Abstract
In 2003 a working group established on the initiative of the Centre of Information Technology of Education under the Ministry of Education and Science, has been reviewing regulations for the assessment and certification of educational software. This article analizes the main aspects of the proposed orders. It discusses general structure of quality assurance system, the procedures for the certification of standard and permanently renewable digital educational resources, and the main criteria and principles of the evaluation of educational software in Lithuania. In parallel, it investigates and summarizes research results and foreign policies and practices on quality assurance. Finally, the article compares them with Lithuanian regulations.
Highlights
Since the arrival of the first computers to general schools, the introduction of information and communication technologies (ICT) into education has made substantial progress: most schools in developed and developing countries of the world are quite sufficiently provided with computers and other infrastructure; the majority of teachers are already trained to use new technologies into their daily life and professional activities, etc
School communities are in need of help to cope with this avalanche of irrelevant resources. For all of these reasons, quality assurance of educational software and content is an important area of ICT policies in many countries across the world (e.g., France, Hungary, Italy, the UK) (EUN, 2003)
The members of the Information Technologies (IT) commission and referees were little experienced in the evaluation of educational software, yet they were absolutely free to apply any methods and criteria for the assessment
Summary
Since the arrival of the first computers to general schools, the introduction of information and communication technologies (ICT) into education has made substantial progress: most schools in developed and developing countries of the world are quite sufficiently provided with computers and other infrastructure; the majority of teachers are already trained to use new technologies into their daily life and professional activities, etc. School communities are in need of help to cope with this avalanche of irrelevant resources For all of these reasons, quality assurance of educational software and content is an important area of ICT policies in many countries across the world (e.g., France, Hungary, Italy, the UK) (EUN, 2003). The paper is structured into five chapters: This chapter provides the introduction It investigates and substantiates the relevance of the issue of educational software quality. The paper investigates the present situation in the provision of general schools in the country with appropriate educational software. It discusses previously adopted national practices for quality assurance. It discusses the future evolution of quality management in Lithuania and draws conclusions
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