ISO/IEC TR 4339:2022
(Main)Information technology for learning, education and training — Reference model for information and communications technology (ICT) evaluation in education
Information technology for learning, education and training — Reference model for information and communications technology (ICT) evaluation in education
This document defines an abstract model and an indicator system framework for the evaluation of information and communications technology (ICT) in learning, education and training (LET). The abstract model accommodates requirements domains, including K12 education, vocational education, higher education and continuing education. The framework describes ICT service levels in the areas of learning, education and training, and aims to assist in quality processes associated with ICT in LET contexts.
Technologies de l'information pour l'apprentissage, l'éducation et la formation — Modèle de référence pour l'évaluation des technologies de l'information et de la communication (TIC) dans l'éducation
General Information
Buy Standard
Standards Content (Sample)
TECHNICAL ISO/IEC TR
REPORT 4339
First edition
2022-01
Information technology for
learning, education and training —
Reference model for information and
communications technology (ICT)
evaluation in education
Technologies de l'information pour l'apprentissage, l'éducation et la
formation — Modèle de référence pour l'évaluation des technologies
de l'information et de la communication (TIC) dans l'éducation
Reference number
ISO/IEC TR 4339:2022(E)
© ISO/IEC 2022
---------------------- Page: 1 ----------------------
ISO/IEC TR 4339:2022(E)
COPYRIGHT PROTECTED DOCUMENT
© ISO/IEC 2022
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on
the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below
or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
ii
© ISO/IEC 2022 – All rights reserved
---------------------- Page: 2 ----------------------
ISO/IEC TR 4339:2022(E)
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Abstract model of the evaluation of ICT in education . 1
4.1 E valuation of ICT in education . 1
4.2 Abstract model . 2
4.2.1 General . 2
4.2.2 Core indicators . 3
4.2.3 Optional indicators . 3
4.2.4 Extended indicators . 4
4.3 Indicators for candidates . 4
5 Framework of the evaluation indicator of ICT in education . 5
5.1 Indicators framework . 5
5.2 How to use the indicators . 6
Annex A (informative) Assessment indicators of ICT in education . 8
Bibliography .12
iii
© ISO/IEC 2022 – All rights reserved
---------------------- Page: 3 ----------------------
ISO/IEC TR 4339:2022(E)
Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that are
members of ISO or IEC participate in the development of International Standards through technical
committees established by the respective organization to deal with particular fields of technical
activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other international
organizations, governmental and non-governmental, in liaison with ISO and IEC, also take part in the
work.
The procedures used to develop this document and those intended for its further maintenance
are described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria
needed for the different types of document should be noted. This document was drafted in
accordance with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives or
www.iec.ch/members_experts/refdocs).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www.iso.org/patents) or the IEC
list of patent declarations received (see https://patents.iec.ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT) see
www.iso.org/iso/foreword.html. In the IEC, see www.iec.ch/understanding-standards.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
Any feedback or questions on this document should be directed to the user’s national standards
body. A complete listing of these bodies can be found at www.iso.org/members.html and
www.iec.ch/national-committees.
iv
© ISO/IEC 2022 – All rights reserved
---------------------- Page: 4 ----------------------
ISO/IEC TR 4339:2022(E)
Introduction
Information and communications technology (ICT) has been pervasive in the modernization of society.
ICT in education has become integral to achieving quality learning and supporting lifelong learning.
The Reference Framework for the Description of Quality Approaches (RFDQ) (ISO/IEC 40180) is an
elaborate and extensive process model. It harmonizes existing concepts, specifications, terms and
definitions for learning, education and training.
Evaluation of ICT in education is a key issue for policy and strategy development in education. It is also
integral to quality assurance of ICT development in education, but also essential to management and
decision-making.
This document provides a standard reference for evaluation reports, education policies, related
research and significant issues related to ICT in education. As such it aims to support the quality
processes related to ICT in education by informing governmental agencies, management organizations,
local evaluation units and schools.
This document presents a scientific and rational indicator model and framework of ICT in education to
support evaluation and development of ICT deployment in education. Specifically, this document aims
to:
i) establish an evaluation indicators framework for ICT in education with respect to data collection,
performance monitoring and decision support services based on the investigation of typical ICT
evaluation cases;
ii) outline approaches to reflect the development level of ICT in education for description or
comparison between different regions or schools;
iii) take localized demand into consideration, proposing optional indicators and expanded indicators
based on the information gaps.
