Related Research Articles
Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.
The New Partnership for Africa's Development E-School Program is included as a means to provide ICT equipment such as computers and internet access to all schools in member nations within The New Partnership for Africa's Development (NEPAD) program. NEPAD parents the E-School Program and is an economic program that aims to bring economic and social development to African nations and ensure 'Africa's Renewal'. The E-School Program began with Demonstration Projects and has developed further yet remains a work in progress in many countries, facing both criticism and support.
The National Grid for Learning (NGfL) was a UK government-funded gateway to educational resources on the Internet. It featured many individually selected links to resources and materials deemed to be of high quality. The NGfL was specifically set up to support English schools; separate 'grids' were set up for schools in Northern Ireland, Scotland and Wales.
Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to an authentic audience. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
Canada's SchoolNet was a federal educational technology project in partnership with provinces, school boards, non-profit organizations, and the private sector, funded primarily by Industry Canada and developed by Ingenia Communications Corporation to promote the effective use of information and communications technologies (ICT) in libraries and schools across the country. Many important early Canadian ICT programs fell under the SchoolNet umbrella, including Computers for Schools, LibraryNet, First Nations SchoolNet, and Canada's Digital Collections. By 1997, SchoolNet brought internet access to all 433 First Nations schools under federal jurisdiction. Microsoft founder Bill Gates praised the program in the Edmonton Journal on November 26. 1995, stating that "SchoolNet is the leading program in the world in terms of letting kids get out and use computers."
This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The conference opens to anyone who in interested in sharing their digital teaching experiences. The first conference took place in Melbourne, 1983. Between 1983 and 1996, the conference was held annually across Australia. After 1996, the conference became biennial. From 1994, a series of frameworks were launched in Australia to integrate Information and Communication Technology(ICT) into education. Western Australia's 2001 Competency framework for Teachers identified teachers as an important component in developing computer education. In 2010, Education Minister Julia Gillard, proposed an education agenda to provide Australia a better education system. Besides ACCE, there are many organizations and conferences supporting the development of computer education in Australia. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education learning and traditional classroom learning have different focuses and defining features. There are also four types of computer education:Bring your own device(BYOD), blended learning, online learning, and flipped learning.
European Schoolnet or EUN is a network of 34 European Ministries of Education, based in Brussels. As a not-for-profit organisation, it aims to bring innovation in teaching and learning to its key stakeholders: Ministries of Education, schools, teachers, researchers, and industry partners.
Don Krug was an educator, activist, and author.
Design for All in the context of information and communications technology (ICT) is the conscious and systematic effort to proactively apply principles, methods and tools to promote universal design in computer-related technologies, including Internet-based technologies, thus avoiding the need for a posteriori adaptations, or specialised design.
The Valencian International University (VIU) is a private university in Spain with an international remit. It was founded by the regional government of Valencia in 2008. 70% of it was later acquired by the Planeta publishing house. The university is officially recognized by the Spanish Ministry of Education. It is headquartered in Valencia, Spain.
Dr. Yvonne Marie Andrés is an American educator who is recognized as an e-learning pioneer and visionary. Andrés is the co-founder of the non-profit Global SchoolNet (1984) and the founder of the Global Schoolhouse (1992). Andrés was named one of the 25 most influential people worldwide in education technology and was invited to meet with President Bush to launch the Friendship Through Education initiative (2000). Andrés is the creator and producer of International CyberFair and the US State Department’s Doors to Diplomacy program. Andrés frequently writes about highly effective education programs from around the globe that blend online and offline learning, while incorporating the latest neuroplasticity findings and Constructivist Learning methodology. Andrés has provided leadership throughout the US, Canada, Asia, Europe, Australia, South America and Africa and in 2007 Andrés was awarded the Soroptimist International Making a Difference Award for advancing the status of women and children. Andrés was selected as one of San Diego Magazine's Women Who Move the City, recognizing dynamic women who create positive change and contribute to the community. In 2021 Andrés was recognized as One of the Most Influential Women in Technology by San Diego Business Journal.
The digital divide is described as the characterization of the gap between individuals or countries that have access to technology and individuals or countries that do not. This also includes, but is not limited to: access to computers, internet, and information literacy. General contributions to the digital divide are geography and next generational users. Next generational users are more involved with using devices that can connect to the internet, while the geography factor focuses more on how an individual's location put them at an advantage or disadvantage to compete with the digital age. However, only a handful on people and communities are being represented. Underdeveloped geographical locations, like certain regions of the continent of Africa serves as one of the underrepresented minorities. In particular, South Africa faces many developmental problems that make it one of the more complex societies in the world to map the digital divide in. The country is divided by ethnic inequality and discrepancies in the level of development between different sectors. These obstacles result in disparities in access to information and communications technology (ICT). This disparity is commonly known as the digital divide. There has been another major contributor, namely, Telkom and its monopolistic hold on the progress of ICT in South Africa. South Africa faces unique challenges in addressing the digital divide, including ethnic inequality, disparities in development levels between different sectors, and a historically monopolistic telecommunications industry. Efforts to bridge the digital divide in South Africa involve a combination of government initiatives, non-governmental organizations (NGOs), non-profit organizations (NPOs), and public-private partnerships, all working towards increasing access to technology, promoting digital literacy, and enhancing digital skills among the population.
