A comparative study of information and communications technology policy in primary education in two small islands

Abstract

Research into small island states emerged during the period of decolonisation with comparative case studies making a valuable contribution. This study was undertaken to evaluate information and communications technology (ICT) policies in primary education in Malta and Jamaica and to consider the influence of small island status on policy and its implications for pedagogy. The two islands were chosen for comparison as both are members of the Commonwealth and linked through the Small Island Developing States Network. Malta and Jamaica have embraced the ICT revolution and developed strategies for national development in their respective education systems. A case‐study approach was used, involving the collection of policy documents and semi‐structured interviews with key policy‐makers in each island. An independent study of each island was undertaken and the two cases were compared to establish similarities and differences. The Malta case study reveals a classroom‐based computer implementation model across the system, complemented by laptop computers for teachers, and funded by the public sector. A variety of computer implementation models are evident in the Jamaica case study. These have been funded by the private and public sectors, with the assistance of international agencies.