Comparative study on international policies for teachers’ ICT capacity-building

Abstract

A series of policies to promote teachers’ ICT capacity-building have been published and implemented all over the world. In this paper, the policies for teachers’ ICT capacity-building in the United States, South Korea, Singapore, Australia, Britain, and China have been selected and analyzed in five dimensions: policy contents, policy goals, policy characteristics, ways of implementation, and policy evaluation. The results indicate that the policies for teachers’ ICT capacity-building worldwide have been introduced in stages with different focuses but have continuity. The contents have gradually moved from technology literacy to knowledge deepening to knowledge creation finally. The supporting policies have provided a guarantee for the implementation of teachers’ ICT capacity-building. A third-party evaluation is recommended to ensure the effectiveness of the policy of teachers’ ICT capacity-building.