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ICT implementation in education
An analysis of implementation strategies in Australia, Canada, Finland and Israel
ABSTRACT
The findings presented in this report result from a study commissioned by the SCRIPT (Service de Coordination de la Recherche et de l'Innovation Pédagogiques et Technologiques) department of the Luxembourg Education Ministry. This study was conducted during the final trimester of 2000 to examine the criteria that determine successful implementation of Information and Communication Technology (ICT) in primary and secondary schools. Data was collected through the use of a questionnaire
[ ( version pdf ) size: 100 KBytes ] addressed to education ministries and a total of nine innovative schools in Canada, Australia, Finland and Israel.
The report
[ ( version pdf ) size: 293 KBytes ] (version html) begins with a brief overview of the major changes that have taken place in national ICT policy over the past few years. It then attempts to define the meaning of successful ICT implementation through analysis of the stated objectives underlying implementation policy in each of the four countries, as well as the more specific objectives of each of the schools. The salient features and major concerns of national policies are highlighted. Integration strategies are examined at both the national and school level, in terms of classroom configuration and technological infrastructure, human resource development, curriculum and assessment methods, and content and learning resources. Focus is placed on obstacles to successful ICT integration - not surprisingly, fairly similar from one country to the next - and, more importantly, the means by which schools and central authorities are striving to overcome these obstacles. Each school outlines the profile of the ICT-competent teacher and defines the overall criteria that seemingly account for the realisation of ICT-based pedagogical goals in that particular establishment.
In conclusion, the data collected is presented in the form of a model of successful ICT implementation which could eventually serve as a framework for schools to analyse their own ICT integration potential. The bibliography includes a list of web-sites where readers may find useful information on national implementation policy in the four countries involved in the study, as well as reports recently published and projects underway.
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