Ict In Education Analysis

Education in the 21st century needs to be more flexible and responsive to the dynamic changes of, and rapid growth in, technologies, and corresponding challenges of increasing global competition. Plans and policies at national levels for future ICT integration need to adequately support students, particularly in terms of the development of abilities and knowledge to interact in the 21st century economies and societies. National ICT policies can serve several functions and provide a rationale a set of a vision and goals for how ICT are used in school (Jones, 2003 & Kozma, 2003 cited in Kozma, 2005). Many countries throughout the world have published National ICT policies and plans for education focused on preparing young learners to live and

Using national systems to evaluate the performance of ICT in education is now essential in many countries. The evaluation helps to know the impact of ICT on learning and teaching, examine the availability of ICT in schools and to make recommendations for the governments and the policy makers. Countries have their own national plans, programs or ways to evaluate and continuous improvement the ICT policies and plans. These plans help the policy markers to identify which policies and programs need to improve and where new programs and policy may be needed.

National educational technology agencies play important roles to implement the use of ICT in education. These regulations or agencies take various forms. In some countries the foundations serve functions in coordination with the units at the ministry of education that are take the responsibility for setting educational plans/policy (such as American). In the U.S., the Department of Education Office of Educational Technology (DoT) develops national educational technology policy and establishes the vision for how technology can be used to transform teaching and learning ( https://tech.ed.gov/

Some countries give these responsibilities to the government bodies for the implementation of the ICT plan (such as Australia). The Department of Education, Employment and Workplace Relations (DEEWR) was given the responsibility to develop and implement the Digital Education and Revelation (DEEWR report, 2010). Anther example is in Ireland, the National Centre for Technology in Education (NCTE) was established in 1998 in Dunlin City University as the lead implementation agency for the Schools ICT Programme, has focused on the key operational responsibilities deriving from IT 2000 - A Policy Framework for the New Millennium and the Blueprint for the Future of ICT in Irish Education (School I.T 2000 report, 2001). Finally, in Saudi Arabia Tatweer Company for Educational Services (T4edu) is a Saudi company. It was founded on 2012 to be a subsidiary of Tatweer Education Holding Company to take the responispolity to implement the programmes and projects of the Strategic Plan for the public education in the country