Who really needs policy? 30/07/2009
I just started a new discussion on the UN-GAID website on ICT4E policies. The idea is to better coordinate existing resources and policy support initiatives that global stakeholders are providing for policy makers especially in developing countries. As part of this process GeSCI is planning to launch a joint research fund, that would generate more research that can be used to encourage practitioners to make innovative use of ICT, but also to advise policy makers on policy requirements related to new innovations and ICT.
Sometimes talking about policy sounds a bit abstract and boring. Why we don’t just do things? Who needs policies anyway because they just increase conformity and reject reject new ideas? Are education policies really operating like this? I think there are many misunderstandings on the policy makers’ side related to classroom innovations but also on the practitioners’ side, who do not not necessarily understand why policies are not supporting their own ideas.
I think we should examine the link between policies and innovations in a systems framework. Then we can see not only how a new innovation fits to the existing policy framework, but also how policies and regulations in education encourage schools and teachers to experiment and innovative teaching and learning methods? How can policy enable the use of ICT and innovative methods in schools?
In the telecommunication sector the role of regulations as an enabler for development has been well known for years, if not decades. Restricting, top down and monopolist regulators have never led to a booming ICT sector. A more open policy environment that encourages competition between stakeholders and their new ideas has had much better results for development. So, could this work also in education? Should we look at education policies and frameworks, including curriculums, from this point of view? Should we ask, how the national curriculum encourages the use of ICT AND innovative teaching methods, or is there only one official way to learn with ICT? Can schools access information and learning materials that are not officially accepted by education departments, or is it forbidden? Should teachers encourage learners to communicate with peers and other people in different countries, or is it forbidden? Is there alternative ways for students to l study courses, or only one official way? These, and many other questions all are very relevant policy questions related to ICTs but also other innovations in education.
What do you think? Should your country’s policy and curriculum encourage innovative use of ICT? Is there anything else but technical aspects in your ICT in education policy? Is the ICT policy kept separated from the “official” education policy that related to curriculum, methods and contents of education?
My policy is to keep asking questions.
Jyrki
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Reply #2 on : Tue August 11, 2009, 13:57:20
Posts: 14
Reply #1 on : Wed August 05, 2009, 15:31:56