CARACTERÍSTICAS DEL MODELO CLIENTE/SERVIDOR

This comparative study provides recommendations to improve the use of ICT in primary schools in Saudi Arabia and Australia. Marc-Antoine Jullien de Paris, known as the father of comparative education (Epstein, 2017), proposed the need to study and understand foreign education systems for the mutual benefit of educators and learners. Bray (2013) noted that such an approach was radical in concept, requiring great preparation and commitment. Exponents of comparative education need to look much deeper into educational philosophies rather than simply examining how tutoring is organised, and they embraced an all-encompassing understanding of the benefits comparative education has for society as a whole. These days, in the field of comparative and international education, such an approach is a matter of course; however, when this field was in its infancy over a century ago, this concept was as

innovative as the use of modern day communication technologies in education. In fact, comparative education has been through different progressive phases. At the turn of the twentieth century, Sadler (as cited in Bray, 2005) wrote that the value of examining the education systems of other countries not only reinforces the inherent value of one’s home system, but also helps in the understanding of home-system weaknesses. Crossley (2012) noted that the value of comparative education lay in a careful analysis of differences in education, their underlying drivers and the solutions these might offer— establishing a basic framework for a more comprehensive approach to the field of comparative education. Today, the field is considered completely settled (Benson & Kosonen, 2013), where instruction in one nation (or group of nations) is openly compared with that of another, utilising available information and knowledge drawn from the practices and circumstances of participating countries. Projects and courses in comparative education are offered in numerous colleges around the world, and significant studies are frequently disseminated in academic journals, for example, Comparative Education, International Review of Education, Mediterranean Journal of

Educational Studies and Current Issues in Comparative Education. The field of

comparative education has also been bolstered by numerous activities connected with The United Nations Educational, Scientific and Cultural Organization (UNESCO) and education agencies among participating countries. Bray (2014) listed four basic goals of comparative education:

1. to depict instructive frameworks, procedures or results;

2. to help with the advancement of instructive foundations and practices; 3. to highlight the connections between education and society; and

4. to summarise articulations regarding instruction that are substantial in more than one nation.

Consequently, comparative education has a role in informing and improving learning and teaching in the countries studied. This can be seen in relative-profession training, where instruction in one particular nation is the result of how instruction frameworks work in different nations. This could help facilitate learning, since learners and teachers are exposed to an assortment of opinions and perspectives on a specific subject. In this case, relative instruction permits one to gain from the experience of others, which could enhance individual comprehension of specific themes and provide access to new ideas and concepts. Despite these merits, some researchers still hold that comparative education is not an ideal approach to learning. Biseth and Holmarsdottir (2013) argued that comparative education is not standardised, nor does it recommend rules of behaviour for schools or instruction. Besides these shortcomings, comparative education advances information exchange, assists in informing change and improving outcomes, enhances learning via individual instruction frameworks and contributes to general education advances through universal goodwill. Wiseman, Astiz and Baker (2016) noted that comparative education encourages noteworthy comprehension of training procedures and advances interest and data on the national education systems of specific countries, which can help inform domestic improvements. Moreover, comparative education can contribute to interconnectivity and cooperation between nations.

For others, including Biseth and Holmarsdottir (2013), comparative education provides insight into the practices of other nations, which helps expand intellectual understanding of the role of education in society and reasoning on domestic education, thereby enhancing training. Their work suggests that through consideration of different people, groups and frameworks of instruction, an opportunity is provided to build a stronger, more insightful view of domestic education frameworks. A country can

examine comparative education to find which changes are attractive and conceivable, how best to actualise changes and, further, which changes to avoid.

Phillips and Schweisfurth (2014) noted that comparative education helps integrate advantages from two systems in unconventional and progressive ways. By considering schools in different nations, insights can be gained into the driving world paradigms of each nation, since schools strongly reflect the social values and mores of the predominant culture of that nation. This understanding can help build better training models. Since schools truly reflect or speak to the national character of a society, when giving attention to education frameworks in other countries, a focus on the internal affairs of schools is more incisive than dwelling on external matters. How different countries use, change, adapt and apply learning strategies can be seen through the process of adopting change in schools. In this study, the focus is on the use of ICT in two very distinct societies, and the principles of comparative education help a great deal in framing this discussion and, more generally, in the effective promotion of TPACK.

Comparative education cultivates universal peace and cooperation. By adopting innovative ideas from across borders, national pride and bias is replaced by objective appreciation that encourages worldwide concordance. It also serves a humanitarian purpose, whereby the contemporary world is described as having a major mission— peace, balance, information exchange and a better life for all (Hans, 2013).

In many nations, peace and justice are key elements of education, and people are looking for the catalysts that can trigger these outcomes. In contemporary societies, there has been a rapid endorsement of ICT in education because it satisfies the mutual yearning of people the world over to find a means of improving information exchange, human capital, productivity and greater interdependence, which may hold an opportunity to develop peace between nations (Burns & Aspeslagh, 2014).

All nations face diverse educational issues, and comparative education can help solve problems by offering insight into potential sources and solutions (Benson & Kosonen, 2013). Comparative education helps us understand the differences and similarities between our home training frameworks and those of others. In this way, nations can create training frameworks that serve their national targets, interests, qualities and desires, by taking into account novel connections between countries. In the case of ICT, country experience varies greatly; however, by studying the success of others, it is possible to inculcate best practice in the use of ICT into a coherent home educational system. Further, comparative education helps in creating international standards on certain educational issues (Benson & Kosonen, 2013). In this case, it promotes international benchmarks, which could be used to create worldwide standards for instruction.

In addition, relative training makes us mindful of global patterns in training, and assists nations in discovering the best way to provide significant well-rounded cognisant instruction relevant to a global economy and the challenges it brings. For instance, ICT usage in schools can be benchmarked through intercountry comparisons. Comparative education may well help facilitate the spread of ICT usage in education, with teachers using different media including direct instruction via television, computers, remote coordination, radio, e-learning and the web. By understanding how other nations use such technologies in education, it is possible to comprehend the advantages, and realise these through essential changes to one’s own training frameworks (Bray, 2014). Further, examining other nations’ experience with ICT in education helps in evaluating not only educational but also financial outcomes from adopting such technologies. It is a widely held belief that a link exists between instruction (education delivery) and changes in the economy. Relative training helps us to examine if this is true. Comparative education draws on the experience of nations to show how a brought-

together framework functions, and what the favourable circumstances and inconveniences of a unified affirmation are (McNess, Arthur & Crossley, 2015). Indeed, comparative education gains applicability in its harnessing of educational approaches from varying countries.