Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.

http://humantechnology.jyu.fi/articles/volume1/2005/kozma.pdf

National policies that connect ICT-based education reform to economic and social development

The children of today grow up having information and communication technologies (ICTs) as essential and natural parts of their daily life. As they grow, they are expected to become active and self-directed members in their own local communities and also in the information society at large. Technology creates versatile possibilities for the acquisition and creation of information, for self-expression, and for communication and interaction with other people locally, nationally, and worldwide. Active participation in the information society presumes novel knowledge, skills, and work approaches from children and teachers alike.

Guest Editor s Introduction: International Perspectives on the Pedagogically Innovative Uses of Technology

This national survey tracks changes in Singaporeans' attitudes toward lesbians and gay men (ATLG) and examines value predispositions, interpersonal contact, and mediated exposure as predictors of ATLG and acceptance of homosexuals. The study replicates and extends research done previously and addresses temporal shifts in values and views. Findings indicate that the relatively small positive change in ATLG from 2005 to 2010 was mainly due to values and demographic factors. The addition of several new predictive variables increased the variance explained for why people hold certain ATLG and their acceptance. Conformity to norms, intrinsic religiosity, Western orientation, interpersonal contact, and mediated exposure were significantly associated with both ATLG and acceptance of homosexuals. Perception of homosexuality as a choice was significantly associated with ATLG but not with acceptance of homosexuals. Asian orientation and extrinsic religiosity showed no significant association with either dependent variable. The findings are discussed in the context of a multicultural Asian society and future directions for research.

/pdf/influence-of-value-predispositions-interpersonal-contact-and-f19uhr0q51.pdf

Influence of value predispositions, interpersonal contact, and mediated exposure on public attitudes toward homosexuals in Singapore

This study aims to examine the roles of value predispositions, communication, and third person perception on public support for censorship of films with homosexual content in Singapore. Findings from a nationally representative telephone survey of adults showed that the majority of Singaporeans supported stricter censorship of films with homosexual characters. Conformity to norms, intrinsic religiosity, and Asian orientation were positively associated with public support for censorship. Media exposure and perceived negative media effects on self were negatively associated with public support for censorship. Our results supported the perceptual component but not the behavioral component of the third person effect.

/pdf/the-roles-of-value-predispositions-communication-and-third-xy7k485d5l.pdf

The roles of value predispositions, communication, and third person perception on public support for censorship of films with homosexual content

Le systeme educatif camerounais, a un moment de son histoire, a decide de scolariser les TIC c'est a dire de prendre en compte une innovation ou des pratiques qui sont parfois deja assez repandues dans la societe. Il les a introduites pour repondre aux besoins qui lui semblent etre les siens. Mais, pour que les enseignants integrent ces technologies dans leurs pratiques, il est necessaire qu'ils aient une claire perception de leurs roles. Comment mettre en place les prealables qui appuient le fonctionnement du systeme dans son ensemble ? Comment faire en sorte que ces acteurs acquierent les competences necessaires pour mettre en oeuvre de nouvelles pratiques ? La question principale des pratiques des enseignants camerounais avec les TIC, nous a guidee tout au long de cette recherche. Trois outils de recueil des donnees ont ete combines dans cette etude exploratoire menee aupres de 519 apprenants, 258 apprenants par questionnaires, 18 repondants par entretiens. L'analyse des donnees ainsi recueillies nous a permis d'obtenir, dans une perspective historique et sociologique, des resultats selon lesquels les TIC dans l'education au Cameroun ont connu principalement trois periodes : la periode avant 1990, celle entre 1990 et 2000 et enfin de 2000 a nos jours. Ces periodes correspondent a trois discours politiques sur l'education et le developpement au Cameroun. Les annees 2000 ont particulierement retenu notre attention parce que c'est alors que les TIC ont ete etendues plus largement dans le systeme educatif camerounais. De notre preoccupation envers les politiques publiques et les dispositifs techno-pedagogiques, nous avons conclu que les structures publiques des TIC ont des decideurs multiples avec des visions de TIC differentes mais des actions peu suivies. On a aussi releve qu'il y avait peu de moyens pour les responsables. On a note l'etablissement de partenariats public/prive et le role toujours central de la cooperation avec les pays du Nord dans l'integration des TIC. Pour les enseignants et les apprenants, ce sont surtout des pratiques des TIC pauvres, liees a des modeles domines par l'enseignement de l'informatique qui se developpent. Quelques modeles d'integration des TIC dans la formation et surtout visible dans la formation a distance. Desormais, il apparait interessant d'approfondir l'analyse du role des differents types de partenariats, en particulier dans le cadre de la francophonie s'agissant de l'equipement et du fonctionnement des etablissements scolaires.

https://tel.archives-ouvertes.fr/tel-00551526/document

Les pratiques pédagogiques des enseignants avec les TIC au Cameroun entre politiques publiques et dispositifs techno-pédagogiques; compétences des enseignants et compétences des apprenants; pratiques publiques et pratiques privées

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1746-1049.2000.tb00873.x

The Dilemma of a More Advanced Developing Country--Conflicting Views on the Development Strategy of Singapore

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The Dilemma of a More Advanced Developing Country--Conflicting Views on the Development Strategy of Singapore