Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)

Autor/inn/en	Tairab, Adam; Ronghuai, Huang
Titel	Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)
Quelle	In: World Journal of Education, 7 (2017) 1, S.71-82 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Educational Technology; Technology Uses in Education; Foreign Countries; Elementary Secondary Education; Educational Policy; Technology Integration; Access to Computers; Educational History; Educational Philosophy; Educational Practices; Curriculum; Qualitative Research; Content Analysis; Documentation; Surveys; Planning; Sudan; United States; Europe; Asia; Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Curricula; Lehrplan; Rahmenplan; Qualitative Forschung; Inhaltsanalyse; Dokumentation; Survey; Umfrage; Befragung; Ablaufplanung; Planungsprozess; USA; Europa; Asien; Afrika
Abstract	The aim of this study of ICT policy in K-12 education in Sudan is to investigate the status of planning for technology in education and then determine how the advantage of ICT can best serve the educational system and improve educational outcomes. The study examined two plans for ICT in education, addition to an interview with the educational planning manager, and information center of federal ministry of general education, and other documents from the ministry of education, as well as recommendations of previous studies which emphasized the need for policy to be compatible with other countries may face semi conditions of Sudan, and importance of compatible with UNESCO declarations (Incheon & Qingdao, 2015). The results of this study showed the need for policy emphasis on using technology in education, K-12 education in Sudan requires better technology equipment, inclusive ICT policy includes primary and secondary education need to formulate. The study also suggests that evaluation and assessment are required in order to get more effective solutions and cope with the international educational progress of ICT in K-12 education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01