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International Handbook of Information Technology in Primary and Secondary Education

Volume 20 of the series Springer International Handbook of Information Technology in Primary and Secondary Education pp 1097-1108

ICT and Educational Policy in the European Region

  • Claudio DelrioAffiliated withScienter
  • , Claudio DondiAffiliated withScienter

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Abstract

“Variable geometry” is often associated with the discourse about Europe, given the many differences among countries. For many countries, ICT infrastructure and utilization (e-readiness) are among the highest in the world, yet other countries have much lower e-readiness levels. The rationale of ICT educational policies in Europe is definitely related to the transition towards the knowledge society. Policies are evolving to an approach in which ICT per se is losing emphasis in favour of the benefits that ICT can offer to the pressing needs of society and economy. This means also that there are policy developments in education enabled by ICT that are not classified as “ICT-related,” but instead are focused on innovative approaches to teaching and learning. The evolution in terminology and focus as seen in European Union (EU) documents and programmes shows this development. However, challenges for ICT-related educational policies in Europe still remain.

Keywords

E-readiness European Union initiatives Integration Knowledge Society Visions and values; IT Policy Europe