DIGITAL EDUCATION POLICIES IN ITALY: A RECOGNITION ON THE ACTIONS REALIZED

2021 ◽

Vol 6 (25) ◽

pp. 157-170

Author(s):

Noor Hadzlida Ayob ◽

Intan Suria Hamzah ◽

Mohd Amar Aziz

Keyword(s):

Digital Divide ◽

Digital Literacy ◽

Teaching And Learning ◽

Industrial Revolution ◽

Future Research ◽

Education Policies ◽

Digital Education ◽

Digital Development ◽

Education Policy Implementation ◽

The Internet Of Things

Digital education is now one of the main drivers of the country's economic development. Mastery in digital skills is becoming increasingly important in the era of the industrial revolution 4.0, the internet of things as well as technology-based teaching and learning processes. However, all these agenda towards digital development is seen as a mere rhetorical statement if the digital divide is still wide in the country. Thus, this article takes the initiative to dismantle the digital education policy implementation in the country and also attempts to see how strategies will be applied to reduce the digital divide in education. Success in ensuring the reduction of the digital divide is important to further increase the rate of digital literacy and at the same time fostering the process of innovation in society. The emphasis on digital education is also seen in line with the 4th sustainable development goal which is to access quality education and the 10th goal which is to reduce inequality. The discussion from this concept paper then produces some recommendations for future research to studies on the aspects of policy and strategies improvement needed in bridging the digital divide in the country.

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Tablets in Hungarian Primary Schools

Central European Journal of Educational Research ◽

10.37441/cejer/2021/3/2/9248 ◽

2021 ◽

Vol 3 (2) ◽

pp. 29-37

Author(s):

Balázs Czékmán ◽

Judit Kocsis ◽

Kálmán Abari

Keyword(s):

Human Resources ◽

Primary Schools ◽

Large Scale ◽

Internet Access ◽

Education Policies ◽

Digital Education ◽

School Conditions ◽

Education Strategy ◽

Supported Education ◽

Technological Integration

The increasing interest in introducing tablets into education as well as many countries’ education policies (see Digital Education Strategy) support the integration of the above-mentioned mobile devices (Mulet, van de Leemput & Amadieu, 2019). Accordingly, several governments are presently procuring or have already supplied a significant number of students with these devices (Tamim et al., 2015). Similar to most international large-scale initiatives, there are remarkable variances in tablet-supported education. The different school conditions (infrastructure, framework, human resources) result in the diversity of technological integration. In our research, in order to learn more about the infrastructural conditions at schools’ institutional levels, with online questionnaires we examined 145 primary schools using tablets in their education. We were looking to answer the following, questions: (1) what kind of infrastructural conditions are characteristic of the different institutions? (2) What kind of differences in infrastructural conditions are there between the schools in different settlements? To sum up the results, we can observe significant differences in the number of tablets, their hardware, accessories and software, along with differences in internet access and the regulation thereof.

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Ask the White House: Online Chat Lets Public Learn More about Nation's Education Policies

PsycEXTRA Dataset ◽

10.1037/e549062006-002 ◽

2003 ◽

Keyword(s):

Education Policies ◽

Online Chat ◽

White House

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Mother-Child Storytelling Interactions: Implications for Literacy Interventions and Adult Education Policies

PsycEXTRA Dataset ◽

10.1037/e584762012-232 ◽

2008 ◽

Cited By ~ 1

Author(s):

Stephanie M. Curenton

Keyword(s):

Adult Education ◽

Education Policies ◽

Literacy Interventions

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Decision letter for "Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States"

10.1002/hbe2.204/v1/decision1 ◽

2020 ◽

Keyword(s):

United States ◽

The United States ◽

Education Policies ◽

National Education

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The contribution of technologies to the inclusion of the student whit a visual disability: the "smart stick for blind people"

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess1-2018oa6010 ◽

2018 ◽

Author(s):

Michele Aurelio ◽

Stefania Cecchi ◽

Mirca Montanari ◽

Andrea Primavera

Keyword(s):

Collaborative Teaching ◽

Training Needs ◽

Blind People ◽

Visual Disability ◽

Innovative Teaching ◽

Digital Education ◽

Design And Construction

Taking into consideration the complexity of the new, heterogeneous, and different training needs currently present in the classrooms, the school is called to respond them in an effective and concrete way through inclusive educational approaches centered on the students, none excluded. On this basis, the authors, supporting the importance of technology in innovative teaching, propose the design and construction of an intelligent white stick through an inclusive cooperative methodology. The presented device, presented in this paper, is inspired by an open and collaborative teaching, enhancing a responsible digital education, accepting the training needs of all the students present in the classroom, specifically the blind student, and the recognition of the diversity in view of the reduction of disability.

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