each of the three columns provided.]
Is this a
priority?

YES

Assessing the impact of ICT use:
On students academic achievement
On the development of new skills related to critical
thinking, collaboration, and communication
Other student achievement
On teachers’ instructional practices

6

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

10. Does the Ministry prioritize the use of ICT in education for student assessments? [For
each item, mark Yes or No in each of the three columns provided.]
Is this a
priority?

Types of Student Assessments
YES

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

Formative assessment to provide feedback to teachers to
guide instruction
Formative assessment to provide feedback to students
about their own learning
Diagnostic assessment for identifying individual student
learning difficulties
Summative assessment, e.g., end of course exam,
standardized achievement test to provide feedback to
students
Non-traditional assessments, e.g., digital portfolios

11. Does the ministry have programs and policies to incentivize private sector investments
related to the use of ICT for teaching and learning, as described in the text at the
beginning of Section III?

 Yes (proceed to Question 12)



No (Skip to Question 13)

12. Which of the following types of policies or programs does your government offer to the
private sector as an incentive for investing in ICT in education?

 Tax credit or rebate
 Public-private partnership for research and development
 Other ___________________________________________________________

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IV: National Activities in ICT for Education: Increasing Teacher
Capacity through the Use of ICTs
We are interested in learning more about the extent to which ICTs are being used to
increase teacher capacity through ICT-delivered training or by facilitating immediate access to
curriculum materials and instructional supports. One example of the use of ICTs to increase
teacher capacity include the use of curriculum management systems that provide access to
proven curriculum materials and instructional supports delivered over the Internet.

13. Does the Ministry prioritize the use of ICT in education for delivering teacher
professional development (PD) for the purposes listed below? [For each item, mark Yes
or No in each of the three columns provided.]
Is this a
priority?

Purpose of Teacher Professional Development
YES

Improving technical ICT skills
Improving subject matter knowledge
Improving pedagogical skills
Learning how to integrate ICT in instruction
Creating digital learning materials
Developing strategies to meet needs of individual
students
Allowing “just in time” access to subject expertise

8

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

14. Does the Ministry prioritize the assessment of teachers’ ICT attitudes and abilities?
[For each item, mark Yes or No in each of the three columns provided.]
Is this a
priority?

YES

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

Attitudes towards ICT use
Basic technical skills, e.g., browsing the internet, using
Microsoft Word
Pedagogical skills integrating ICTs in instruction
Use of ICT-supported collaboration and communication

15. Does the ministry have programs and policies to incentivize private sector investments
related to the use of ICT in education to increase teacher capacity as defined at the
beginning of Section IV?

 Yes (proceed to Question 16)



No (Skip to Question 17)

16. Which of the following types of policies or programs does your government offer to the
private sector as an incentive for investing in ICT in education?

 Tax credit or rebate
 Public-private partnership for research and development
 Other ___________________________________________________________

9

V: National Activities in ICT for Education: Data Systems to Support
Continuous Improvement
We are interested in learning more about the extent to which ICTs are being used to create or
support accountability and monitoring systems for continuous improvement in your schools. An
example of this is a data system that monitors individual student, school or even national
progress over time.
17. Does the Ministry prioritize the use of data systems for the purpose of monitoring
student academic performance? [For each item, mark Yes or No in each of the three
columns provided.]
Is this a
priority?

YES

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

To inform classroom instruction
To monitor teacher and school performance for policy
making
To monitor teacher and school performance for the
purpose of evaluating a policy or program
To monitor teacher and school performance for
accountability purposes
18. Does the Ministry prioritize the use of data systems for other purposes? [For each item,
mark Yes or No in each of the three columns provided.]
Is this a
priority?

YES

To share information with students and parents
To inform school administrators and teachers
As a reporting mechanism to ministries and local
education authorities
As a means for training school administrators and
teachers on how to use data to inform instruction

10

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

19. Does the ministry have programs and policies to incentivize private sector investments
related to the use of ICT in education to increase teacher capacity as defined at the
beginning of Section V?

 Yes (proceed to Question 20)



No (Skip to Question 21)

20. Which of the following types of policies or programs does your government offer to the
private sector as an incentive for investing in ICT in education?

 Tax credit or rebate
 Public-private partnership for research and development
 Other ___________________________________________________________

11

VI: National Activities in ICT for Education: Infrastructure and
Support
We are interested in learning more about the available ICT infrastructure for education in your
country and the support available to schools and teachers. Examples of ICT infrastructure
include available hardware and connectivity in schools and classrooms as well as large-scale
investments in software tools and applications such as data management systems.
21. Does the Ministry prioritize increasing access and availability to ICT infrastructure
and support? [For each item, mark Yes or No in each of the three columns provided.]
Is this a
priority?

YES

NO

Does your
country
currently
collect data
relevant to
this?

Does your
country have
a program to
promote
this?

YES

YES

NO

NO

Access to ICT hardware and software, including data
management systems:
For use in school
For use at home
Access to the internet and connectivity, e.g., dial-up,
broadband, etc.
Access to technical support for teachers and schools
Access to support for using ICT in instruction
22. Does the ministry have programs and policies to incentivize private sector investments
related to the use of ICT in education to increase teacher capacity as defined at the
beginning of Section VI?

 Yes (proceed to Question 23)



No (Skip to Question 24)

23. Which of the following types of policies or programs does your government offer to the
private sector as an incentive for investing in ICT in education?

 Tax credit or rebate
 Public-private partnership for research and development
 Other ___________________________________________________________

12

VII: Other ICT in Education Policies and Programs
24. Please describe other policies or programs that you haven’t already noted that your
country may have regarding the development or use of ICT in education, including any
national research or evaluation initiatives designed to improve the quality and use of
ICT in education.

25. We are interested in learning more about your country’s ICT in education activities.
Please list the title and URL for up to three of the most important documents that
describe your country’s ICT in education policies and programs, or simply list the
titles and indicate that you will send the report(s) to us by email or fax.
a. Document Title: ________________________________________________________
URL:

________________________________________________________________
b. Document Title: ________________________________________________________
URL:

________________________________________________________________

c. Document Title: ________________________________________________________
URL:

________________________________________________________________

26. Are you aware of any plans for your country to participate in any international data
collections (e.g. TIMSS, PISA, etc) within the next 5 years (2010 – 2014).

 Yes (proceed to Question 27)



No (Skip to Question 28)

27. Please specify the international studies in which your country plans to participate?

13

28. In your opinion, is there a need for additional international studies that explore and
compare countries’ policies, programs, and investments in ICT in education? Please
explain.

Thank you for taking the time to complete this survey!

TIME AT COMPLETION:

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