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With increasing global challenges, the Belt and Road initiative
seems to offer one possible platform to think about different
possibilities and pathways to promote international collaboration
and development covering Asia, Europe, Africa, and other countries.
Information and Communication Technology (ICT) in education, as a
key focus, provides valuable perspectives for governments,
inter-governmental and non-governmental agencies wanting to
innovate and advance both ICT and education independently and
collaboratively. This book highlights the burgeoning of ICT in
education in eleven countries, with particular emphasis placed on
the context of the Belt and Road Initiative. ICT has increasingly
important roles in education including improve teaching and
learning qualities, as well as equity in education. The prominent
contributors describe the state-of-the-art of ICT in education in
eleven countries based on six major themes (policy perspectives,
infrastructure, educational resources, ICT integration into
practices, students' ICT competence, and teachers' professional
development). We hope the in-depth discussions included in this
book would provoke more academic and policy insights globally.
With increasing global challenges, the Belt and Road initiative
seems to offer one possible platform to think about different
possibilities and pathways to promote international collaboration
and development covering Asia, Europe, Africa, and other countries.
Information and Communication Technology (ICT) in education, as a
key focus, provides valuable perspectives for governments,
inter-governmental and non-governmental agencies wanting to
innovate and advance both ICT and education independently and
collaboratively. This book highlights the burgeoning of ICT in
education in eleven countries, with particular emphasis placed on
the context of the Belt and Road Initiative. ICT has increasingly
important roles in education including improve teaching and
learning qualities, as well as equity in education. The prominent
contributors describe the state-of-the-art of ICT in education in
eleven countries based on six major themes (policy perspectives,
infrastructure, educational resources, ICT integration into
practices, students' ICT competence, and teachers' professional
development). We hope the in-depth discussions included in this
book would provoke more academic and policy insights globally.
This book discusses the strategies that the Singapore Education
System has embarked to encourage school change and innovations. It
documents the change journey of Specialized Schools and Future
Schools in Singapore with a view to understand the key tenets that
enable school wide change and reform. The intents for change and
reform are to anchor the education system to the basic foundations
and principles of education and yet enable the system as a whole to
be malleable to change and globalization. It shows how Singapore
enables diversity within a structured environment through
innovations in Specialized and Future Schools, and highlights the
systemic rationale behind various efforts in Specialized and Future
Schools and the kinds of adaptations schools have made to leverage
structures and make adjustments for their contexts.
This book offers an ecological perspective to understand the
opportunities and complexities of spreading and sustaining
educational innovations. It explores the imperatives underpinning
educational reforms and identifies the role of schools in
developing, disseminating, and sustaining changes in Singapore's
educational context. It also includes international case studies
that examine the dialectical relationships between structure,
people and culture and demonstrate that cultivating ecologies
involves leveraging affordances and resources across the education
system to create new contexts, synergies and capacities. Further,
it argues that educational innovations and reforms also need to
consider tacit knowledge and conditions of transfer, which may be
ambiguous and challenging. Few books address the nuances and
interactions of innovation and change across levels of the
education ecology - from the micro (classroom), meso (organisation
/ school), exo (partners), macro (policy) and chrono (time scales)
levels. The ecological perspective adopted in this book explores
the dynamic tensions in order to understand the interplays of
policy and school-level influences that contextualize school
innovations. By presenting multiple voices and views, it allows
impediments and affordances of innovation diffusion to be discussed
holistically, which is an integral caveat for nurturing a
sustainable ecology that enables innovations.
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