What Should Be Considered when Developing ICT-Integrated Classroom Models for a Developing Country?

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Autor/Urheber	Hyunjin Cha; Taejung Park; Jongwon Seo
Institution	MDPI AG
Titel	What Should Be Considered when Developing ICT-Integrated Classroom Models for a Developing Country?
Quelle	In: doi:10.3390/su12072967; 2071-1050; Sustainability, Vol 12, Iss 2967, p 2967 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3390/su12072967
Schlagwörter	ICT-integrated classroom; ODA (Official development assistance); developing countries; conceptual framework; ICT4ED (ICT for education development); Environmental effects of industries and plants; TD194-195; TJ807-830; Environmental sciences; GE1-350
Abstract	This study aims to identify factors to be considered when developing Information and Communication Technology (ICT)-integrated classroom models and to suggest a conceptual framework for considering more appropriate classroom models, tailored to the environments and needs of each developing country. In-depth interviews were conducted with experts, yielding many factors to be taken into account when integrating ICT in various educational contexts of developing countries. The factors are categorized into five domains: current status and relevant policies in ICT education, ODA (Official Development Assistance) goals and priority setting, infrastructure and technical challenges, pedagogical methods, and educational resources. Based on the recommendations elicited for the five categories, we suggest a conceptual framework that provides practical guidance on the criteria for selecting classroom models suited to each partner country's environments and contexts. This study also draws implications from the interviews for classroom design guidelines related to hardware and infrastructure, to improve the sustainability of ICT-integrated classroom projects.
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