Advertisement

Cross-National Policies on Information and Communication Technology in Primary and Secondary Schools: An International Perspective

  • Birgit Eickelmann
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

The use of ICT in primary and secondary education has gone through a number of different phases over the last decades. Alongside rapid technological developments and changes in pedagogical paradigms, ICT policies have proven to be one of the main driving forces behind the implementation of ICT in education settings. The following chapter examines the relevance of such policies, plans, and frameworks from an international perspective, focusing thereby on the primary and secondary school sectors. In doing so, it provides valuable insights into international ICT policies. Aiming to provide a holistic view, it presents analyses of cross-national international policies as well as cross-national policies in different parts of the world. Given the multiplicity of education systems around the world, education policies regarding ICT vary considerably. Nonetheless, the analysis of cross-national studies uncovers a number of common core topics, directions, challenges, and potential future directions for ICT policies in primary and secondary schools. This compilation and examination of findings from international studies and their implications for ICT policies in turn reveal and reinforce the need for research-based and research-informed policies and strategies. The chapter concludes by collating the different lines of reasoning and developments and deducing potential directions for the development of powerful and responsible policies toward the use of ICT and its implementation in schools and school systems.

Keywords

ICT policy Current developments on ICT in education Future challenges National and international plans 

References

  1. Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London/New York: Routledge.Google Scholar
  2. Bundsgaard, J. (2016). ICILS 2018 and the future of e-assessment. Should we individualize learning? IEA Newsletter, 44, 2–3.Google Scholar
  3. Cohen, D., & Hill, H. (2001). Learning policy: When state education reform works. New Haven: Yale University Press.CrossRefGoogle Scholar
  4. EduSummIT (International Summit on ICT in Education). (2013). Action agenda. Recommendations for researchers, policy makers and practitioners to address the educational challenges of a digitally networked world. Retrieved from: http://www2.curtin.edu.au/edusummit/local/docs/EduSummIT_2013_Action_Agenda.pdf. 2 Jan 2018.
  5. Eickelmann, B. (2016). Digital natives or just kids with smartphones? The story of ICILS in Germany. IEA Newsletter, 44, 3–4.Google Scholar
  6. European Commission. (2014). The International Computer and Information Literacy Study (ICILS). Main findings and implications for education policies in Europe. Retrieved from: http://ec.europa.eu/dgs/education_culture/repository/education/library/study/2014/ec-icils_en.pdf. 2 Jan 2018.
  7. Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA international computer and information literacy study international report. Cham: Springer.CrossRefGoogle Scholar
  8. Kozma, R. B. (2011). The technological, economic, and social contexts for educational ICT policy. In UNESCO (Ed.), Transforming education: The power of ICT policies (pp. 9–18). Paris: UNESCO.Google Scholar
  9. Moonen, J. (2008). Evolution of IT and related educational policies in international organizations. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 1071–1081). New York: Springer.CrossRefGoogle Scholar
  10. Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 International results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from: http://timssandpirls.bc.edu/pirls2016/international-results/. 2 Jan 2018.
  11. OECD. (2015). Students, computers and learning: Making the connection. Paris: OECD Publishing.CrossRefGoogle Scholar
  12. OECD. (2017). Education policy outlook. Retrieved from http://www.oecd.org/edu/policyoutlook.htm. 2 Jan 2018.
  13. Pereira, S., & Pereira, L. (2015). Digital media in primary schools: Literacy of technology? Analyzing government and media discourses. Educational Policy, 29(2), 316–341.CrossRefGoogle Scholar
  14. Plomp, T., Anderson, R. E., Law, N., & Quale, A. (Eds.). (2009). Cross-national information and communication technology. Policies and practices in education. Charlotte: Information Age Publishing.Google Scholar
  15. Roumell, E. A., & Salajan, F. D. (2016). The evolution of U.S. e-learning policy: A content analysis of the National Education Technology Plans. Educational Policy, 30(2), 365–397.CrossRefGoogle Scholar
  16. Trucano, M. (2016). SABER-ICT framework paper for policy analysis: Documenting national educational technology policies around the world and their evolution over time. Washington, DC: World Bank.CrossRefGoogle Scholar
  17. UNESCO. (2011a). Transforming education: The power of ICT policies. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0021/002118/211842e.pdf. 2 Jan 2018.Google Scholar
  18. UNESCO. (2011b). UNESCO ICT competency framework for teachers. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0021/002134/213475e.pdf. 2 Jan 2018.Google Scholar
  19. Vanderlinde, R., van Braak, J., & Dexter, S. (2012). ICT policy planning in a context of curriculum reform: Disentanglement of ICT policy domains and artefacts. Computers & Education, 58(4), 1339–1350.CrossRefGoogle Scholar
  20. Voogt, J., Knezek, G., & Pareja Roblin, N. (2015). Research-informed strategies to address educational challenges in a digitally networked world. Education and Information Technologies, 20(4), 619–623.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of PaderbornPaderbornGermany

Section editors and affiliations

  • Birgit Eickelmann
    • 1
  1. 1.University of PaderbornPaderbornGermany

Personalised recommendations