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Practice-driven Research, Teacher Professional Development and Policy of ICT in Education(PTP) Special Interest Group, APSCE

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Introduction

The SIG on Practice-driven Research, Teacher Professional Development and Policy of ICT in Education (PTP) is one of the academic exchange communities under the Asia-Pacific Society on Computers in Education (APSCE). It is committed to enhance the awareness of academic inquiry into the variety of the research, practice and policies on ICT in education in the Asia-Pacific region.

The establishment of the SIG is motivated by the rapid growth of ICT in education in the Asia-Pacific region in recent years. Various countries/regions such as Hong Kong, Taiwan, Singapore, Malaysia, Indonesia, Vietnam and Thailand are currently putting effort into the use of ICT for enhancing quality of education. The relevant stakeholders in this respect keep supporting extensive research driven by good practice, promoting continuous professional development of school teachers, and planning holistic policies on ICT in education. The different cultural backgrounds entail different countries/regions in the Asia-Pacific region to exhibit diverse rationale, goals, foci and approaches in the academic research, professional practice, and official policies in the emergent area of ICT in education.

The SIG aims to connect researchers in the Asia-Pacific region to share scholarly findings and professional insights into the research, practice and policies on ICT in education. There are three objectives for the SIG:

To facilitate international sharing of research endeavors in the field of academic research, professional practice, and official policies on ICT in education
To explore collaboration opportunities for research inputs in the field of academic research, professional practice, and official policies on ICT in education
To enhance community building of research professionals in the field of academic research, professional practice, and official policies on ICT in education

The SIG focuses discussions about the following areas:

Research on technological innovations for ICT in education
Research on key concerns for ICT in education
Research on effective practice of ICT in education
Key concerns for teacher professional development for promoting ICT in education
Effective ways of teacher professional development for promoting ICT in education
Technological innovations for teacher professional development
Planning of policy on ICT in education
Initiatives of policy on ICT in education
Analysis of policy on ICT in education

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