Abstract
Collectively, the trans-global players, most notably the WB, have provided a strong impetus for educational and social reforms. These have often been spurred by technology, as the countries in the region have sought to reflect their legitimacy as serious players in the globalised KE. Yet the social conservatism of much of the population in the Middle East has acted as a brake upon the higher and wider ambitions of the educational and social reform programmes. Technology-related educational reforms can be seen to have had little impact when they confront the stark reality of life in the conventional custodial classroom in government schools in the Gulf region. As the research has indicated, the influences of social conservatism are of much greater significance than the future imaginings of aspirational policy making in respect of educational technology.
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Lightfoot, M. (2016). Bridging the Long Divergence. In: Education Technology Policies in the Middle East. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-33266-6_8
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