v
© ISO/IEC 2022 – All rights reserved
---------------------- Page: 5 ----------------------
TECHNICAL REPORT ISO/IEC TR 4339:2022(E)
Information technology for learning, education and
training — Reference model for information and
communications technology (ICT) evaluation in education
1 Scope
This document defines an abstract model and an indicator system framework for the evaluation of
information and communications technology (ICT) in learning, education and training (LET). The
abstract model accommodates requirements domains, including K12 education, vocational education,
higher education and continuing education. The framework describes ICT service levels in the areas
of learning, education and training, and aims to assist in quality processes associated with ICT in LET
contexts.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// www .electropedia .org/
3.1
indicator
quantitative, qualitative or descriptive measure
3.2
performance
way in which an individual, group or organization carries out, accomplishes and fulfils its important
functions and processes, usually with regard to effectiveness
3.3
evaluation
systematic determination of the extent to which an entity meets its specified criteria
4 Abstract model of the evaluation of ICT in education
4.1 E valuation of ICT in education
Evaluation of ICT in education refers to the use of information technology and scientific performance
assessment methods to reflect the development process and level of the implementation, execution,
benefits or other aspects scientifically according to the goals and performance standards of ICT in
education. The definition of evaluating indicators is beneficial in analysing the situation, achievements
and limitations for the development of ICT in education.
The evaluation indicators of ICT in education have two levels: macro and micro. For the macro level,
evaluation indicators provide scientific and reasonable assessment system and empirical data to reflect
1
© ISO/IEC 2022 – All rights reserved
---------------------- Page: 6 ----------------------
ISO/IEC TR 4339:2022(E)
the education development of one country or specific area. For the micro level, the evaluation indicators
reflect the development of ICT in one school for students’ learning abilities in ICT in class, the input and
output of one school for the development of ICT in education and other aspects.
4.2 Abstract model
4.2.1 General
Figure 1 represents an abstract model framework of ICT in education, which contains core indicators,
optional indicators and extended indicators. This abstract model contains three types of indicators
which consider the regional differences and cover all types of education at all levels.
The abstract model follows these three principles:
i) Scientificity: The indicator system is mainly used to evaluate and guide the development plan and
policy of ICT in education. The indicators need to follow the development rule of ICT in education
and analyse each irreplaceable index comprehensively and systematically to avoid repetition and
contradiction.
ii) Operability: It is important to consider the necessity of certain indexes and the convenience of
collecting data. The connection of existing statistics and the data for the evaluation is beneficial for
the reduction of cost to collect corresponding information correctly and in a timely manner.
iii) Sustainable development: The development of ICT in education is a dynamic process involving
multiple stakeholders. The indicator system is iterative and provides direction for the development
of ICT in education. As such, it is responsive to change according to the need of practice.
2
© ISO/IEC 2022 – All rights reserved
---------------------- Page: 7 ----------------------
ISO/IEC TR 4339:2022(E)
Key
1 evaluate applicability reduction
2 extended indicators
3 optional indicators
4 core indicators
5 evaluate details enhancement
6 evaluate accuracy improvement
7 designed for universal application
8 based on education type
9 combined with regional characteristics
Figure 1 — Abstract model of ICT evaluation indicator in education
4.2.2 Core indicators
Core indicators are indispensable for evaluating the situation and performance of ICT in education at
school or regional level. The core indicators reflect the requirements of national plans for education
reform and development and include five dimensions: ICT infrastructure, digital resources, application
in teaching and learning, ICT-based management and guarantee mechanism.
4.2.3 Optional indicators
Optional indicators reflect the specific needs of basic education, vocational education, higher education
and continuing education. Different levels of education have various needs, for example, basic education
emphasizes diversification and personalized learning, vocational education pays more attention to
training and simulation training and collaborative research based on networks is more popular in
3
© ISO/IEC 2022 – All rights reserved
---------------------- Page: 8 ----------------------
ISO/IEC TR 4339:2022(E)
higher education. Optional indicators provide a set of indicators which allow the evaluation organization
to select the appropriate indicators according to their specific requirements from core indicators.
4.2.4 Extended indicators
Extended indicators allow schools to consider local construction requirements and put forward
indicators to reflect development characteristics of ICT in education to supplement core and optional
indicators. The specific content of extended indicators is not indispensable in the indicator framework,
but the framework indicates the direction of the development. The extended indicators can be broken
into ICT infrastructure, digital resources, application in teaching and learning, ICT-based management
and guarantee mechanism.
4.3 Indicators for candidates
Different districts have their own objective in education, so indicators used to evaluate ICT in
education across jurisdictions. According to the abstract model described in 4.2 and referring to the
typical international ICT evaluation indicators in education (see Annex A), Table 1 gives some candidate
indicators to guide the administrator and third-party evaluators.
Table 1 — Indicators of ICT evaluation in education for candidates
First level Second level
Exit bandwidth that have access to average school (Mbps/
school)
Proportion of classrooms with projectors in total number
of classrooms in school (%)
ICT infrastructure
Proportion of computer classrooms in total number of
classrooms in school (%)
Proportion of schools establishing network security
system (%)
Proportion of schools building school-based resource (%)
Digital learning resources
Quantit
...
