The policy recognized the strategy to incorporate ICT in educational curricula and provide for equitable access by students at all levels (Uganda Ministry of Works, Housing and Communications, 2003).
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
The policy recognized the strategy to incorporate ICT in educational curricula and provide for equitable access by students at all levels (Uganda Ministry of Works, Housing and Communications, 2003).
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
Enhancing social inclusion through innovative mobile learning in Uruguay. Cri...eraser Juan José Calderón
Case study by the UNESCO-Fazheng project on best practices in mobile learning titulado "Enhancing social inclusion through innovative mobile learning in Uruguay" de Cobo Romaní, Cristóbal [Author] , Rivera Vargas, Pablo [Author] , Miao, Fengchun [Editor] , Domiter, Anett [Editor] publicado en 2018.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
Enhancing social inclusion through innovative mobile learning in Uruguay. Cri...eraser Juan José Calderón
Case study by the UNESCO-Fazheng project on best practices in mobile learning titulado "Enhancing social inclusion through innovative mobile learning in Uruguay" de Cobo Romaní, Cristóbal [Author] , Rivera Vargas, Pablo [Author] , Miao, Fengchun [Editor] , Domiter, Anett [Editor] publicado en 2018.
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
My 15 minute presentation for a panel talk at GETS 2010, "Building a World-Class Education System". The actual panel discussion that followed is not included. I discuss Finland's PISA success and the reasons behind it, as well as some future focus areas.
How to develop the top ranked education system? Building Blocks for Education: Whole System Reform September 13–14, 2010 • Toronto, Canada
Timo Lankinen
Director-General
Finnish National Board of Education
Two years before 2015, the Philippines passed a series of national policies to fulfill EFA’s mandates for lifelong learning and inclusive education and the most controversial of which was the institutionalization of mother tongue based multilingual education (MTBMLE). The MTBMLE policy mandates basic education institutions to use the child’s home language as medium of instruction in all subject areas, notwithstanding the fact that the Philippines is among the most linguistically diverse country in the world.
MTBMLE was never mentioned in the original Philippine EFA Plans but EFA’s requirement to periodically report all EFA-related gains opened a window of opportunity. Who were the actors involved and how did they facilitate the institutionalization of MTBMLE the Philippines? What social structures they had to contend with? What would it take to make it succeed?
This study offers a theoretical frame to explain the structural and actor-oriented processes in advocacy for education reform. It utilized interviews with the MTBMLE champions in the Philippines, along with the auto-narratives of the author as one of the facilitators in the formulation of MTBMLE policy and training and advocacy programs. Other sources of data include Department of Education and Congressional committee reports and minutes of meetings and online forums of MTBMLE advocacy groups. Data show that actors came from oppositional ideological persuasions, yet given the fleeting window of opportunity provided by the EFA mandate, they entered into a negotiated but fragile collaboration. The concerted advocacy campaign moved so swiftly, with deliberate efforts to bracket old political debates on language and identity, bringing to the fore the promise of quality and more inclusive education through MTBMLE.
Where are we with Science Education in New Zealand?renaedith
A brief overview of where we stand with science education in New Zealand. National and international reports are used to show our current science education landscape.
The ICT4IAL Project, developed by the European Agency for Special Needs and Inclusive Education, is presented, outlining its aims, objectives and development of guidelines to implement e-accessibility in educational institutions.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
SITE 2012 - Tracing International Differences in Online Learning Development:...Michael Barbour
Powell, A., & Barbour, M. K. (2012, March). Tracing international differences in online learning development: An examination of government policies in New Zealand. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
Innlegg "In Search for the Sustainable Knowledge Base: Multi-channel and Multi-method?" holdt på International Research Workshop "Assessing the Effects of ICT in Education", Ispra (Italia), 27042009
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
Erindi á nýnemakynningu á menntavísindasviði HÍ. Umfjöllun um birtingamyndir skóla í vísindaskáldskap byggt á nokkrum af dæmum sem ég hef safnað síðustu 15 ár.
Strategic ambiguity in Finnish policy on ICT in education
1. Finland’s educational policy
environment: The role of strategic
ambiguity in policy communication.
Tryggvi Thayer, Ph.D. Candidate
Oct. 5, 2012
Menntakvika 2012
University of Iceland
thay0012@umn.edu
www.education4site.org
2. Why Finland?
• Finnish students’ admirable achievement on
international comparative assessments has
brought international attention to Finnish
education.
– Consistently score at or near top of international
comparative assessments (PISA & TIMSS)
– Scores have been consistent throughout Finland
(little variation between regions and schools)
3. Finnish education full of
contradictions
• Some often cited contradictions between
conventional thinking and what observers
experience:
– Public spending on education is less than elsewhere
– Teachers spend less time teaching
– Students spend less time in school than peers in
other countries
– Students spend less time on homework
4. Contradictions regarding
ICT in education
• Finland is rightly perceived to be a high-tech
information society.
• However:
– Specific ICT curriculum is scant
– Little specific ICT instruction
– Technology often not very visible in Finnish schools
• There has been considerable variation between
regions/schools in this regard, but overall Finnish teachers
have tended to use technology less than their counterparts in
other Nordic countries (Ramboll Management, 2006).
