The paper "Technology Usage in Schools within the State of Gilliardania" Is a great example of a MAcro and Microeconomics Case Study. The newly created education commission in the state of Gilliardania has been mandated to administer all levels of education from preschool to university. This is as a result of a shake-up and reorganization of state and government powers, which led to the merging of an array of educational authorities. This is a heavy responsibility since powers have been centralized, and with this system information is also centralized.
The Education commission now has the responsibility of ensuring holistic service delivery within the states’ schools, in a bid to develop all-rounded and self-sustaining individuals after school. Therefore, one of their assignments is to develop an effective information system strategy that ensures the smooth flow of information from the commission to the people and institutions under their mandate. The commission’ s administration is standing on a tricky ground because the people have high expectations. Apart from computerizing their operation for easier access, they have to bear in mind that most of the officers and users of their information are enlightened when it comes to information technology, with most of them operating very smart devices with much ease.
On the other hand, overwhelming changes have occurred in the world due to information communication technology causing governments to restructure their operations in order to keep up with the pace and also to remain relevant in the business world (Moyle, 2010). Policy Agendas for the personalization of learning The state government, in a bid to maintain sanity in the midst of the global financial crisis, has to maintain its competitiveness by incorporating innovative technologies into the different sectors, with the education sector being on the frontline in order to realize a self-sustaining, and productive national economy (Marginson, 1997).
The commission bears a legislative responsibility for all the learning institutions and also delivery of necessary financial support to those institutions that will require the support. The OECD (2009b) argues that the global financial crisis offered the government an opportunity to elevate their investment in developing and empowering the human capital, thus creating a need to incorporate new training and education infrastructure.
In addition, there is a need to restructure the school infrastructure by integrating learning with ICT that will help create an effective and efficient personalized learning environment. Technology usage in Schools within the state of Gilliardania The structure of service delivery in schools has also changed with changes in Information communication technology and students have access to information with the touch of a button (Lenhart, 2005). Needless to say, most students have access to computers and they have a good command in operating other technological devices (Laurillard 2002). Within the state of Gilliardania, some schools have started making changes in the way they teach, making it very necessary for the commission to have these institutions in mind when the strategy is being formulated, implemented and even in administering it.
One of the aspects information management and delivery is designing and implementing a Bring Your own Device (BYOD) program that is efficient in information delivery. Studies have shown that BYOD creates a personalized workspace for the users, and in this case, school authorities within the state of Gilliardania indicate that students enjoy working independently on custom-made activities as well as in activities that require cooperation (Moyle and Owen 2009; Moyle, 2006) in addition they desire to be viewed seriously and are ready to take on different challenges (Moyle and Owen, 2009).
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Moyle, K. (2010) Building Innovation: Learning with technologies. Camberwell, Victoria: Acer Press
Organisation for Economic Co-operation and Development (OECD). (2009b). Policy responses to the economic crisis: Investing in innovation for long-term growth. Paris, France: OECD. Viewed 13 September 2013
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