TY - JOUR
T1 - Educational technology policy in Israel
AU - Slakmon, Benzi
N1 - Publisher Copyright:
© 2016 Pedagogy, Culture & Society.
PY - 2017/1/2
Y1 - 2017/1/2
N2 - The study examines Israel's educational technology policy in light of the coming-of-age of ICT. The study shows the ways it has been developing, and identifies two major shifts which have occurred in recent years: the introduction of the national educational cloud, and the enabling of the “bring your own device” (BYOD) policy. The way Israeli decision-makers perceive the relationship between education, society, and technology, and the forces involved in shaping the policy is analyzed. Technology in education is perceived as a solution to societal and educational problems and as an unstoppable force. Efforts to implement technology in education have been made without significant awareness of the dialectical nature of technology. Two different implementation approaches compete. I illustrate the connection between the Ministry of Education’s organizational structure and the nature of the implementation of national ICT curricular programs. Findings also reveal ongoing disruption regarding policy between Israel’s academia, teachers’ colleges, and the Ministry of Education.
AB - The study examines Israel's educational technology policy in light of the coming-of-age of ICT. The study shows the ways it has been developing, and identifies two major shifts which have occurred in recent years: the introduction of the national educational cloud, and the enabling of the “bring your own device” (BYOD) policy. The way Israeli decision-makers perceive the relationship between education, society, and technology, and the forces involved in shaping the policy is analyzed. Technology in education is perceived as a solution to societal and educational problems and as an unstoppable force. Efforts to implement technology in education have been made without significant awareness of the dialectical nature of technology. Two different implementation approaches compete. I illustrate the connection between the Ministry of Education’s organizational structure and the nature of the implementation of national ICT curricular programs. Findings also reveal ongoing disruption regarding policy between Israel’s academia, teachers’ colleges, and the Ministry of Education.
KW - Educational technology
KW - educational policy
KW - technology integration
KW - ‘progress’
UR - http://www.scopus.com/inward/record.url?scp=84989922771&partnerID=8YFLogxK
U2 - 10.1080/14681366.2016.1231709
DO - 10.1080/14681366.2016.1231709
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
AN - SCOPUS:84989922771
SN - 1468-1366
VL - 25
SP - 137
EP - 149
JO - Pedagogy, Culture and Society
JF - Pedagogy, Culture and Society
IS - 1
ER -