5. The reality for educational policy?
• Finnish MOE policy regarding ICT in
education (Nivala, 2009)
– Vague and incoherent
– Technologically deterministic
6. Document analysis
• Educational policy 1994-2004
– Gov’t communications
– National Curricula
• Social policy 1994-2004
– Gov’t communications
7. Document analysis
• Data sources:
*Ministry of Education Strategy 2015 (Ministry of *Education, Training and Research in the
Education, 2003) Information Society: National Strategy 2000–2004
(Ministry of Education, 1999)
*Education and Research 1999–2004: Development *Information Society Programme for Education,
Plan (Ministry of Education, 2000) Training and Research 2004–2006 (Ministry of
Education, 2004b)
*Education and Research 2003–2008: Development Finland Towards an Information Society Programme
Plan (Ministry of the Education, 2004a) (Ministry of Education, 1995)
Education, Training and Research in the Information Finland’s Road to the Information Society – National
Society: a national strategy (Ministry of Education, Guidelines (Ministry of Finance, 1995)
1995)
Finland as an Information Society (Information Society National Core Curricula (Finnish National Board of
Advisory Board, 2000) Education)
*Included in Nivala, 2009 data sources
8. Theoretical framework: Strategic
ambiguity (Eisenberg, 1984)
• Relativist approach to meaning in policy
communication
• Use of metaphors
• Deliberate use of ambiguity to promote
flexibility and adaptability
9. Strategic ambiguity (cont.)
• Focus on ambiguity in policy
communications
• Four functions:
– Promote unified diversity
– Facilitate transformative change
– Foster deniability
• Certain interpretations can be denied
– Preserve privilege
• Credibility varies between people
10. Strategic ambiguity (cont.)
• Two organizational criteria:
– Capacity to promote unified diversity
– Capacity to facilitate organizational
change
• Two communication criteria:
– Deniability
– Preserve privilege
11. Findings
• Unified vision: Finland’s future as an innovative
information society
– Very well articulated definition of what this means for
the Finnish context
• Change: Promote “4 C’s” – Creativity, critical
thinking, communication, collaboration
– All four C’s embedded in pedagogical approaches
• Flexible interpretations: ICT defined as critical
component of vision but with no specific ties in
terms of pedagogy or subject matter
12. ICT in educational context
• Discourse on innovation and information society
shapes education policy
(Rooted in well-known theories, Lundvall, 1992; Castells, 2000; Schienstock, 2007)
– Information society as a “learning society”
• Networked
• Collaborative
• Creative
• ICT broadly defined as a “learning tool”
– In a general societal context rather than a purely
educational context
13. What happened?
• Early 2000s: Finns realized that
technology was widely under-utilized in
education (Niemi, 2003)
– Finnish teachers among least likely to use
technology
– Finnish teachers have little faith in technology
– Students use technology very little in schools
(Ramboll, 2006; Law, Pelgrum & Plomp, 2008)
14. Response
• Deniability:
– Authorities made it known that the prevalent
interpretation of the policy was not in accordance
with its intent, i.e. technology use needed to
increase.
• Privilege:
– The policy has not significantly changed.
However, various programs implemented to
address the issue.
15. Conclusions
• Clear evidence of ambiguity in Finnish ICT
for education policy
– ICT use not precisely defined
– ICT relevant in a broad social context
– Information society adaptable to a wide range
of social and educational needs
16. Important Factors
• Finnish teachers (Simola, 2005)
– High professional standards
– Pedagogy & classroom practice
– Trust
• Policy development (Sahlberg, 2007)
– Leadership
– Long-term planning
– Shared vision
17. Benefits and Pitfalls
• Pros
– Ambiguity gives educators considerable
flexibility to address diverse needs
– Educators and administrators can adapt to
rapidly changing technology
• Cons
– Ambiguity allows educators to avoid
technology
18. Future Study
• Is there evidence of strategic ambiguity in
other policy areas?
• How does strategic ambiguity figure in
policy at the regional, local, and
institutional levels?
• Need for comparative studies on the use
of strategic ambiguity in education policy.
19. References
• Aho, E., Pitkänen, K., & Sahlberg, P. (2006). Policy development and reform principles of basic and secondary education in Finland since
1968. Washington D.C.: The World Bank.
• Eisenberg, E. M. (1984). Ambiguity as strategy in organizational communication. Communication Monographs, 51(3), 227-242.
• Law, N., Pelgrum, W. J. & Plomp, T. (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study.
New York:Springer.
• Lundvall, B. (1992). Introduction. In Bengt-Åke Lundvall (ed.) National Systems of Innovation: Towards a Theory of Innovation and
Interactive Learning, pp. 1–22. London: Pinter.
• Nivala, M. (2009). Simple answers for complex problems: Education and ICT in Finnish information society strategies. Media, Culture &
Society, 31(3), 433-448.
• Ramboll Management (2006). E-learning Nordic 2006: impact of ICT on educa- tion. Copenhagen: Ramboll Management.
• Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 147-171.
• Schienstock, G. (2007). From path dependency to path creation: Finland on its way to the knowledge-based economy. Current Sociology,
55(1), 92-109.
• Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative
Education, 41(4), 455-470.
• Niemi, H. (2003). Towards a Learning Society in Finland: information and communications technology in teacher education. Technology,
Pedagogy & Education, 12(1), 85-103.
Editor's Notes
Ask how many have experience with FI
Unified diversity: Paradox of cohesion vs. flexibility
Cons – This is where deniability comes into play. In the early 2000s Finns discovered that technology was not being used in schools as expected. Teachers were in effect using the ambiguity in policy communications to avoid technology. Officials were then able to deny that this was an appropriate interpretation of the intention of the policy and have addressed the issue.