Global Perspective on Political Definitions of E-learning: Commonalities and Differences in National Educational Technology Strategy Discourses

The seductive power of the infinite educational benefits promised by adopting ICTs, and the unchecked fear of missing the fast ICT train to global prominence have resulted in this global chase after e-learning, a concept that has been labeled with a multitude of names, including e-education, virtual learning, or educational uses of technology. This chase would otherwise be non-consequential and discarded as typical political exercises for educators had there not been so much political roar and generous investment of both precious financial and human resources, which have significant implications for education and educators. The serious financial, political, and social commitment can substantially affect the lives of teachers, students, and others who are involved in education through policies, regulations, allocation of funding, curriculum reform, and institutional reorganization. Thus it is wise to understand what is in store for education by understanding what is being chased after politically. In other words, since e-learning or educational uses of ICT is such a vague and new concept that it can conjure up quite different images for different people, it is useful to learn what e-learning is and is not in the minds of those who promote it on behalf of a nation and whether and to what degree the promoted version is reasonable and realizable.