TECHNICAL ISO/IEC TR
REPORT 4339
First edition
Information technology for
learning, education and training —
Reference model for information and
communications technology (ICT)
evaluation in education
Technologies de l'information pour l'apprentissage, l'éducation et la
formation — Modèle de référence pour l'évaluation des technologies
de l'information et de la communication (TIC) dans l'éducation
PROOF/ÉPREUVE
Reference number
ISO/IEC TR 4339:2021(E)
© ISO/IEC 2021
---------------------- Page: 1 ----------------------
ISO/IEC TR 4339:2021(E)
COPYRIGHT PROTECTED DOCUMENT
© ISO/IEC 2021
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on
the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below
or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
ii
PROOF/ÉPREUVE © ISO/IEC 2021 – All rights reserved
---------------------- Page: 2 ----------------------
ISO/IEC TR 4339:2021(E)
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Abstract model of the evaluation of ICT in education . 1
4.1 E valuation of ICT in education . 1
4.2 Abstract model . 2
4.2.1 General . 2
4.2.2 Core indicators . 3
4.2.3 Optional indicators . 3
4.2.4 Extended indicators . 4
4.3 Indicators for candidates . 4
5 Framework of the evaluation indicator of ICT in education . 5
5.1 Indicators framework . 5
5.2 How to use the indicators . 6
Annex A (informative) Assessment indicators of ICT in education . 8
Bibliography .12
iii
© ISO/IEC 2021 – All rights reserved PROOF/ÉPREUVE
---------------------- Page: 3 ----------------------
ISO/IEC TR 4339:2021(E)
Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that are
members of ISO or IEC participate in the development of International Standards through technical
committees established by the respective organization to deal with particular fields of technical
activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other international
organizations, governmental and non-governmental, in liaison with ISO and IEC, also take part in the
work.
The procedures used to develop this document and those intended for its further maintenance
are described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria
needed for the different types of document should be noted. This document was drafted in
accordance with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives or
www.iec.ch/members_experts/refdocs).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www.iso.org/patents) or the IEC
list of patent declarations received (see https://patents.iec.ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT) see
www.iso.org/iso/foreword.html. In the IEC, see www.iec.ch/understanding-standards.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
Any feedback or questions on this document should be directed to the user’s national standards
body. A complete listing of these bodies can be found at www.iso.org/members.html and
www.iec.ch/national-committees.
iv
PROOF/ÉPREUVE © ISO/IEC 2021 – All rights reserved
---------------------- Page: 4 ----------------------
ISO/IEC TR 4339:2021(E)
Introduction
Information and communications technology (ICT) has been pervasive in the modernization of society.
ICT in education has become integral to achieving quality learning and supporting lifelong learning.
The Reference Framework for the Description of Quality Approaches (RFDQ) (ISO/IEC 40180) is an
elaborate and extensive process model. It harmonizes existing concepts, specifications, terms and
definitions for learning, education and training.
Evaluation of ICT in education is a key issue for policy and strategy development in education. It is also
integral to quality assurance of ICT development in education, but also essential to management and
decision-making.
This document provides a standard reference for evaluation reports, education policies, related
research and significant issues related to ICT in education. As such it aims to support the quality
processes related to ICT in education by informing governmental agencies, management organizations,
local evaluation units and schools.
This document presents a scientific and rational indicator model and framework of ICT in education to
support evaluation and development of ICT deployment in education. Specifically, this document aims
to:
i) establish an evaluation indicators framework for ICT in education with respect to data collection,
performance monitoring and decision support services based on the investigation of typical ICT
evaluation cases;
ii) outline approaches to reflect the development level of ICT in education for description or
comparison between different regions or schools;
iii) take localized demand into consideration, proposing optional indicators and expanded indicators
based on the information gaps.
v
© ISO/IEC 2021 – All rights reserved PROOF/ÉPREUVE
---------------------- Page: 5 ----------------------
TECHNICAL REPORT ISO/IEC TR 4339:2021(E)
Information technology for learning, education and
training — Reference model for information and
communications technology (ICT) evaluation in education
1 Scope
This document defines an abstract model and an indicator system framework for the evaluation of
information and communications technology (ICT) in learning, education and training (LET). The
abstract model accommodates requirements domains, including K12 education, vocational education,
higher education and continuing education. The framework describes ICT service levels in the areas
of learning, education and training, and aims to assist in quality processes associated with ICT in LET
contexts.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// www .electropedia .org/
3.1
indicator
quantitative, qualitative or descriptive measure
3.2
performance
way in which an individual, group or organization carries out, accomplishes and fulfils its important
functions and processes, usually with regard to effectiveness
3.3
evaluation
systematic determination of the extent to which an entity meets its specified criteria
4 Abstract model of the evaluation of ICT in education
4.1 E valuation of ICT in education
Evaluation of ICT in education refers to the use of information technology and scientific performance
assessment methods to reflect the development process and level of the implementation, execution,
benefits or other aspects scientifically according to the goals and performance standards of ICT in
education. The definition of evaluating indicators is beneficial in analysing the situation, achievements
and limitations for the development of ICT in education.
