Policies often define broad strategies and approaches to issues; sometimes polices establishes more specific actions. Technology plans are 'policy in action' and can also be more individual strategies for juristictions. All plans are not necessarily built on concrete policy. Projects are 'hands on' application of ICT: ranging from the individual classroom to massive infastructure projects.
Policy for ICT and Education
What is it and Why Does it Matter?
Policy proposes solutions to public problems and issues. The public sector is driven and shaped by policy decisions made at various levels of government (local, provincial, or federal). Although policy deals with public problems, it is not always 'state' policy. More broadly defined, policy is "a course of action or inaction chosen by public authorities to address a given problem or interrelated set of problems" (Pal: 1997). Embedded in all policies are social values and beliefs about public goals and about the best way to achieve those goals.
The rapid integration of information and communication technologies (ICT) into learning environments raises many issues that demand the development of effective policy. However, ICT policy in education cannot be restricted to the realm of the decision makers. Stakeholders at all levels must be a part of the process; the debate about policy issues, questions and options is relevant to students, parents, educators, researchers, and policymakers. ICT policy issues are particularly diverse and challenging, in part because the rapid rate of change in the technology continues to create new possibilities for use (together with the need to find the best ways to realize them). Further, policy makers must wrestle with the potential of the ICT revolution to transform the ways we teach and learn, its threat to traditional ways of thinking about education, and strongly voiced claims both in favour of and opposed to this transformation.
This section identifies the most significant ICT policy issues in education. This list is by no mean exhaustive, nor does it provide an in-depth analysis. It does, however, draw attention to the most pressing issues facing those who are struggling to find the best ways to integrate ICT into the educational context. Information about the issues and options will help create a public discourse that can lead to better policy choices. These issues are important to all stakeholders. Building and sustaining a dialogue on ICT policy and education in Canada will help us move forward with desired action and achievements in both policy and practice.
Sources
Pal, Leslie. (1997). Beyond Policy Analysis: Public Issue Management in Turbulent Times. (Scarborough, Ont: PTP Nelson Canada).
Wolfe, Robert. Approaches to Policy Analysis: What is Policy?. (Queen's University, Kingston).
