A Comparative Analysis of Policies, Strategies and Programmes for Information and Communication Technology Integration in Education in the Kingdom of Saudi Arabia and the Republic of Ireland

Autor/inn/en	Alghamdi, Jawaher; Holland, Charlotte
Titel	A Comparative Analysis of Policies, Strategies and Programmes for Information and Communication Technology Integration in Education in the Kingdom of Saudi Arabia and the Republic of Ireland
Quelle	In: Education and Information Technologies, 25 (2020) 6, S.4721-4745 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alghamdi, Jawaher) ORCID (Holland, Charlotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10169-5
Schlagwörter	Comparative Education; Information Technology; Technology Integration; Educational Quality; Teaching Methods; Knowledge Economy; Educational Change; Curriculum Development; Faculty Development; Educational Policy; Partnerships in Education; Foreign Countries; Financial Support; Elementary School Teachers; Secondary School Teachers; Policy Analysis; Technological Literacy; Government Role; Human Resources; Ireland; Saudi Arabia + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Informationstechnologie; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Ausland; Finanzielle Förderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politikfeldanalyse; Technisches Wissen; Humankapital; Irland; Saudi-Arabien
Abstract	This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education' policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education' policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners' ICT skills and broader competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01