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Further reading on ICT in education


UNESCO-UNEVOC has compiled a short selection of academic or professional articles that might help to clarify the signification and the use of the term "ICT"(Information and Communication Technologies)in an educational context. It goes thus beyond the definitions stored in TVETipedia while not pretending to offer an exhaustive bibliography on the topic.

Do you know about relevant resources that could be added to the list ? Please contact us or share it on our e-Forum!


Information and Communications Technology in UK schools By Dennis Stevenson, commissioned by the Labor party (1997) and Shutdown or Restart By the Royal Society (2012)

The term “ICT” has no official date or place of birth and its precise origin can hardly be traced. If the term is now frequently mentioned, the United Kingdom might be the only country where "ICT" has been used extensively and continuously for the last 20 years, in educational policies and curriculum design. The two references above focus on this special case.

The first reference is a report published in 1997 by an “independent commission” ( summoned by the center-left party The Labour) and composed of teachers, academics and business stakeholders. It is the publication that introduced the term “ICT” in the British political debate by pleading for massive investment in the sector. The second reference has been published 15 years later by the Royal Society (the “national academy of science” in the UK). It reviews the current system and call for the end of “ICT” to the benefit of “Computing”.

The selected quotes are extracted from both reports and highlight what changed (and what did not) in the definition and perception of “ICT” in the UK.


Guide to measuring Information and Communications Technologies (ICT) in education By UNESCO-UIS (2009)

The following reference comes from the UNESCO Institute for Statistics and aims at giving guidelines to the member states for the assessment of ICT in education.

In the selected quotes, the authors remind that the definition of ICT in education must adapt to the level of development (described as “e-readiness”, “e-intensity”, “e-impact”) of the country.

International Comparison of Computing in Schools By Linda Sturman and Juliet Sizmur, NFER (2011)

This report made by another British research centre draws a small scale comparison of “ICT curriculum” in primary and secondary education all over the world. The report highlights how the label and the content change from a country to another, even at an equivalent level of socioeconomic development.

In the selected quotes, the focus is on the great variety of labels used instead of “ICT” around the world.


ICTs in TVET toward knowledge management in the changing world of work, M.S. Saud, B.Shu'aibu, N.Yahaya and M. Al-Muzammil Yasin (2011)

This academic article reviews the literature on the following questions: “the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET”.

In the selected quotes, the authors remind the basic factors required for the inclusion of ICT in education and training, before highlighting the special importance of blended learning in TVET.


Defining ICT in a boundaryless world: The development of a working hierarchy By Colrain M.Zuppo (2012)

ICT is a global term, not only used in education but also in the economic or business fields. This academic article aims at “developing a hierarchy for the definitions and applications of the term ICT (or ICTs)”, in education but also in other sectors of the society.

In the selected quotes, the final 'hierarchy' submitted by the author is faithfully reproduced.


See also:


This article is an element of the TVETipedia Glossary.



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