International Experiences of Educational Technology Policies: Lessons for Developing Countries

https://doi.org/10.48185/tts.v4i2.915

Authors

  • Alnuaman Alamin Educational Development Unit- Nile University
  • Jianhua Zhao The Center of Studies for Future Education, Southern University of Science and Technology, Shenzhen 518055, China.
  • Guoxiang Wu English Department, Foreign Language College, Huaqiao University, Quanzhou 362021, China.
  • Ashraf Salih Computer Science Department, College of Computer Systems and Information Technology, Nile University, Khartoum 1111, Sudan.

Abstract

Since computer education was introduced into the educational systems in the developed world in the early 1980s, educational technology policies (ETPs) have become a hot issue, especially in the new millennium. Based on the comparative analysis approach, this study explained what the ETPs are and why and how the policy makers of USA, UK and China were interesting to develop several revised ETPs on the national levels. It finds that policy makers were keen to invest in ETPs because it contributes to the social and economic development, strengthens the national ideology and culture, and supports the educational reforms. Common factors shaping ETPs include policy or vision and authorizing implementation, teachers’ professional development, ICT for education infrastructure (digital learning resources, physical hardware infrastructure, internet connectivity in the educational institutions, education management information systems (EMIS) and national research and education networks), and educational technology standards for all of those people who are involved in the educational process.

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Published

2023-12-28

How to Cite

Alamin, A., Zhao, J. ., Wu, G. ., & Salih, A. . (2023). International Experiences of Educational Technology Policies: Lessons for Developing Countries . TESOL and Technology Studies, 4(2), 27–35. https://doi.org/10.48185/tts.v4i2.915

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Articles