The evaluation indicators of ICT in education have two levels: macro and micro. For the macro level,
evaluation indicators provide scientific and reasonable assessment system and empirical data to reflect
1
© ISO/IEC 2021 – All rights reserved PROOF/ÉPREUVE
---------------------- Page: 6 ----------------------
ISO/IEC TR 4339:2021(E)
the education development of one country or specific area. For the micro level, the evaluation indicators
reflect the development of ICT in one school for students’ learning abilities in ICT in class, the input and
output of one school for the development of ICT in education and other aspects.
4.2 Abstract model
4.2.1 General
Figure 1 represents an abstract model framework of ICT in education, which contains core indicators,
optional indicators and extended indicators. This abstract model contains three types of indicators
which consider the regional differences and cover all types of education at all levels.
The abstract model follows these three principles:
i) Scientificity: The indicator system is mainly used to evaluate and guide the development plan and
policy of ICT in education. The indicators need to follow the development rule of ICT in education
and analyse each irreplaceable index comprehensively and systematically to avoid repetition and
contradiction.
ii) Operability: It is important to consider the necessity of certain indexes and the convenience of
collecting data. The connection of existing statistics and the data for the evaluation is beneficial for
the reduction of cost to collect corresponding information correctly and in a timely manner.
iii) Sustainable development: The development of ICT in education is a dynamic process involving
multiple stakeholders. The indicator system is iterative and provides direction for the development
of ICT in education. As such, it is responsive to change according to the need of practice.
2
PROOF/ÉPREUVE © ISO/IEC 2021 – All rights reserved
---------------------- Page: 7 ----------------------
ISO/IEC TR 4339:2021(E)
Key
1 evaluate applicability reduction
2 extended indicators
3 optional indicators
4 core indicators
5 evaluate details enhancement
6 evaluate accuracy improvement
7 designed for universal application
8 based on education type
9 combined with regional characteristics
Figure 1 — Abstract model of ICT evaluation indicator in education
4.2.2 Core indicators
Core indicators are indispensable for evaluating the situation and performance of ICT in education at
school or regional level. The core indicators reflect the requirements of national plans for education
reform and development and include five dimensions: ICT infrastructure, digital resources, application
in teaching and learning, ICT-based management and guarantee mechanism.
4.2.3 Optional indicators
Optional indicators reflect the specific needs of basic education, vocational education, higher education
and continuing education. Different levels of education have various needs, for example, basic education
emphasizes diversification and personalized learning, vocational education pays more attention to
training and simulation training and collaborative research based on networks is more popular in
3
© ISO/IEC 2021 – All rights reserved PROOF/ÉPREUVE
---------------------- Page: 8 ----------------------
ISO/IEC TR 4339:2021(E)
higher education. Optional indicators provide a set of indicators which allow the evaluation organization
to select the appropriate indicators according to their specific requirements from core indicators.
4.2.4 Extended indicators
Extended indicators allow schools to consider local construction requirements and put forward
indicators to reflect development characteristics of ICT in education to supplement core and optional
indicators. The specific content of extended indicators is not indispensable in the indicator framework,
but the framework indicates the direction of the development. The extended indicators can be broken
into ICT infrastructure, digital resources, application in teaching and learning, ICT-based management
and guarantee mechanism.
4.3 Indicators for candidates
Different districts have their own objective in education, so indicators used to evaluate ICT in
education across jurisdictions. According to the abstract model described in 4.2 and referring to the
typical international ICT evaluation indicators in education (see Annex A), Table 1 gives some candidate
indicators to guide the administrator and third-party evaluators.
Table 1 — Indicators of ICT evaluation in education for candidates
First level Second level
Exit bandwidth that have access to average school (Mbps/
school)
Proportion of classrooms with projectors in total number
of classrooms in school (%)
ICT infrastructure
Proportion of computer classrooms in total number of
classrooms in school (%)
Proportion of schools establishing network security
system (%)
Proportion of schools building school-based resource (%)
Digital learning resources
Quantity of digital le
...
Questions, Comments and Discussion
Ask us and Technical Secretary will try to provide an answer. You can facilitate discussion about the standard in here.