Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2010 Federated States of Micronesia Technology Plan for Grades K – 12 defines Information Technology as “technology relating to information processing, i.e. computer technology. ICT, C&IT, both of which describe the converging of information technology and communications technology. The term IT is rapidly being replaced by ICT in order to reflect the important role that information technology plays in communications by email, the Web, satellites and mobile phones.”
Distance learning is defined as “A form of learning that takes place where the teachers and the students are in physically separate locations. Distance learning can be either Asynchronous or Synchronous. Traditional distance learning includes the mailing of printed materials, correspondence between teachers and students in writing, contact by telephone, and radio and television broadcasts. More recently, distance learning has included E-learning and/or Online Learning.”
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: The Federal States of Micronesia’s (FSM) Constitution of 1978 (with Amendments through 1990) gives Congress the power to promote education and coordinate state activities related to education. The Secretary of Education communicates and consults with the members of the State Boards of Education. Technology is not mentioned.
Title 40, Education, governs the decentralized education system in the FSM, the purpose of which is to “develop its citizens in order to prepare them for participation in self-government and economic and social development...and to provide its citizens with the social, political, professional and vocational skills required to develop the Nation.” The education system functions similarly to the education system in the United States.
Policies, plans and strategies: The 1997 Strategic Plan for the Improvement of Education in the Federal States of Micronesia lists “develop student computer literacy for understanding and use of information technologies” as an objective of the goal for a “technologically literate population able to rapidly respond to changing conditions in the world economy.” One of the strategies in this objective is to develop standards, curriculum, instructional materials and provide training for computer literacy programs. Other strategic points include programs for internet connectivity on the outer islands and teacher training programs online.
The 2010 Federated States of Micronesia Technology Plan for Grades K – 12 (The FSM Technology Plan) was influenced by different standards and organizations such as ITSE and the Asian Development Bank. It also adopted the goals structure of the US National Educational Technology Plan: learning, assessment, teaching, infrastructure and productivity. The goal of the plan was to “ensure equitable access and a system for meaningful use of educational technology for the academic and vocational achievement of 21st-century skills for all students.” The plan comprises five goals: 1) Learning, FSM learners will have engaging and empowering learning experiences using ICT that prepare them to be active, creative, knowledgeable, and ethical participants in our local and globally networked society. 2) Assessment, the education system will use ICT to measure and assess data for continuous improvement. 3) Teaching, FSM educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences. 4) Infrastructure, All students and educators will have access to a comprehensive ICT infrastructure. 5) Productivity, the Ministry of Education will redesign processes and structures to take advantage of technology to improve learning outcomes while making more efficient use of time, money, and staff.
Federated States of Micronesia’s (FSM) 2012 National Information and Communication Technology (ICT) and Telecommunications Policy establishes an overarching framework which aims to provide a clear National ICT policy and telecommunications statement; guide ICT and telecommunications development; specify the key challenges and untapped opportunities; and identify strategic priorities building on successful approaches, initiatives, and relevant resources. Under goal two of this policy, the implementation of ICT in education and training is recommended as a strategy which helps to provide opportunities for reducing costs and expanding program outreach to more people in the country. The government plans to leverage ICT for education or e-Learning to address challenging and resource-constrained subjects, such as mathematics, science, and languages.
The “Enhance Education Systems and Opportunities” segment of the policy goes into more detail on ICT in Technology. First, the policy calls for the development of an Education ICT Implementation Plan that will improvement education delivery and support ICT literacy. The plan will include goals and objectives such as: increasing student opportunities for learning through the use of ICT; improving assessment of the educational system for data collection and analysis for students, educators and other stakeholders; implementing ICT training for teachers; improving access to ICT infrastructure and identifying appropriate technical solutions and prioritize funding opportunities to support the implementation, operation and maintenance of the ICT networks, equipment and services; strengthening administrative functions of the educational system through use of ICT; utilization of ICT as a tool to address shortage of qualified teachers; integrating ICT in school curricula; introduction of ICT career counseling in high schools; developing ICT policies within the schools that also provides information regarding safeguards and awareness of the downsides of the addiction to technology by students and impact on important values; utilization of ICT as a tool to measure the performance of teachers and students; and the utilization of ICT as a way to provide access to various research protocols, journals, and articles.
