Integrating ICT in Secondary Teacher Education

This chapter presents an analysis of education technology policy for integrating education technology in Malawi's secondary teacher education since 1994. The status of education technology research in Malawi, often in form of pilot studies evoked the study's questions: What policies are guiding the use of ICT in teacher education? How has education technology policy for secondary teacher education evolved? What have been the influencing factors for the education technology policies on secondary teacher education? What are the assumptions and rationale underlying such policies? Using Ball's contexts of policy making framework, the analysis shows that the evolution of education technology policy for secondary teacher education can be attributed to the aftermath of Free Primary Education in 1994. However, the reviewed policies show inconsistence, and suggest to have been formulated on speculations other than research conducted in the context within which such policies are intended to drive the desired changes.

Integrating ICT in Secondary Teacher Education

This chapter presents an analysis of education technology policy for integrating education technology in Malawi's secondary teacher education since 1994. The status of education technology research in Malawi, often in form of pilot studies evoked the study's questions: What policies are guiding the use of ICT in teacher education? How has education technology policy for secondary teacher education evolved? What have been the influencing factors for the education technology policies on secondary teacher education? What are the assumptions and rationale underlying such policies? Using Ball's contexts of policy making framework, the analysis shows that the evolution of education technology policy for secondary teacher education can be attributed to the aftermath of Free Primary Education in 1994. However, the reviewed policies show inconsistence, and suggest to have been formulated on speculations other than research conducted in the context within which such policies are intended to drive the desired changes.

Community meeting the Namibian Education Technology Policy with OLPC's XO laptops: is it a viable approach?

Research problem There is a need in the literature to describe the implementation processes of technology integration in education through community involvement. In particular, there is limited research available about the mechanism or process behind the community technology trends in Namibia. Few cases explore community involvement in meeting educational technology policy needs. The ICT Policy for Education and the Tech/Na! Implementation policy plan aims to prepare learners to participate in new global economies of the 21st century. It also recognizes that presently, schools and other educational institutions are ill-prepared for the demands of the 21st century (ICT policy for Education, 2004). The policy also presupposes that integrating technology in the classroom is the appropriate vehicle to achieve the goal of knowledge, equity, quality and access for all. Although the Namibian Ministry of Education has focused on developing the technology infrastructure at secondary school level first, many educators and community activists has argued that technology integration would be more successful if implemented at primary school level. It is for this purpose that the Ngoma community explored ways in which to integrate technology in and outside of the classroom as a community effort. Key Findings Results in this case study reveals that despite the valiant efforts of community the educational approaches and understanding of the policy hampered further advancement of these XO computers in the schools for learning. Moreover, the OLPC model approach of ownership and alleged focus on constructivist education and 'digital utopianism appeared to be conflicting in the implementation and sustainability of the community project. Community members priorities changed as the project was implemented due to events of thefts, parent complaints which resulted in short-term ineffective solutions. The Itenge Development Foundation remains an integral part of the project, however with minimal community involvement and use of laptops.

Education Technology Policy In Teaching And Learning

This research is to develop a Education Policy Technology in teaching and learning. The process of developing policies work involves the Delphi technique works. The Delphi Technique implementation process chosen by the researcher which it involves five rounds? Seven qualified experts appointed by the expertise and have the criteria in the policy area. The policy was developed based on the standards ISO 27001 and Security Policy Information and Communication Technology for the Public Sector by MAMPU (Malaysia Administrative Modernization and Management Planning Unit) . Integrated Model Delaney in Development Policy adopted by researchers for the process of developing the policy area. Future policy development outcomes can be applied at the Institute of Teacher Education In Malaysia (ITEM) and indirectly provides a guide to future teachers who will be placed in primary schools as their guide in conducting teaching and learning in technology education. The final formulation of collecting data represent the opinions and comments of experts which will be used as a complete production of the draft policy.

A Retrospective on Twenty Years of Education Technology Policy

This article provides an analysis of 20 years of key policy reports addressing the challenges and opportunities in integrating technology into K-12 education in the United States. It summarizes recommendations made in these reports, and comments on the shifting rationales for and expectations of educational technology investments that have shaped those recommendations. In undertaking this analysis, we have been guided by three key sets of questions: a) Why do we invest in educational technologies? What rationales have shaped these investments? b) What are the requisite steps to ensure that technologies are effectively implemented? What specific recommendations have been given priority? c) What assumptions underlie our vision for how technologies can impact teaching and learning, and how have these changed?