The main objective of this study is to identify the constraint hindering ICT integration in Ethiopian public secondary schools. The study's results demonstrate that the Integration of ICT is still in its infant stages due to a lack of infrastructure, insufficient funds, lack of technical and administrative support, lack of time, teachers'…

In Sweden, adequate digital competence has been put in the spotlight due to the Swedish 2017 national strategy for the digitalisation of the K-12 school system. Based on both policy and practice, the aim is to explore teachers' enacted digital competence in three upper secondary schools in Sweden and thereby provide an empirical account of what…

The most prominent debate in South Africa is how teachers will provide instruction online. The purposes of this article was to explore Accounting teachers' voices on factors affecting online teaching. To this end, the researchers employed a qualitative approach and a case study research design. Interviews were used as a method to collect data from…

"Under which conditions does ICT have a positive effect on teaching and learning?" This was the leading question of the International EDUsummIT in The Hague, the Netherlands. The bases for the discussion were the scholarly findings of the International Handbook of Information Technology in Primary and Secondary Education, a synthesis of research…

The Regional Educational Laboratories (RELs) are a networked system of 10 organizations that serve the educational needs of 10 designated regions across the United States and its territories. The U.S. Department of Education (ED) is authorized by the Education Sciences Reform Act (ESRA) to award contracts to 10 RELs to support applied research,…

The purpose of this article is to explore Microsoft Corporation as a new international actor shaping educational reforms and practices. This study examines how the implementation of Microsoft's global Partners in Learning (PiL) program varied and was mediated by national politics and national institutional practices in two different contexts,…

"Success for All" (SFA) is one of the best known and thoroughly evaluated school reform models. Further evaluation of the initiative is especially important for two reasons. First, the program model has continued to evolve over time, with a greater emphasis placed on the use of engaging technology in the classroom and on the deployment…

Two schools in Idaho received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Jefferson Middle School; and (2) Lakeside Elementary School. The experiences of this non-recipient school is…

Assistive Technology (AT) devices and services have been legally mandated for several years. However, the passage of the Individuals with Disabilities Act Amendments P.L. 105-17 (IDEA1997), which states that every student with an Individualized Education Program (IEP) must be considered for AT, had enormous implications impacting approximately six…

In meeting its charge to investigate the role and impact of telecommunications technology on education and to make policy recommendations to the National Education Association (NEA), the NEA Special Committee on Telecommunications read and discussed numerous reports on educational applications of telecommunications and heard presentations from…

In the fall of 2003, the State Educational Technology Directors Association (SETDA) commissioned the Metiri Group to conduct a national survey on the first year of implementation of the No Child Left Behind, Title II, Part D, Enhancing Education through Technology program. The findings in this report represent 46 states and the District of…

The State Educational Technology Directors Association (SETDA) is pleased to present the findings of the second annual National Trends Report. SETDA commissioned the Metiri Group for a second consecutive year to conduct a national survey in the fall of 2004 on the second year implementation of the No Child Left Behind, Title II, Part D, Enhancing…

The State Educational Technology Directors Association is pleased to release its third annual Trends Report on educational technology. In addition to reporting trends on the third round (FY 04) of the No Child Left Behind, Title II, Part D, Enhancing Education Through Technology (EETT) program, the 2006 report also includes general state policy…

The effectiveness of Phare vocational education and training (VET) reform programs conducted in 13 Eastern and Central European countries in 1993-1998 and lessons learned from the programs were examined through a review of information from the following sources: a cross-country analysis on curricular reform; a review of technical evaluation…