A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland
A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland
复制标题
DOI：
10.1007/s10639-020-10169-5
复制
发表时间：
2020-04-29
影响因子：
5.5
通讯作者：
Holland, Charlotte
中科院分区：
文献类型：
--
作者：
Alghamdi, Jawaher;Holland, Charlotte
本文对2016年在沙特阿拉伯王国（KSA）和爱尔兰共和国实施的信息和通信技术（ICT）融入小学和小学后教育的政策、战略和计划进行了比较分析。分析表明，虽然科文署在将信息和通信技术纳入教育方面相对较新，但它在寻求提高教育质量和通过一系列举措支持向知识经济过渡方面反应迅速，这些举措包括：课程改革、提供信息和通信技术纳入方面的教师专业发展，以及提供计算机技术和基础设施。然而，与爱尔兰的情况一样，需要通过与主要利益攸关方建立参与性伙伴关系，加强教育政策、战略和方案中的信通技术框架，这些利益攸关方在小学和小学后环境中信通技术政策执行的整个生命周期中都是如此。此外，审查表明，这两个管辖区的政府需要更好地提供财政和人力资源，以充分实施教师培训，并为教师在小学和小学后环境中有效融入信息和通信技术提供必要的支持。最后，需要对这两个国家的教育政策、战略和方案中的信息和通信技术的评价议定书进行重新修订，以便及时公布其颁布的证据。此外，由此产生的评价报告还需要进一步详细说明，以使人们看到国家在学校中纳入信通技术方面取得的进展，以及对学习者信通技术技能和更广泛能力的相应影响。
This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education' policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education' policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners' ICT skills and broader competencies.