Building and Sustaining National ICT/Education Agencies
Education Network Australia (EdNA) operated for fifteen years (1995-2010), providing a national education and training portal for quality resources, technology standards and educational community spaces. It was initiated in 1995, at a time when the World Wide Web was new and a number of significant international and national reports had been written about harnessing the benefits of digital technologies for education and training. This paper examines the origins and development of EdNA as a national collaboration of education authorities and as an online portal. It begins with an overview of the Australian context. It then goes on to outline the Australian context within which EdNA grew, the processes put in place to achieve its goals and the progress of EdNA as an ICT education initiative. A brief analysis of key internal and external factors and of policy outcomes then follows, before some concluding comments that highlight the dynamic nature and complexity of integrating ICT in education at a system-wide level.
| Main Authors: | , |
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| Format: | Working Paper biblioteca |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2016
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| Subjects: | ICT, education technology, internet connectivity, technology standards, training portal, |
| Online Access: | http://documents.worldbank.org/curated/en/270521488907905829/Building-and-sustaining-national-ICT-education-agencies-lessons-from-Australia-EdNA https://hdl.handle.net/10986/26263 |
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| Summary: | Education Network Australia (EdNA) operated for fifteen years (1995-2010), providing a national education and training portal for quality resources, technology standards and educational community spaces. It was initiated in 1995, at a time when the World Wide Web was new and a number of significant international and national reports had been written about harnessing the benefits of digital technologies for education and training. This paper examines the origins and development of EdNA as a national collaboration of education authorities and as an online portal. It begins with an overview of the Australian context. It then goes on to outline the Australian context within which EdNA grew, the processes put in place to achieve its goals and the progress of EdNA as an ICT education initiative. A brief analysis of key internal and external factors and of policy outcomes then follows, before some concluding comments that highlight the dynamic nature and complexity of integrating ICT in education at a system-wide level. |
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