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Capacity-building for ICT integration in education

As governments in the region embark on large-scale adoption of ICTs in education, it is important to move away from technocentric planning and implementation approaches to models that focus on establishing sound policy and support strategies leading to capacity development and empowerment (Uimonen 2004).

For this to happen, policymakers themselves need to develop their capacity in holistic and systematic policy formulation and strategic planning for ICT integration. While they do not need to know the nuts and bolts of technology, policymakers need to understand how technologies and education systems interact. They need to have a good grasp not only of the potential benefits of technologies for education, but also of the conditions necessary for ICTs to be effective in educational contexts and the process of educational change.

A sound policy and holistic plan for ICT integration recognizes the critical role that teachers play in ensuring the appropriate, effective, and sustainable use of ICTs to provide quality education for all. Thus, such a policy and plan give priority to teacher professional development that empowers teachers not just to implement but also to lead educational innovations that will transform schools and ultimately, all of society.  

Authors: Wai-Kong Ng, Fengchun Miao, and Molly Lee