MERLOT is an online repository and international consortium of institutions of higher education, industry partners, professional organizations and individuals. MERLOT partners and members are devoted to identifying, peer reviewing, organizing and making available existing online learning resources in a range of academic disciplines for use by higher education faculty and students.
The OER4Schools programme is a teacher professional development programme utilizing information and communication technologies (ICT), focussing on sub-Saharan Africa. It was initiated at the Centre for Commonwealth Education, based at the Faculty of Education, University of Cambridge. Aspects of the OER4Schools project are developed in conjunction with OER Africa.
Moinee Foundation is a non-government organisation established in 2012, primarily working in the education domain, through techno-social innovations, by closely working with Government Bodies, Educational Institutes and local communities.
Afri Twin is an international school linking initiative that facilitates mutually beneficial partnerships between students and teachers at schools in the United Kingdom and South Africa. It was founded in 2001 by Jayne Martin, a South African then living in the United Kingdom who has since returned to South Africa. Afri Twin provides support for the programme by matching schools with suitable partners, providing guidance to participating schools and arranging workshops and other networking events. The benefits of Afri Twin partnerships include global learning, greater cultural tolerance and the improvement of learning facilities in disadvantaged schools. In 2010, there were over 250 schools in the United Kingdom and South Africa participating in the initiative.
The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.
Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011. Using the UNESCO model of ICT Development in Education, the countries were ranked as Emerging, Applying, Infusing or Transforming. The Philippines were ranked at the Infusing stage of integrating ICT in education, indicating that the country has integrated ICT into existing teaching, learning and administrative practices and policies. This includes components such as a national vision of ICT in education, national ICT plans and policies, complementary national ICT and education policies, professional development for teachers and school leaders, community or partnership and teaching and learning pedagogies. A 2012 study reported that public high schools in Metro Manila had a computer to student ratio of 1:63. While 88 percent of schools have internet connections, half of the students claimed not to be using it.
Educational technology in sub-Saharan Africa refers to the promotion, development and use of information and communication technologies (ICT), m-learning, media, and other technological tools to improve aspects of education in sub-Saharan Africa. Since the 1960s, various information and communication technologies have aroused strong interest in sub-Saharan Africa as a way of increasing access to education, and enhancing its quality and fairness.
Virtual exchange is an instructional approach or practice for language learning. It broadly refers to the "notion of 'connecting' language learners in pedagogically structured interaction and collaboration" through computer-mediated communication for the purpose of improving their language skills, intercultural communicative competence, and digital literacies. Although it proliferated with the advance of the internet and web 2.0 technologies in the 1990s, its roots can be traced to learning networks pioneered by Célestin Freinet in 1920s and, according to Dooly, even earlier in Jardine's work with collaborative writing at the University of Glasgow at the end of the 17th to the early 18th century.
References
- ↑ eTwinning Portal, http://www.etwinning.net/
- 1 2 Crawley, C., Gilleran, A., Scimeca, S., Vuorikari, R. & Jolivet, M. (2009). Beyond School Projects - A report on eTwinning 2008–2009. Central Support Service for eTwinning, European Schoolnet, Rue de Trèves 61, 1040 Brussels Belgium, eun.org, published September 2009. Retrieved: 20 December 2010, http://www.etwinning.net/en/pub/news/publications.htm
- ↑ Gilleran, A. (2006). Learning with eTwinning. Central Support Service for eTwinning, European Schoolnet, Rue de Trèves 61, B-1040 Brussels Belgium, eun.org, published April 2006. http://www.etwinning.net/en/pub/news/publications.htm
- ↑ Europa Education website
- ↑ Konstantinidis, A. (2012). Implementing Learning-Oriented Assessment in an eTwinning Online Course for Greek Teachers. MERLOT Journal of Online Learning and Teaching, 8(1), 45-62
- ↑ School Education eTwinning website, Retrieved 2023-05-23
- ↑ eTwinning website
- Gilleran, A. (2007) eTwinning - A New Path for European Schools, eLearning Papers
- European Schoolnet (2007) Learning with eTwinning: A Handbook for Teachers 2007
- European Schoolnet (2006) Learning with eTwinning
- European Schoolnet (2008) eTwinning: Adventures in language and culture
- Konstantinidis, A. (2012). Implementing Learning-Oriented Assessment in an eTwinning Online Course for Greek Teachers. MERLOT Journal of Online Learning and Teaching, 8(1), 45-62
