By Tjeerd Plomp, R.E. Anderson, Georgia Kontogiannopoulou-Polydorides
This e-book experiences at the regulations and practices relating to pcs in schooling in 20 international locations, representing Northern the United States, Asia, and either the jap and Western components of Europe. additionally, the editors have analysed and mirrored from numerous views at the richness of the nationwide stories, leading to chapters on curricular, (in)equity and schooling paradigmatic facets of the advent of desktops in schooling.
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Extra resources for Cross National Policies and Practices on Computers in Education (Technology-Based Education Series)
Sample text
2 3 a. 1 'S D "^^ ; = 3 VO 00 r^ VO Many country reports refer to the crucial role of the teacher and the importance of developing inservice training programs that fit teachers' needs. Training courses are available in every country. Often a cascade model is applied (as in Luxembourg, the Netherlands, Slovenia, and the UK) wherein some specialists begin by training a first group of teachers that in turn is expected to train other groups of teachers. But while teacher training colleges are often expected to pay more attention to the use of computers in schools. Ten Brummelhuis illustrated their interrelatedness with an example: The top-down variable 'external financial support' showed a direct negative effect on the intended implementation of computer use, but exerted a positive influence on the outcome in combination with other 'top-down' measures ('external training support' and 'hardware/software infrastructure') and all three bottom-up variables ('perceived innovation relevance,' 'school policy for computer use,' and 'monitoring and problem coping strategy').