SABER-ICT framework paper for policy analysis : documenting national educational technology policies around the world and their evolution over time
SABER-ICT framework paper for policy analysis : documenting national educational technology policies around the world and their evolution over time
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SABRE-ICT 政策分析框架文件：记录世界各地的国家教育技术政策及其随时间的演变
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Michael Trucano
中科院分区：
文献类型：
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作者：
Michael Trucano
“提高教育效果的系统方法”（SABER）——信息通信技术（ICT）政策框架旨在帮助决策者就如何最好地利用ICT实现教育部门的核心发展目标做出更明智的决策。它旨在帮助和激励教育决策者起草、重新考虑和评估与信息通信技术使用相关的关键政策，特别是在中小学（K-12）阶段的正规教育部门。该框架是通过分析和综合来自80多个国家的政策文件而构建的。这些政策中的绝大多数与小学和中学的正规教育有关；对教育系统的其他部分，包括儿童早期发展、技术和职业教育（TVET）和高等教育，以及校外和终身学习的相关官方政策指导相对较少。虽然SABER-ICT框架是通过对国家ICT和教育政策的分析而构建的，但预计它在试图分析相关的分区域政策（即省或州一级）并对其进行基准测试时也可能有用。
The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use ICTs in pursuit of core developmental objectives in the education sector. It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well.
教育技术主题指南
DOI：
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发表时间：
2014
期刊：
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影响因子：
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作者：
Power, T.
通讯作者：
Power, T.