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Integrating ICT in Secondary Teacher Education: Case of Malawi's Education Policy Texts Since 2017
Abstract
This chapter presents an analysis of education technology policy for integrating education technology in Malawi's secondary teacher education since 1994. The status of education technology research in Malawi, often in form of pilot studies evoked the study's questions: What policies are guiding the use of ICT in teacher education? How has education technology policy for secondary teacher education evolved? What have been the influencing factors for the education technology policies on secondary teacher education? What are the assumptions and rationale underlying such policies? Using Ball's contexts of policy making framework, the analysis shows that the evolution of education technology policy for secondary teacher education can be attributed to the aftermath of Free Primary Education in 1994. However, the reviewed policies show inconsistence, and suggest to have been formulated on speculations other than research conducted in the context within which such policies are intended to drive the desired changes.
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