Thus, it can be argued that examining this role in depth is necessary. ICT coordinator appears as a key role, which can change school, as facilitator or ‘change agent’ (Devolder, Vanderlinde, van Braak, & Tondeur, 2010). ![]() However, ICT coordinator’s role is critical (Tondeur, Cooper, & Newhouse, 2010). Within this process of implementing ICT in schools there are multiple factors. In other words, a large amount of classrooms from different schools are technologically immersed in that project. This is the case of Spain and Galicia, which began to develop the one to one model (one laptop per child) in 2010. In this respect, many countries have recently incorporated educational policies based on the ICT implementation in schools on a massive scale. ![]() Therefore, European policies include ICT initiatives and proposals to regulate digital technologies used in education. Throughout the last years, there has been a big development and progress in the technological field, where ICT has been transformed in one of the most dynamic growth areas in current schools.
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