SABER-ICT Framework Paper for Policy Analysis

Trucano, Michael

doi:10.1596/26107

Cited by 23 publications

(11 citation statements)

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“…International information includes publications by the World Bank and UNESCO: Education in Africa, Sudan Country Report, SABER-ICT Framework Paper for Policy Analysis, and UNESCO's indicators on analyzing ICT in education (2009). Sudanese data comes from study reviews, internal reports, and publications by the Federal Ministry of General Education (FMGE), including Education Plans 2012-2016), FMGE (2008 National Report about the Development of Education in Sudan (presented in the International Conference for Education in Geneva), and an interview with the federal educational planning director at FMGE Headquarters in Khartoum 2014. Most of the Sudanese sources are in Arabic.…”

Section: Methodsmentioning

confidence: 99%

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An Exploration of the Situation of Educational Technology Infrastructure in Sudanese General Education: A Case Study

Alamin

2022

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In the last two decades, policymakers have considered Educational Technology Infrastructure (ETI) as a prerequisite for the successful implementation of Educational Technology Policies (ETP). This study aims to measure the situation of ETI in Sudan and display its importance in supporting ETP. Content analysis is used to demonstrate how specific attention is paid by US, UK, and China toward ETI as a crucial element in their ETP implementation, and how several factors are then determined to assess the infrastructure in Sudan based on experiences that the US, China, and World Bank have obtained. These include policies towards ETI; electricity supply; schools or classrooms connected to the internet; the ratio of students to computers; internet speed; and availability of digital resources. Recent years have witnessed e-learning projects and digital resources under construction by the Sudanese National Center for Curricula and Educational Research (NCCER) and UNICEF, but Sudan still faces various ETI problems, including (1) a lack of policy and vision towards ETI in Sudan; (2) Sudan’s ETI challenge of being a developing economy; (3) a sizable population living in areas without electricity coverage; (4) a low ratio of student to computer usage in public high schools (merely about 28:1). We conclude with proposing several workable solutions for improving the current situation of ETI in Sudan.

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Section: Methodsmentioning

confidence: 99%

“…However, based on the literature reviewed for the core reports of ETP and its implementations in the US and China in terms of assessing the implementation of ETI in USA and China, as well as the advisories given by UNESCO (2009) andthe World Bank (2012;2016), there seems to be an improvement in ETI implementation.…”

Section: Literature Reviewmentioning

confidence: 99%

An Exploration of the Situation of Educational Technology Infrastructure in Sudanese General Education: A Case Study

Alamin

2022

TTS

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“…There are a number of technology frameworks used within K-12 education. The SABER ICT framework (Trucano, 2016) is designed to support education policymakers to make decisions about how to use information and communication technology (ICT). The PISA ICT framework focuses on access and use of technology and related learning outcomes (OECD, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining Technologies Used in K-12 School Districts: A Proposed Framework for Classifying Educational Technologies

Bacak

Wagner

Martin

et al. 2023

Journal of Educational Technology Systems

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K-12 schools utilize a growing number of technologies to operate effectively, ranging from technologies for learning to technologies that manage student and personnel data. We share findings from an analysis of 23 school district websites for technologies used in a number of K-12 school districts surrounding a public, research university in a southeast region of the United States. In addition, we also share findings on technologies used in K-12 school districts from interviews with 12 technology directors. We propose a technology classification framework including educational technologies, management technologies, support technologies, networking technologies, and security technologies in addition to identifying various technologies that are currently used by school districts based on this framework. This framework has implications for K-12 technology adoption and clarifying the roles of school technology personnel.

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“…These components are based on the SABER-ICT framework paper for policy analysis (⇡Trucano, 2016) ICT in Education strategies often cover the following components:…”

Section: Why Are Edtech Strategies Important?mentioning

confidence: 99%