Abstract
The chapter draws attention to ICT policies in primary and secondary education in Europe. The authors explore a selection of policy initiatives and policy developments at regional and local levels considered to be significant for primary and secondary education in the region. Policy trends and early history of different national and European policy initiatives are highlighted, with a particular focus on the role of the European Union on the matter. The chapter addresses an increased differentiation between policies that: a) promote pedagogical use of ICT for improving subject-specific learning, b) promote fostering of learners’ digital competence, and c) express initiatives related to the field of computer science. Cross-national and national examples provide a rich base of examples that showcase the variety of policy initiatives in the European region as well as recent trends and challenges with regard to educational ICT policies. The authors call for a stronger evidence-base in the field, and underline the need to utilise evidence to greater extent when designing pedagogical approaches, methods and tools involving ICT. The most pertinent challenges found are related to teachers’ professional digital competence, changes in the world of work such as automation and the importance of lifelong learning and finally the increased emphasis on digital citizenship and digital responsibility.
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Ottestad, G., Gudmundsdottir, G.B. (2018). Information and Communication Technology Policy in Primary and Secondary Education in Europe. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-71054-9_92
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