ICT Supported Instructional Innovative Practice and Diffusion Mechanism of K-12 in China

Zhang, Jinbao; Meng, Linglin; Jing, Qianxia

doi:10.1007/978-3-662-47956-8_2

Cited by 5 publications

(3 citation statements)

References 10 publications

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“…The country also designed strategy (2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020) with nine aspects, with focusing of advance ICT in education (Atkinson, 2014). Recently, China launched the level of innovation in education through applying instructional innovation practice (Zhang, Meng, & Jing, 2016). According to (Miao, 2008), China made a framework for ICT in school, teacher training, ICT curriculum, and national standards.…”

Section: Ict Policy In Asiamentioning

confidence: 99%

Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)

Tairab¹,

Huang²

2017

WJE

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The aim of this study of ICT policy in K-12 education in Sudan is to investigate the status of planning for technology in education and then determine how the advantage of ICT can best serve the educational system and improve educational outcomes. The study examined two plans for ICT in education, addition to an interview with the educational planning manager, and information center of federal ministry of general education, and other documents from the ministry of education, as well as recommendations of previous studies which emphasized the need for policy to be compatible with other countries may face semi conditions of Sudan, and importance of compatible with UNESCO declarations (Incheon& Qingdao, 2015). The results of this study showed the need for policy emphasis on using technology in education, K-12 education in Sudan requires better technology equipment, inclusive ICT policy includes primary and secondary education need to formulate. The study also suggests that evaluation and assessment are required in order to get more effective solutions and cope with the international educational progress of ICT in K-12 education.

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Section: Ict Policy In Asiamentioning

confidence: 99%

Analyzing ICT Policy in K-12 Education in Sudan (1990-2016)

Tairab¹,

Huang²

2017

WJE

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“…Moreover, ICT transformation is not a simple yes–no issue, but also involves the diffusion of innovation (Zhang, Meng, & Jing, ). ICT transformation is often regarded as a complex process at three levels, including contextual (government ICT policy), organisational (e‐leadership and ICT implementation strategies) and personal factors (teacher attitudes towards ICT, pedagogical change and changes in student learning) (Law, Lee, & Chan, ; Roth & Price, ; Wong & Li, ).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, previous studies have highlighted the influence of certain sociocultural contexts such as the top‐down tradition in centralised and examination‐oriented educational systems (Eteokleous, ; Zhang, ; Zhang et al , ). While middle schools have no entrance examination, high schools are categorised into key versus ordinary high schools, and there is intense competition to obtain entry into key high schools through the entrance examination.…”

Section: Introductionmentioning

confidence: 99%

How does principal e‐leadership affect ICT transformation across different school stages in K‐12 education: Perspectives from teachers in Shanghai

Wu¹,

Yu²,

Hu³

2019

Brit J Educational Tech

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With the continuous deployment of ICT in K-12 education, strong access but weak uptake has become the greatest challenge for ICT implementation in schools. As the pioneer of China's K-12 educational reform, Shanghai draws our attention in terms of the critical factors and the underlying mechanism of ICT transformation in K-12 schools. The study used questionnaire survey data collected from 2894 Shanghai teachers (971 primary, 990 middle and 933 high school teachers) to investigate the relationships between government ICT policy, school principal e-leadership, ICT implementation in schools, teacher attitudes towards ICT and pedagogical change and changes in student learning. The structural equation modelling results revealed a significant influence of e-leadership by school principals on ICT transformation in schools, confirming the critical role of e-leadership in ICT transformation model. In addition, the higher the school stage, the more personal rather than organisational factors affected the changes in teaching and learning. The findings imply a profound sociocultural and technological dilemma due to the pressure of getting into college and risk-taking in ICT-related educational transformation. The study contributes to our knowledge in terms of a more nuanced ICT transformation mechanism between school stages.

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