A Framework to Promote ICT in K-12 Education in Developing Countries: A Case Study in Sudan
Information and communication technology (ICT) plays an important role in improving education, specifically K-12 education in developing countries. Promoting ICT in education in Sudan as a developing country is one of the components of the national educat
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School of Educational Technology, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China [email protected], {huangrh,bnuzhenglq}@bnu.edu.cn 2 Smart Learning Institute, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China {huangrh,tingwenchang}@bnu.edu.cn
Abstract. Information and communication technology (ICT) plays an important role in improving education, specifically K-12 education in developing countries. Promoting ICT in education in Sudan as a developing country is one of the components of the national education policy. Sudan has launched many initiatives, aimed at implementing ICT in the education system. However, some factors hinder the development of ICT, including ICT policy, infrastructure, educational resources and teacher development, as well as curriculum and assessment. As a result, this study builds upon the global status of ICT to explore how ICT can be promoted in education, and how the experiences of other countries can support this study in formulating a framework to promote ICT in K-12 education in Sudan. Keywords: ICT
K-12 education Developing countries Sudan
1 Introduction Information and Communication Technology (ICT) can be defined as “a collection of technological gear and resources used in communication, and generate, distribute, collect and administer information” [19]. These technologies include computers, Internet, radio, television, smart phones and many other tools for communication [21]. Recently, ICT has become embedded in education, to create social and economic development by assisting the educational systems to raise the quality of education. ICT plays a vital role not just in K-12 education but in education as a whole, supporting teaching and learning process, beside curricula. This role for ICT in education is increasing in importance and becoming more extended by innovations with more features of educational practice involving ICT. The application of ICT in education in developing countries might be critical to coping with rapid progress made in developed countries. This goes in line with the viewpoint of a significant statement of United Nation Center for Science and © Springer International Publishing Switzerland 2016 S.K.S. Cheung et al. (Eds.): ICBL 2016, LNCS 9757, pp. 312–323, 2016. DOI: 10.1007/978-3-319-41165-1_28
A Framework to Promote ICT in K-12 Education
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Technology for Development (UNCSTD), that most developing countries have neither the infrastructure nor the human resources necessary to fully exploit the potentials of ICTs [14]. However, using ICT is an orientation for education to lead the development goals. Hence, schools need to use ICT to achieve several goals like enhance teaching and learning process, and other goals, develop student skills, and disseminate materials for teachers and students [1]. Most developing countries integrated ICT in all basic education grades of their curricula, with a focus on mathematics, social and natural sciences. Sudan as a developing
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