How Public Administration Restructuring Can Contribute to Greek Educational Reform - Information and Communication Technologies in Public Administration - page 311

G = [ m 1 , m 2 , m 3 , …, m 15 , m 16 ] T , (14.1)

where m i is a real normalized value ( i = 1, …, 16), corresponding to each metric,
and G is a 16 × 1 vector matrix (shown here is its transpose). In the next phase, we
try to sequentially apply the four transformation factors as functions on vector G :

λ = tr eGov ( tr ISO ( tr CAF ( tr MBO ( G )))).

(14.2)

The resulting value of λ should be a single real value representative of the trans-
formation index of the whole process. The aim is to maximize expression λ over all
(possible viable) instances of the G vector.

14.6 toward the Holistic Model
Discussing the ICT model in education usually brings to mind new settings of
hardware equipment or software packages that facilitate teaching and learning
inside a modern school classroom. But the process of embedding ICT inside a class-
room goes (according to the holistic model) deeper than that: It involves changing
the whole mindset of stakeholders. The successful integration should work as an
immersion experiment, when a virtual space is created and a set of new tools are
available in a “lean-back,” as opposed to “lay-forward,” configuration to demon-
strate use of more intrusive techniques (Rakib, Bronstein, Bronstein, & Devictor,
2009). This implies rather extensive changes in the knowledge management pro-
cess, as shown in Table 14.1.
A vivid example of a contemporary program of an enormous scale is the one
recently approved by the European Regional Development Fund-Operational
Program “Digital Convergence” Action titled “Digital Services in Greek Ministry
of Education,” with a total budget of about 140 million euros, which will “arrive”
soon in classrooms (Ministry of Education, 2014b). The aim of the project is the
massive digital upgrade of educational processes, both in primary and secondary
education. It is about a substantial change in means and pedagogy that will make
a fertile ground for innovations and future novelties.
The procedures for the procurement and deployment of interactive systems
(IWBS) and mobile computer labs in elementary and secondary schools through-
out the country have already started. These systems will be placed, as a priority,
in high and vocational high schools, gymnasia, and primary schools. In absolute
numbers, this program will cover about 200,000 pupils, 315,000 gymnasium stu-
dents, 230,000 high school students, and 85,000 vocational high school students
and colleges across the country, according to ministry executives. Important issues
are also the networking of all this hardware and the services it will run. It will be
surely based on the Greek school network backbone, already running fiber optics
technology (Kalochristianakis, Paraskevas, Varvarigos, & Xypolitos, 2007).