Abstract
With the increasing relevance of information and communication technologies (ICT) and the global transition towards the knowledge society, school systems and higher education now face increasing challenges involved in preparing students for successful participation in the knowledge society. In many countries, this is leading to manifold efforts and changes in national policies concerning ICT integration into education systems. This paper outlines four challenges concerning the design, implementation, and evaluation of national policy: (1) creating future ready policy, (2) achieving systemic perspectives in stakeholders, (3) promoting commitment to learning from policy, and (4) developing and implementing supportive processes. The paper shares an international perspective on these four major challenges and proposes strategy perspectives and solutions, as well as tactics that could be applied to advance a nation’s educational system empowered by technology.
Highlights
The global reach of the digital age, which makes anyone on earth a potential contributor to sustainable economic vitality of the nation requires educational policy makers, researchers and practitioners to re-think the processes, structures, support systems and role of technology enhanced learning
With the increasing relevance of information and communication technologies (ICT) and the global transition towards the knowledge society, school systems and higher education face increasing challenges involved in preparing students for successful participation in the digital age (Henshon 2017; Zhao and Frank 2003)
National education policy planning is an important tool for realizing the potential of technologies for promoting digital-age learning of all contributors to society
Summary
The global reach of the digital age, which makes anyone on earth a potential contributor to sustainable economic vitality of the nation requires educational policy makers, researchers and practitioners to re-think the processes, structures, support systems and role of technology enhanced learning. With the increasing relevance of ICT and the global transition towards the knowledge society, school systems and higher education face increasing challenges involved in preparing students for successful participation in the digital age (Henshon 2017; Zhao and Frank 2003). In many countries, this is leading to manifold efforts and changes in national policies concerning ICT integration into education systems. These deliberations led to a new four-part framework and model for policy development, which will be presented and discussed in this contributions
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