![]() They were preliminarily surveyed with the written questions leading to select major occurrences or events, and deeply investigated through the interviews at next. Research participants consisted of a purposive sample of 30 Korean lawyers, legal historians, law professors and civic leadership who responded with the individual in-depth interviews. Research questions focused on the policy process and actions, interactions of players within the public policy aspect of Korean judicial system and its phenotype in terms of national and comparative or interdisciplinary viewpoints. The theories and tenets generally on the elements of public policy, as stems from Sabatier & Mooney, Walzer, Habermas & Foucault, Weber &Turner, Simons, Bourdieu and so, provided the backdrop for this study. Based on the grounded theory approach as well as hermeneutics and heuristics, the kind of tools, i.e., concepts, terms, essences as well as inter-relational understanding or themes were employed. The study’s purposes were: (a) to examine the phenomenon inherent in the public administration of Korean judicial system (b) to generate a theory on its phenotype in the national and comparative or interdisciplinary viewpoints. The current literature in this field is just on legal theory, and little is known about the processes, actions and interactions of players relating with the elements of public policy studies. The role and influence of public policy and administration can hold a considerable power in the shaping of Korean judicial system. Keywords ICT4D, 1:1 computing model, computer-assisted education, e-learning, ICTD, OLPC, Conectar igual- dad, CI.ġ.The judicial system in the nations is generally considered as an important public institution to promote the liberty and social justice. Two different scenarios are presented, as to allow a better understanding of the im- portance of the context in teachers’ perceptions of benefits and challenges. In the case of rural schools, deficiencies of basic infrastructure, such as electricity and connectivity, limit the adoption of technology. A general concern about training continuity also appears clear, to- gether with the necessity of extending the offer to the wider population of teachers, as to offset the still existent lack of knowledge about ICT basics and its use for educational purposes. Additional difficulties are related to unfocused students, insufficient support from the school leadership, and in some instances, poor tech- nical and pedagogical assistance. These are related to different factors, such as technical problems at the moment of using ICTs, lack of motivation, and even the existence of few netbooks in the classrooms, in spite of the fact that the programme organised the delivery of one computer per child. Nevertheless, it has been noted that teachers encounter several challenges and practical difficul- ties. Moreo- ver, ICTs are perceived more than tools, but rather as important components of the education transfor- mation process, where innovation is recognised and understood as a way of improving teaching prac- tices. Findings also show that more advanced uses have started to materialise. In addition, the instrumental use of ICTs seems to be common and greatly appreciated. #MAXQDA AUTOMATICALLY SAVES PROFESSIONAL#One of the most important is related to teachers’ professional development, which is enabled by practical and pedagogical hands-on-training. Findings indicate that a great majority of the participants perceive several benefits. The case study focuses on the Conectar Ingualdad implementation in the province of Salta, northern Argentina based on field research undertaken from October to December 2015. But what happened after the computers were distributed to students and teachers, and it was time to be used at school? This paper examines the challenges and benefits that teachers experienced when implementing ICTs for educational purposes. As of De- cember 2015, the Argentinean initiative had reached over five million students and teachers, and close to 100% of the public schools were covered throughout the whole territory. Conectar Igualdad (CI) is one of the biggest 1:1 computing programmes in Latin America. ![]()
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