The Global and the Local: Policy and Policy Processes for Education, 7(10)

Abstract

The “education revolution” must be understood as a critically important part of a more general information revolution—one front in a larger campaign. Policies addressing the implementation and use of new technologies within education find themselves firmly entangled within overall information and economic strategies. Increasingly, education policies find themselves straddling boundaries between educational and economic objectives, even subordinate to them. In this article we identify and clarify some of the most pressing issues arising from the implementation of computer-based technologies in schools. These questions include: technological, infrastructure, human resource and learning policy issues and questions of public policy in an increasingly technocentric and commercial education environment.