National Policies and Educational Technology: a Synopsis of Trends and Perspectives from Five Countries

Through a synopsis of the trends and perspectives on educational technology in five countries by using the STEEP (social, technological, economic, environmental and political) framework, the authors discuss the direct influence of national policies on educational technology implementation and research, the constraints of the local STEEP elements of culture on the adoption of and research on innovation and change, and the strategies and reforms that different countries have adopted to prepare the next generation for the constantly changing, globalized twenty-first century.

Mao, J., Ifenthaler, D., Fujimoto, T., Garavaglia, A., & Rossi, P. G. (2019). National policies and educational technology: a synopsis of trends and perspectives from five countries. TechTrends, 63(3), 284–293. doi:10.1007/s11528-019-00396-0

For each country, the search processes were conducted individually in the initial stage by using Google and other search engines native to the country being examined. The search covered both the published literature in electronic databases and the official reports from education departments. The search terms included “national policies,” “educational policies,” “educational systems,” and key terms related to educational technology in K-12 and higher education. In addition to English, we also used the search terms in Chinese, German, Italian, and Japanese to search for information from local websites. The criteria used to determine the trends and perspectives from each country included: (1) major national political and socioeconomic policies that have influenced the educational systems in the past few decades; (2) major educational technology initiatives that have had national, statewide, or provincewide influences on education in the past few decades; (3) major changes and innovations in educational technology that correspond to the STEEP elements.

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