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180616 ||| eng |
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1 |
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|a Rizza, Caroline
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| 245 |
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|a ICT and Initial Teacher Education
|h Elektronische Ressource
|b National Policies
|c Caroline, Rizza
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| 260 |
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|a Paris
|b OECD Publishing
|c 2011
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| 300 |
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|a 54 p.
|c 21 x 29.7cm
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| 653 |
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|a Education
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| 653 |
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|a Science and Technology
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b OECD
|a OECD Books and Papers
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| 490 |
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|a OECD Education Working Papers
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| 024 |
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|a /10.1787/5kg57kjj5hs8-en
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| 856 |
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/5kg57kjj5hs8-en
|x Verlag
|3 Volltext
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|a 370
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|a 600
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|a This working paper aims to give an overview of the national policies that exist in the field of ICT and initial teacher education. Information on this topic was initially gathered via a survey, in the form of a country questionnaire, which was conducted as part of the analytical strand of the OECD study entitled "ICT and Initial Teacher Education". In addition, desk research was conducted for 31 OECD countries. All of this work has been carried out under the auspices of the New Millennium Learners project. Responses to the survey were received from the following countries: Austria, Australia, Belgium (Flanders), Chile, Denmark, Finland, Poland, Slovakia, Spain, and the United Kingdom..
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