Some national and regional frameworks for integrating information and communication technology into school education

dc.creator	Andrew E. Fluck
dc.date	2001-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:20:36Z
dc.date.available	2015-07-20T22:20:36Z
dc.identifier	1436-4522
dc.identifier	https://doaj.org/article/bba3d43cad594960b78fc908d9153f95
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20152
dc.description	Integration of information and communication technology (ICT) has become a priority in national educational policies worldwide. Meaningful integration requires a number of pre-conditions such as economic opportunity, political will, availability of suitable equipment, support infrastructures, professional development and others. Meanwhile, schools are computer-deserts compared to homes and work-places in Australia as elsewhere (Moursund & Bielefeldt, 1999, p 5). The author examined the dichotomy between school-based educational computing and the potential of home computers for learning by interviewing ICT policy-makers in several countries. Policy for ICT in education has generally been justified by reference to expected economic benefits, either by improving the efficiency of education or by more adequate preparation of students for the world of work. The implementation of cross-curriculum ICT frameworks in England, the USA, Canada and Australia has taken a variety of different, and yet similar, paths. The broader perspective reveals a commonality of three distinct phases for computers in education. Most countries are concentrating on the second of these phases, but there appears to be much activity leading to the third phase in which the home computer could be a crucial ingredient. This paper concludes by discussing national progress towards a third phase of educational computing in terms of apparent readiness and current initiatives.
dc.language	English
dc.publisher	IEEE Computer Society
dc.relation	http://www.ifets.info/journals/4_3/fluck.html
dc.relation	https://doaj.org/toc/1436-4522
dc.source	Educational Technology & Society, Vol 4, Iss 3, Pp 145-152 (2001)
dc.subject	Curriculum frameworks
dc.subject	Information and Communication Technology
dc.subject	Schools
dc.subject	Phases
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:Technology (General)
dc.subject	DOAJ:Technology and Engineering
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:Technology (General)
dc.subject	DOAJ:Technology and Engineering
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Technology (General)
dc.subject	T1-995
dc.subject	Technology
dc.subject	T
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Some national and regional frameworks for integrating information and communication technology into school education
dc.type	article