engleski

Implementation of the Technology Oriented Educational Policy

In the continuum of ongoing educational reforms, governments are placing strong emphasis on the inclusion of technology in their schools. Educational reforms commonly target contemporary learning environments, which are co-constituted by human and non-human agents, through the complex relations between entities (Rousell, 2016). A suggestion that technologies may accelerate, but are not an effective driver of educational change (Fullan, 2015) should be considered in the scope of posthumanist understanding of contemporary learning environments. Educational technologies have the power to assist in educational change and influence education policy implementation (Viennet and Pont, 2017). Inclusion of technology in classroom should be sequential/layered, not only in the amount of technology that is included but also in the recognition of the technology role. Also, the complexity of the education policy implementation process suggest the need for appropriate implementation targeting. This paper builds on the Viennet and Pont (2017) framework that supports education policy makers in the implementation process and proposes a framework for the technology oriented educational policy implementation. The selected framework proposes the determinants that are grouped in four dimensions, each of which is, for the purpose of this paper, elaborated in regards to the sustainable implementation of technology oriented educational policy in semi-centralized educational systems while taking into account both human and non- human agents and reflecting on local-level conditions.

Educational Policy ; Policy Implementation Framework ; Educational Technology

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