Cross National Policies and Practices on Computers in Education

Cross National Policies and Practices on Computers in Education

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Description

This book presents some of the results from the second stage of lEA's study of Computers in Education (CompEd). lEA, the International Association for the Evaluation of Educational Achievement, conducts international comparative studies focussing on educational achievement, practices, and policies in various countries and education systems around the world. It has a Secretariat located in Amsterdam, the Netherlands. lEA studies have reported on a wide range of topics, each contributing to a deeper understanding of educational processes. The CompEd study is a project that sheds light on the way computers have been introduced in education and on how they are being used across the world today. The study proceeded in two stages with data collected for stage 1 in 1989 and for stage 2 in 1992. Results from both stages have been published in a variety of publications. This book reports about a special part of the study. Student achievement and school processes come into being in the context of the structure and the policies of national (or regional) education systems. The variety found in the CompEd results led us to ask how much might be explained by differences in these national or regional contexts. That is the reason the CompEd study took the initiative to invite the countries participating in the study, as well as some other countries that have had interesting developments in the domain of educational computers, to write a chapter describing their policies and practices regarding computers in education.
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Product details

  • Hardback | 470 pages
  • 162.6 x 231.1 x 35.6mm | 771.12g
  • Dordrecht, Netherlands
  • English
  • 1996 ed.
  • VIII, 470 p.
  • 0792342178
  • 9780792342175

Table of contents

Introduction; T. Plomp, et al. Curricular Aspects of Computers in Education; T. Plomp, et al. Cross-National Perspectives on Inequity in Computer Education; R.E. Anderson, V. Lundmark. Educational Paradigms and Models of Computer Use: Does Technology Change Educational Practice? G. Kontogiannopoulou-Polydorides. The Austrian Context of Computers in Education; G. Haider. Policies and Practice in the Belgium French Community with Respect to Computers in Education; E. Boxus, et al. Teaching Informatics in the Bulgarian Schools; P. Assenova, et al. The Policies of China for Computers in Education; J. Zhang. New Information Technologies in the French Educational System; S. Pouts-Lajus, et al. Computers and Education in the Federal Republic of Germany; H.-G. Rommel, M. Lang. Greek Schools and Computer Education: Socio-Cultural Interpretations; G. Kontogiannopoulou-Polydorides, et al. Computers in Education: The Indian Context; A.K. Sharma, S. Singh. New Information Technology in the Irish School System: A Summary; P.J. McKenna. Japan's National Policies on Computers in Education; S. Matsubara. The Korean Context of Computers in Education; U. Huh. Policies on Computers in Education in the Republic of Latvia; A. Grinfelds, A. Kangro. The Luxembourg Context of Computers in Education; A. Werne. Policies on Computers in Education in the Netherlands; T. Plomp, et al. The Slovenian Context of Computers in Education; M. Trobec, M. Setinc. Spanish Policies on New Technologies in Education; E. Veiguela Martinez, C.S.J. Villacorta. Computer Education in Thailand; N. Wattanawaha. New Information Technology in Schools in the United Kingdom; C. Bergen. The United States Context of Computers in Education;R.E. Anderson.
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