Cross National Policies and Practices on Computers in Education

  • Tjeerd Plomp
  • Ronald E. Anderson
  • Georgia Kontogiannopoulou-Polydorides

Part of the Technology-Based Education Series book series (TBES, volume 1)

Table of contents

  1. Front Matter
    Pages i-viii
  2. Tjeerd Plomp, Georgia Kontogiannopoulou-Polydorides, Ronald E. Anderson
    Pages 1-7
  3. Tjeerd Plomp, Nienke Nieveen, Hans Pelgrum
    Pages 9-26
  4. Ronald E. Anderson, Vicki Lundmark
    Pages 27-48
  5. Elise Boxus, Dieudonne Leclercq, Charles Duchateau
    Pages 113-138
  6. Petia Assenova, Rumen Nikolov, Ivan Stanchev, Jorjeta Koleva
    Pages 139-155
  7. Serge Pouts-Lajus, Eric Barchechath, Noëlle Barre
    Pages 175-196
  8. Hans-Georg Rommel, Manfred Lang
    Pages 197-221
  9. Georgia Kontogiannopoulou-Polydorides, Stelios Georgakakos, Antonis Zavoudakis
    Pages 223-247
  10. Ashok K. Sharma, Satvir Singh
    Pages 249-263
  11. Andris Grinfelds, Andris Kangro
    Pages 319-338
  12. Tjeerd Plomp, Erna Scholtes, Alfons Ten Brummelhuis
    Pages 359-380
  13. Mojca Trobec, Marjan Setinc
    Pages 381-396
  14. Elena Veiguela Martínez, Carlos San José Villacorta
    Pages 397-412
  15. Nongnuch Wattanawaha
    Pages 413-427
  16. Ronald E. Anderson
    Pages 445-468

About this book


This book presents some of the results from the second stage of lEA's study of Computers in Education (CompEd). lEA, the International Association for the Evaluation of Educational Achievement, conducts international comparative studies focussing on educational achievement, practices, and policies in various countries and education systems around the world. It has a Secretariat located in Amsterdam, the Netherlands. lEA studies have reported on a wide range of topics, each contributing to a deeper understanding of educational processes. The CompEd study is a project that sheds light on the way computers have been introduced in education and on how they are being used across the world today. The study proceeded in two stages with data collected for stage 1 in 1989 and for stage 2 in 1992. Results from both stages have been published in a variety of publications. This book reports about a special part of the study. Student achievement and school processes come into being in the context of the structure and the policies of national (or regional) education systems. The variety found in the CompEd results led us to ask how much might be explained by differences in these national or regional contexts. That is the reason the CompEd study took the initiative to invite the countries participating in the study, as well as some other countries that have had interesting developments in the domain of educational computers, to write a chapter describing their policies and practices regarding computers in education.


Information Technology (IT) computer education educational system technology

Editors and affiliations

  • Tjeerd Plomp
    • 1
  • Ronald E. Anderson
    • 2
  • Georgia Kontogiannopoulou-Polydorides
    • 3
  1. 1.Faculty of Educational Science & TechnologyUniversity of TwenteThe Netherlands
  2. 2.Department of SociologyUniversity of MinnesotaUSA
  3. 3.Department of EducationUniversity of PatrasGreece

Bibliographic information