Educational software is a term used for any computer software which is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software, etc. The purpose of all this software is to make some part of education more effective and efficient.
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 per IFGICT, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information as per the international federation of ICT.
Technology education is the study of technology, in which students "learn about the processes and knowledge related to technology". As a field of study, it covers the human's ability to shape and change the physical world to meet needs, by manipulating materials and tools with techniques. It addresses the disconnect between wide usage and the lack of knowledge about technical components of technologies used and how to fix them. This emergent discipline seeks to contribute to the learners' overall scientific and technological literacy, and technacy.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, EdTech, it is often referring to the industry of companies that create educational technology.
One Laptop per Child (OLPC) was a non-profit initiative established with the goal of transforming education for children around the world; this goal was to be achieved by creating and distributing educational devices for the developing world, and by creating software and content for those devices.
Technology integration 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 APIs 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."
Technological literacy is the ability to use, manage, understand, and assess technology. Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use information via various digital platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs, and social media sites.
Education in Rwanda has undergone considerable changes throughout Rwanda's recent history, and has faced major disruptions due to periods of conflict. Despite improvements to education and literacy as part of the country's rebuilding after the 1994 genocide, the education system still faces challenges including low school enrolment rates and limited resources. The education system is overseen by the Ministry of Education.
In the context of education, one-to-one computing refers to academic institutions, such as schools or colleges, that allow each enrolled student to use an electronic device in order to access the Internet, digital course materials, and digital textbooks. The concept has been actively explored and sporadically implemented since the late 1990s. One-to-one computing used to be contrasted with a policy of "bring your own device" (BYOD), which encourages or requires students to use their own laptops, smartphones or other electronic devices in class. The distinction between BYOD and school-issued devices became blurred when many schools started recommending devices for parents to buy. The term 1:1 computing in education is now redefined to a situation where students have access to a device per individual that is used in the teaching as a tool for learning. Historically, the programs have centered around the following devices:
Generation YES, is a U.S. non-profit organization that works with schools around the world to empower underserved students and ensure that technology investments in education are both cost effective and meaningful. Dennis Harper is the founder and CEO. Generation YES programs focus on student centered, project-based learning "experiences that impact student's lives and increase student involvement in school and community through the use of technology. In addition, all Generation YES programs improve the use of technology in the school as a whole."
Mark Warschauer is a professor in the Department of Education and the Department of Informatics at the University of California, Irvine, director of UCI's Ph.D. in Education program and founding director of UCI's Digital Learning Lab. He is the author or editor of eight books and more than 100 scholarly papers on topics related to technology use for language and literacy development, education, and social inclusion.
The Plan Ceibal is a Uruguayan initiative to implement the "One laptop per child" model to introduce Information and Communication Technologies (ICT) in primary public education and is beginning with the expansion into secondary schools.
Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. Renee Hobbs suggests that “few people verify the information they find online ― both adults and children tend to uncritically trust information they find, from whatever source.” People need to gauge the credibility of information and can do so by answering three questions:
- Who is the author?
- What is the purpose of this message?
- How was this message constructed?
Futurekids, Inc. is a privately held internationally franchised K–12 educational software company headquartered in El Segundo, California, which focuses on technological literacy and computer literacy.
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 1983-1996, 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.
Computers in the classroom include any digital technology used to enhance, supplement, or replace a traditional educational curriculum with computer science education. As computers have become more accessible, inexpensive, and powerful, the demand for this technology has increased, leading to more frequent use of computer resources within classes, and a decrease in the student-to-computer ratio within schools.
The Digital Education Revolution (DER) was an Australian government–funded educational reform program, promised by then prime minister of Australia Kevin Rudd during the launch of his 2007 Australian federal election campaign in Brisbane. It was officially launched in late 2008, with the first deployments announced by then Deputy Prime Minister of Australia and Minister for Education, Employment and Workplace Relations, Julia Gillard and then New South Wales counterpart, Verity Firth. The first deployment took place at Fairvale High School in August that year.
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.
Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution.