The Federal States of Micronesia’s Strategic Development Policy for 2004-2023 set the vision for the country over a twenty-year period. The third objective in the policy concerned the use of grants to support basic services in education and health.
The FSM has also been eligible for federal grants from the United States of America. According to the Strategic Development Policy for 2004-2023, in education, funding has been provided for many areas including special education, teacher training, adult education, vocational education and curriculum development.
The 2020-2024 Education Sector Strategic Development Plan suggests ‘distance-learning using information technology’ as a method of alternative learning, especially for isolated dispersed island communities.
Digital competency frameworks: The International Society for Technology in Education (ISTE) standards for students, teachers, and administrators are currently used in the Federated States of Micronesia (FSM). They also utilize the 21st Century Skills.
Changes occurred as a result of COVID-19: The 2020-2024 Education Sector Strategic Development Plan for the Federated States of Micronesia was developed with the COVID-19 pandemic in mind. According to this plan, additional resources were to be allocated by the National Department Of Education and State Departments Of Education to “the development and implementation of distance learning programmes and tools to ensure that children retain access to learning even during quarantine.” Schools were also expected to undertake contingency and succession planning to deal with potential disruptions to teaching as a result of the pandemic or future emergencies.
The FSM partnered with the Global Partnership for Education to create the Ministry of Education COVID-19 Response and Recovery Plan. There are four outcome areas in this plan: safe, equity-based and continuous learning environment; quality of learning continuity; teacher support mechanisms; and system strengthening for the end goal of ensuring that ‘all girls and boys have continuous access and participate in high-quality education programmes before, during and after health-related emergencies’.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2012 Energy Policy sought to improve the life and livelihood of all Federal State of Micronesia’s (FSM) citizens with affordable, reliable and environmentally sound energy which are also cost-effective, safe, reliable and sustainable. The policy sought to connect all residents on the main island by 2015 and 90% of rural areas by 2020. Ideally, the country aimed to increase the amount of renewable energy and increase energy efficiency. The 2010 Federated States of Micronesia Technology Plan for Grades K – 12 also seeks to ensure that ICT tools such as computers, networks, servers, electricity, and support structures were in place at schools.
Computers and devices: The One Laptop Per Child (OLPC) was actively involved in FSM’s planning of the 2010 Federated States of Micronesia Technology Plan for Grades K – 12. The Secretariat of the Pacific Community (SPC) supported the OLPC program in the region. Several hundred laptops were deployed to 5th-9th grade students in the 6 primary schools. States had the option to adopt the OLPC program. The 2010 Federated States of Micronesia Technology Plan for Grades K – 12 aimed to develop a system to track ICT equipment purchasing and inventory.
Internet connectivity: The 1997 Strategic Plan for the Improvement of Education in the Federal States of Micronesia planned for the design and implementation of programs for outer island Internet connection through appropriate technologies such as short wave-computer interconnectivity. Under goal one of the 2012 National Information and Communication Technology (ICT) and Telecommunications Policy, Achieve Accessible, Secure and Affordable Broadband Communications for All, all citizens will have equitable access to affordable and secure ICT. The government aimed to increase accessibility by maximizing existing resources and sharing ICT access points in public locations. Objective two, Develop Mechanisms for Increasing Access by Maximizing Resources and Decreasing Cost of ICT Equipment and Services for Rural Underserved and Public Service Sectors, has objectives such as encouraging public-private partnerships for deploying ICT networks, especially for last mile connectivity. Multipurpose Communication Telecenters with the use of affordable technologies and public service telecommunication services for connecting rural and underserved communities are also to be established. In order to develop a National Broadband Super Highway, the country seeks to “Investigate the technical and financial options for connecting states to submarine fiber optic cable or for the adoption of alternative forms of international connectivity able to provide substantially comparable levels of service to all citizens”. The policy also calls for a Universal Access Policy which would take a two-fold approach, mandatory coverage obligations imposed on mobile licensees, and targeted subsidies used to support service expansion in the most remote and challenging areas. The 2014 Telecommunications Act address the goals set by the National ICT policy by establishing an independent sector regulator and adopting a universal access policy which charges the secretary with improving access to communications services in areas not adequately served by existing services. The 2010 Federated States of Micronesia Technology Plan for Grades K – 12 objective 4.1 is to “seek solutions to have the flexibility to Internet connectivity and/or server-based connectivity for every major educational facility and school in the FSM education system.”
