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ICT in Education in Global ContextICT as a Catalyst of Innovation

ICT in Education in Global Context: ICT as a Catalyst of Innovation [Research in educational technology has revealed that technology can be an important resource for the quality of teaching and learning processes both for the learning of disciplinary contents and for the acquisition of transversal cognitive competencies. However, many research studies have also demonstrated that new technologies only have an impact on teaching and learning processes if there is co-evolution of ICT and schooling. This co-evolution should entail novel educational strategies, pedagogical activities, and roles in which teachers and students are both actively involved, as well as development of educational institutions’ general organization and policies. Change at this level is extremely challenging; it involves numerous changes in educational practices and resources, as well as in educational policies. Countries throughout the world have established different national strategies for integrating ICT in their schools. This paper examines the situation in Italy, focussing in particular on the national plan for digital schools and on some of the different projects that have been launched under this umbrella. The paper reports some of the initial outcomes of the plan, which is presently underway, and looks at some of its strengths and weaknesses taking into account a review of this plan made recently by OECD. A few exemplary experiences carried out in recent years are also discussed with the aim of identifying positive indications and possible interesting developments.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

ICT in Education in Global ContextICT as a Catalyst of Innovation

Part of the Lecture Notes in Educational Technology Book Series
Editors: Huang, Ronghuai; Kinshuk, ; Price, Jon K.
Bottino, Rosa Maria
ICT in Education in Global Context — Jul 31, 2014
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References (12)

Publisher
Springer Berlin Heidelberg
Copyright
© Springer-Verlag Berlin Heidelberg 2014
ISBN
978-3-662-43926-5
Pages
3 –18
DOI
10.1007/978-3-662-43927-2_1
Publisher site
See Chapter on Publisher Site

Abstract

[Research in educational technology has revealed that technology can be an important resource for the quality of teaching and learning processes both for the learning of disciplinary contents and for the acquisition of transversal cognitive competencies. However, many research studies have also demonstrated that new technologies only have an impact on teaching and learning processes if there is co-evolution of ICT and schooling. This co-evolution should entail novel educational strategies, pedagogical activities, and roles in which teachers and students are both actively involved, as well as development of educational institutions’ general organization and policies. Change at this level is extremely challenging; it involves numerous changes in educational practices and resources, as well as in educational policies. Countries throughout the world have established different national strategies for integrating ICT in their schools. This paper examines the situation in Italy, focussing in particular on the national plan for digital schools and on some of the different projects that have been launched under this umbrella. The paper reports some of the initial outcomes of the plan, which is presently underway, and looks at some of its strengths and weaknesses taking into account a review of this plan made recently by OECD. A few exemplary experiences carried out in recent years are also discussed with the aim of identifying positive indications and possible interesting developments.]

Published: Jul 31, 2014

Keywords: School innovation; Digital schools; ICT policies in education; Technology-enhanced learning; Learning environments

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