"Information and communications technologies (ICT) in schools are seen by
education policy-makers as an opportunity. Yet, once policy-makers consider
making signifi cant investments in ICT, a host of questions emerge, from how
many computers are needed in a school to how teachers can use them. While
such questions represent important implementation issues, they are not the
ones that should frame ICT policy. ICT can have a greater impact when the
policies and programmes designed to implement them are crafted in the
broader context of social and economic goals, aligned to a vision of economic
development and social progress – in other words, when ICT policies and
programmes support educational transformation.
This timely book reviews policies, programmes, and experiences in a range of
regional and developmental settings – Jordan, Namibia, Rwanda, Singapore,
and Uruguay. Each brings a unique historical, cultural, political, social, and
economic context to bear on policy and its formulation. These case studies
provide models and lessons that can help other countries in formulating their
own policies regarding ICT in education. In addition, drawing on the analyses
of the fi ndings across case studies, the book considers their implications for
educational policy, change, and transformation."
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