東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Exploring Educational Technology Pol...

Salimi, Farimah.

FindBook

Google Book

Amazon

博客來

Exploring Educational Technology Policies and Practices of the World Bank.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Educational Technology Policies and Practices of the World Bank./
作者:	Salimi, Farimah.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	250 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
標題:	Education policy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30989211
ISBN:	9798382192369

Exploring Educational Technology Policies and Practices of the World Bank.
Salimi, Farimah.

Exploring Educational Technology Policies and Practices of the World Bank. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 250 p.

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (Ed.D.)--University of Toronto (Canada), 2024.

With information and communications technologies proliferating into all aspects of life during the COVID-19 crisis, education has experienced "the world's biggest educational technology (EdTech) experiment in history." While the effectiveness of educational technology in increasing learning and decreasing inequality is still contested, international organizations such as the World Bank, have become a driving force in promoting ICT use in education. Yet there is not much research on how the World Bank supports ICT use in education conceptually and financially.{A0}This inquiry uses a case study approach to look at the World Bank's policy prescriptions and funding of ICT in education between 2011-2022. It does this through a document analysis of World Bank research, formal policy documents, and its portfolio of projects in K-12 education in Sub-Saharan Africa (SSA). The analysis first describes the evolution of the Bank's EdTech policies over time. It then examines the changes in education sector projects with ICT components in SSA over the same period. Finally, the study compares how those policies and projects align.Findings from this study suggest that the World Bank's EdTech policies shifted from system-level prescriptions regarding infrastructure, management, monitoring, and evaluation{A0}pre-pandemic, to more instructional approaches during the pandemic. Similarly, the Bank's pre-pandemic education projects with ICT in SSA showed more inclination towards system management, specifically in low-income countries. In contrast, during the pandemic, the Bank's EdTech financing focused on curriculum, pedagogy, and equity, and advocated "multimodality" - the use of as many available ICT tools as possible for remote education. The comparison of the Bank's EdTech policies and its financed projects with ICT components in SSA suggests that the Bank's response to the pandemic has led to greater alignment between its EdTech policy advice and investments compared to previous periods. However, as per the Bank's plan to continue its promotion of blended learning, more research on the Bank's EdTech approach is needed to track how its support of EdTech affects its borrowing countries, as well as how its work compares to that of similar international organizations (such as UNESCO or OECD) and other actors in the EdTech field (such as civil society or technology and telecommunications firms).

ISBN: 9798382192369Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Sub-Saharan Africa

Exploring Educational Technology Policies and Practices of the World Bank.
LDR:03611nmm a2200409 4500 001 2399954
005 20240916070028.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382192369
035 $a (MiAaPQ)AAI30989211
035 $a AAI30989211
040 $a MiAaPQ $c MiAaPQ
100 1 $a Salimi, Farimah. $0 (orcid)0000-0002-0841-0384 $3 3769925
245 1 0 $a Exploring Educational Technology Policies and Practices of the World Bank.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 250 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
500 $a Advisor: Mundy, Karen.
502 $a Thesis (Ed.D.)--University of Toronto (Canada), 2024.
520 $a With information and communications technologies proliferating into all aspects of life during the COVID-19 crisis, education has experienced "the world's biggest educational technology (EdTech) experiment in history." While the effectiveness of educational technology in increasing learning and decreasing inequality is still contested, international organizations such as the World Bank, have become a driving force in promoting ICT use in education. Yet there is not much research on how the World Bank supports ICT use in education conceptually and financially.{A0}This inquiry uses a case study approach to look at the World Bank's policy prescriptions and funding of ICT in education between 2011-2022. It does this through a document analysis of World Bank research, formal policy documents, and its portfolio of projects in K-12 education in Sub-Saharan Africa (SSA). The analysis first describes the evolution of the Bank's EdTech policies over time. It then examines the changes in education sector projects with ICT components in SSA over the same period. Finally, the study compares how those policies and projects align.Findings from this study suggest that the World Bank's EdTech policies shifted from system-level prescriptions regarding infrastructure, management, monitoring, and evaluation{A0}pre-pandemic, to more instructional approaches during the pandemic. Similarly, the Bank's pre-pandemic education projects with ICT in SSA showed more inclination towards system management, specifically in low-income countries. In contrast, during the pandemic, the Bank's EdTech financing focused on curriculum, pedagogy, and equity, and advocated "multimodality" - the use of as many available ICT tools as possible for remote education. The comparison of the Bank's EdTech policies and its financed projects with ICT components in SSA suggests that the Bank's response to the pandemic has led to greater alignment between its EdTech policy advice and investments compared to previous periods. However, as per the Bank's plan to continue its promotion of blended learning, more research on the Bank's EdTech approach is needed to track how its support of EdTech affects its borrowing countries, as well as how its work compares to that of similar international organizations (such as UNESCO or OECD) and other actors in the EdTech field (such as civil society or technology and telecommunications firms).
590 $a School code: 0779.
650 4 $a Education policy. $3 2191387
650 4 $a Educational technology. $3 517670
650 4 $a Curriculum development. $3 684418
650 4 $a Education finance. $3 3172165
653 $a Sub-Saharan Africa
653 $a COVID-19 crisis
653 $a EdTech policy
653 $a Education sector
653 $a Multimodality
690 $a 0458
690 $a 0710
690 $a 0703
690 $a 0277
690 $a 0727
710 2 $a University of Toronto (Canada). $b Leadership, Higher and Adult Education. $3 3177541
773 0 $t Dissertations Abstracts International $g 85-10A.
790 $a 0779
791 $a Ed.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30989211