TY - RPRT TI - Principles for Digital Development in Education - amendments, tenets, questions AU - Haßler, Björn AB - Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ... DA - 2020/// PY - 2020 LA - en UR - https://docs.opendeved.net/lib/PDXPLXA5 Y2 - 2020/12/11/10:05:58 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:q ER - TY - BOOK TI - Building and Sustaining National Educational Technology Agencies : Lessons, Models and Case Studies from Around the World A3 - Trucano, Michael A3 - Dykes, Gavin AB - National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions. CY - Washington, DC DA - 2017/// PY - 2017 PB - World Bank Education UR - https://openknowledge.worldbank.org/handle/10986/26507 Y2 - 2019/02/14/15:36:54 ER - TY - RPRT TI - SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. AU - Trucano, Michael AB - 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. CY - Washington, DC DA - 2016/// PY - 2016 M3 - Technology & Innovation: SABER-ICT Technical Paper Series PB - World Bank Education SN - 1 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y Y2 - 2019/02/14/15:36:54 ER - TY - RPRT TI - Technologies in education across the Americas: The promise and the peril – and some potential ways forward AU - Trucano, Michael AB - National educational technology agencies (‘ICT/education agencies’, and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. By documenting emerging lessons from the histories of various national educational technology agencies and their functional equivalents, which are typically responsible for similar roles but which can differ radically in form by country and over time, it is hoped that this publication can help inform perspectives of decision makers considering how to create and support such an institution, the forms it might take, what roles it might take on, and how these forms and roles might be expected to evolve over time. Case studies from Korea (KERIS), Malaysia (Smart Schools), England (Becta), Chile (Enlaces), Armenia (NaCET), Uruguay (Plan Ceibal); Indonesia (PUSTEKKOM), Costa Rica (Omar Dengo Foundation), Thailand (Schoolnet Thailand), Australia (EdNA) and the Philippines are included, as well as a discussion of general lessons from international experiences, and pointers to other notable institutions around the world. CY - Washington, DC DA - 2016/// PY - 2016 M3 - Technology & Innovation: SABER-ICT Technical Paper Series PB - World Bank Education SN - 12 UR - https://openknowledge.worldbank.org/handle/10986/26259 Y2 - 2019/02/14/15:36:54 ER - TY - RPRT TI - Building and Sustaining National ICT Education Agencies : Lessons from International Experiences AU - Trucano, Michael AU - Dykes, Gavin AB - National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions. CY - Washington, DC DA - 2016/// PY - 2016 M3 - Technology & Innovation: SABER-ICT Technical Paper Series PB - World Bank Education SN - 2 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y Y2 - 2019/02/14/15:36:54 ER - TY - BOOK TI - Guide to measuring information and communication technologies (ICT) in education. AU - UNESCO Institute for Statistics CY - Montreal DA - 2009/// PY - 2009 DP - Open WorldCat LA - English PB - UNESCO Institute for Statistics SN - 978-92-9189-078-1 ER -