The digital divide is the unequal access to digital technology, including smartphones, tablets, laptops, and the internet. The digital divide creates a division and inequality around access to information and resources. In the Information Age in which information and communication technologies (ICTs) have eclipsed manufacturing technologies as the basis for world economies and social connectivity, people without access to the Internet and other ICTs are at a socio-economic disadvantage, for they are unable or less able to find and apply for jobs, shop and sell online, participate democratically, or research and learn.
Toomas Hendrik Ilves is an Estonian politician who served as the fourth president of Estonia from 2006 until 2016.
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.
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."
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.
Over the past decade, there has been an increase in the use of information and communications technologies (ICTs) in China. As the largest developing country in the world, China faces a severe digital divide, which exists not only between Mainland China and the developed countries, but also among its own regions and social groups.
The history of formal education in Estonia dates back to the 13–14th centuries when the first monastic and cathedral schools were founded. The first primer in the Estonian language was published in 1575. The oldest university is the University of Tartu which was established by the Swedish king Gustav II Adolf in 1632. In 1919, university courses were first taught in the Estonian language.
Open Learning Exchange Nepal is a social benefit organization working to increase access to education through the integration of technology. Founded in 2007, the organization aims to increase the quality of education through the creation of open-source digital learning activities combined with teacher training.
The Estonian Defence Forces is the unified military force of the Republic of Estonia. The Estonian Defence Forces consists of the Estonian Land Forces, the Estonian Navy, the Estonian Air Force, and the paramilitary Estonian Defence League. The national defence policy aims to guarantee the preservation of the independence and sovereignty of the state, the integrity of its land area, territorial waters, airspace and its constitutional order. Its main goals remain the development and maintenance of a credible capability to defend the nation's vital interests and development of the defence forces in a way that ensures their interoperability with the armed forces of NATO and European Union member states to participate in the full range of missions for these military alliances.
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.
Enlaces is a Chilean educational program designed to create a structural change in Chilean education in order to prepare youth, along with their parents and guardians, to participate in the emergent society of knowledge, and to create networks of communication that help integrate them with the world. Enlaces was started in 1992 by Chile's Ministry of Education.
Knowbility is an American non-governmental organization based in Austin, Texas, working to support the independence and empowerment of people with disabilities by promoting the use and improving the availability of accessible information technology. Its mission is to create an inclusive digital world for people of all abilities. Knowbility's signature program is the Accessibility Internet Rally, a web-building competition that brings together volunteer web designers to create accessible websites for nonprofit organizations and artists that serve communities all over the world.
The Egyptian Ministry of Communications and Information Technology (MCIT) is a government body headquartered in Smart Village Egypt, Giza Governorate, in the Cairo metropolitan area. Established in 1999, the Ministry is responsible for information and communications technology (ICT) issues in the Arab Republic of Egypt including the planning, implementation and operation of government ICT plans and strategies. It is led by the Minister of Communications and Information Technology, who is nominated by the Prime Minister and is a member of the cabinet. The current ICT Minister is Amr Talaat who assumed the position on 14 June 2018.
Thomas Worthington is an Australian computer programmer best known as an expert witness in the Maguire v SOCOG 2000 Olympic web accessibility case and teacher of Green computing.
e-Estonia refers to the digital society of Estonia, which facilitates its citizens' and residents' interactions with the state through the use of ICT solutions. Estonian e-services created under this initiative include e-Tax Board, e-Business, e-Banking, e-Ticket, e-School, University via the internet, the e-Governance Academy, i-Voting, as well as the release of several mobile applications. According to the goals set in Estonia's Digital Agenda 2030, the country aims to assure that high-speed internet is available across the country, the digital government services are the best in the world, and the country's cyberspace is reliable and safe by 2030.
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.
Juku E5101 was a personal computer targeted at Estonian schools which was released in 1988. The computer had monochrome display, a mouse and basic LAN capabilities, it ran CP/M 2.2 based EKDOS and had a Soviet Intel 8080A clone KR580VM80A for CPU.
The digital divide is an economic and social inequality with regard to access to, use of, or impact of information and communication technologies (ICT). Factors causing the divide can vary depending on the country and culture, as can the potential solutions for minimizing or closing the divide.
Gender digital divide is defined as gender biases coded into technology products, technology sector and digital skills education.