2.2.2. Technology and learning environments
The 2012 National Information and Communication Technology (ICT) and Telecommunications Policy, encourages the use of regional online distance learning programs. The Pohnpei state curriculum framework also suggests that even innovative use of information technology must also allow the use of “Print on Demand” which means that students can access materials that are printed at the school or classroom level as needed in the event that technology becomes inaccessible. The framework also lists online resources that may be used to support learning such as educational websites, standards-based education lesson plans and resource materials, and more. The Department of Education does have a Distance Learning Portal, which teachers, parents, and students can access to further learning. The platform contains offline materials and online materials as well as free online resources. The Ministry of Education's COVID-19 Response and Recovery Plan called for the creation of distance learning materials (paper-based materials, radio, and other appropriate equipment).
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The Federal States of Micronesia have interpreted the International Society for Technology in Education (ISTE) standards for students, teachers, and administrators, to fit the FSM context. For students, there are six standards described in the Pohnpei state curriculum framework: Creativity and Innovation; Communications and Collaboration; Research and Information Literacy; Critical Thinking, Problem Solving, and Decision Making; Digital Citizenship; and Technology Operations and Concepts.
According to the Pohnpei state curriculum framework technology is taught in the “Physical science and Technology” section of the science curriculum. Students are expected to understand the role of technology, how it is used in society, and the impact it has on society. Technology is also integrated into various other classes. For example, in Language Arts writing strand, students are expected to “use technology to access, organize, and present information in essays.” In the Culture strand, students are asked to “evaluate appropriate forms of technology and how technology improves the quality of life among different cultural groups both in the industrialized and developing nations.”
2.3.2. Teachers
According to the 2010 Federated States of Micronesia Technology Plan for Grades K – 12., teacher training in technology literacy has been an ongoing effort for teachers. Teacher training was also often regulated to summer sessions, when and where teachers are able to relocate to central islands for the in-person sessions.
Teachers are required to obtain a national teacher certificate from the Department of Education. Objective 3.2 aims to “Provide pre-service and in-service educators with preparation and professional learning experiences powered by technology that closes the gap between students’ and educators’ fluencies with technology and promote and enable technology use in ways that improve learning, assessment, and instructional practices.” The plan also states that the FSM education system has adopted the ISTE NETS standards for Teachers as the FSM ICT Standards for Education (FSM ICTSE). For example, pre-service training should incorporate ICTSE Standards in the course and program content as well as in the teacher certification system. The National Department of Education is also responsible for providing ongoing teacher training that assists teachers with the identification and application of appropriate ICT tools such as equipment, software, learning communities, distance learning, resource materials, assessment tools, etc. Teachers should also know how to use internet search skills to find resources online
One of the objectives of the 2012 National Information and Communication Technology (ICT) and Telecommunications Policy is to “coordinate and implement in-country ICT technical training in conjunction with local institutions of higher education.” Activity G2.S6.A5.1. in the 2020-2024 Education Sector Strategic Development Plan is to provide training to facilitate the effective use of technology and ICT by teachers and students. The Ministry of Education COVID-19 Response and Recovery Plan also includes provisions for in-service teacher training regarding distance education. Specifically, teachers may be trained “on the preparation and use of home-learning packets and radio-based instruction, as well as effective tutoring strategies for supplemental catch-up courses.”
2.4. Cybersecurity and safety
2.4.1. Data privacy
The 2017 FSM Education Management Information System; Data Management Policy “provides a legal framework, system and process that will ensure the efficiency, accuracy and timeliness in the periodic collection of the core data from Education Service Providers via the State Departments of Education and into consolidated National datasets.” It also provides for the integration, storage, analysis and dissemination of data and protects the confidentiality of personal data including data stored via electronic means.
2.4.2. Online abuse and cyberbullying
No information could be found.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The FSM National Department of Education (NDOE) sets policies and standards for the education system in the country. The State Departments of Education (SDOEs) are responsible for curriculum and instruction in their prospective states. There are four states, Chuuk, Kosrae, Pohnpei, and Yap. Each state is made up of different islands, languages, and cultures.
3.2. Roles of schools
It is the school’s responsibility to determine whether or not devices are allowed or encouraged on the school campus. However, neither a Bring Your Own Device (BYOD) policy nor a ban on phone policy was found.
