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e-Learning
This page contains resources on the use of ICTs in education, including teaching and learning in both formal and non-formal settings. Issues of effectiveness, cost, equity and sustainability, and the challenges of integrating ICTs in education are examined in many of these resources.
Using ICTs, a shift in the learning process could take place from teaching to self-directed learning, and from a one-time event to lifelong learning. ICTs can increase access to basic learning; reach disadvantaged populations; improve educational management; and enhance diverse and collective learning processes.
Resources examine the various issues to consider when:
- Creating an enabling policy environment for the systematic integration of ICT in education.
- Using ICT in formal and non-formal educational setting.
- Supporting teachers and trainers.
- Developing training and learning materials.
Good Practice in Information and Communication Technology for Education
The guide draws on a range of sources, including the findings of ADB's studies on ICT for education and the experience ADB has gained with stakeholders and partners in providing project assistance for ICT for education in its developing member countries.
Ubiquitous ICT for Sustainable Education and Cultural Literacy
This publication is a product of a collected effort by international leaders and aims to offer a tool for a better understanding of the challenges of global education and cultural dialogue. It provides findings and thoughts that can contribute to enhancing the accord among nations, and to building communities that will collectively lead to sustainable education in the global context. The findings of the report may be used to guide the efforts of governments to further a better cross-cultural understanding.
Convergence of ICT and Education
This paper addresses the convergence of ICT and education. When two technologies are converging to each other, together they will generate some great opportunities and challenges. This paper focuses on these issues. It describes the need for ICT in education, relationship between ICT skills and education, and the stages in the teaching-learning process.
Providing access to basic literacy education with educational TV
To introduce literacy concepts to wider audiences, the authors developed a TV programme "Bizim Sınıf" (Our Classroom) in collaboration with a private broadcast company whose TV channel is viewed all across Turkey. The goal of the paper is to (a) describe this TV programme in detail, (b) report the evaluation data and (c) discuss the implications for this type of distance education for other regions around the world to increase access to education.
ZaidLearn: A Free Learning Tool for Every Learning Problem
This blogsite provides a comprehensive collection of ICT applications for e-learning, networking and knowledge sharing.
Top 100 Tools for Learning 2008
The list is compiled from the contributions of 160 learning professionals (from both education and workplace learning) who shared their Top 10 Tools for Learning both for their own personal learning/ productivity and for creating learning solutions for others. An analysis of this list is also provided to show the state of e-learning today.
ICT in Teacher Education: Case Studies from the Asia-Pacific Region
This publication contains a collection of examples of ICT in Teacher Education projects from the Asia-Pacific region. In some cases the objective of the project was to raise the capacity of teachers to utilize ICT in teaching while in others the objective was to utilize ICT tools to improve teacher education. An examination of these programmes offers insights into the process of educating teachers to integrate ICT into teaching and the process of utilizing ICT tools for training teachers.
ICTs for Education: Impact and lessons learned from IICD-supported activities
This study describes the experiences, achievements and lessons learned of the International Institute for Communication and Development (IICD) and its partners in using ICT to enhance education through thirty-two projects and ICT policy processes over eight years in Jamaica, Bolivia, Zambia, Burkina Faso, Mali, Ghana, Tanzania and Uganda.
Communications in Education
This report presents evidence of the role of communications in education and identifies its strengths and weaknesses. The paper focus on spaces for communications in education, the processes of communications, and the direct and indirect impacts of communications initiatives. It gives examples of a range of communication initiatives and provides evidence of impact, where available. The study is a desk-based review of documentation available about the spaces, processes and impacts of communications in the formal education sector.
Initiating and Managing SchoolNets: Lessons Learned
This publication provides an overall summary of the lessons learned during the implementation of the UNESCO SchoolNet project. It aims to to provide guidance for educators and others involved in initiating or managing national and international SchoolNets, particularly in Southeast Asia. Beginning with an overview of SchoolNets, what they are and why they are set up, this book then briefly describes the UNESCO SchoolNet project’s objectives and key outcomes. Next, a number of examples of existing SchoolNets are provided and the features of successful SchoolNets are identified. Following this, the main factors to be considered when initiating and managing a SchoolNet are examined; with each factor explained using examples drawn from the UNESCO SchoolNet project and existing SchoolNets. In the final chapter, the lessons-learned about initiating and managing SchoolNets are summarized.
ICT in Education in the Asia-Pacific Region: Progress and Plans
This publication provides a summary of the achievements of the UNESCO ICT in Education programme and the intiatives planned for the future.
New Media and Open and Distance Learning: New Challenges for Education in a Knowledge Society
This is an article in the Informatics in Education International Journal (Volume 6, No. 1). It examines the characteristics of a knowledge society and how new media, ICTs and open and distance learning can be used in education to meet learner's needs and reduce the "knowledge divide."
Innovative Practices of Distance Education (including e-Learning) in Asia and the Pacific
The present study aims at identifying innovative and good practices of open and distance learning (ODL) in Asia and the Pacific region at the tertiary education level, and sharing the findings to promote knowledge sharing with ODL institutions. To achieve these objectives, a survey of ODL institutions in the Asia and the Pacific region and analyses of published documents and websites have been conducted. The results of the study show that many ODL institutions have implemented quality assurance measures throughout their ODL practices including student services and tutoring, course development, staff evaluation, and student assessment; and most institutions have introduced ICT-based programs and services in pursuit of quality improvement and expansion. The paper concludes with a list of recommendation for the future development of ODL in the Asia and the Pacific region.
Using ICT to Develop Literacy
This publication provides an overview of the issue of literacy and explains how Internet and Communication Technology (ICT) can be used to improve literacy education. It focuses on five areas in which ICT can improve literacy - enhancing learning, raising access to literacy education, training of teachers, localizing content, and creating a literacy-conducive environment. It also provides examples of projects in which ICT has been utilized effectively to improve literacy education. The publication concludes with recommendations for policymakers regarding the use of ICT in literacy campaigns.
Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries
This short handbook provides guidance for policy makers struggling with two key issues: (1) What is the impact on student achievement of introducing ICTs in educational settings in developing countries? (2) How should this impact be measured, and what are the related issues, especially as they relate to Education For All and other Millennium Development Goals?
Harnessing the Potential of ICT for Education: A Multistakeholder Approach
This Proceedings of the Dublin Global Forum of the United Nations ICT Task Force held on 13-15 April 2005, examines various ways in which information and communication technologies (ICTs) can contribute to education, especially in developing countries. It captures innovative ideas and initiatives on the use of ICT in strengthening education and communities and introduces case studies of ICT-based projects at the grassroots level and efforts to create a national infrastructure that makes use of new technologies to improve teaching and learning.
The supportive distance learning environment: A study on the learning support needs of Malaysian online learners
This paper reports on a qualitative research study designed to explore the perception of a supportive distance learning environment and the needs of learners of an online distance learning Finance course offered by University Teknologi MARA (UiTM), Malaysia. The focus of the research was the learners' own reflection of their personal, academic and social needs as they trudged into the online learning environment.
Information and Communication Technologies in Schools: A Handbook for Teachers
This handbook is principally designed for teachers and teacher educators who are currently working with, or would like to know more about, ICT in schools. It focuses on how ICT can create new, open learning environments and their instrumental role in shifting the emphasis from a teacher to a learner-centred environment - where teachers move from being the key source of information and transmitter of knowledge to becoming a collaborator and co-learner, and where the role of students changes from one of passively receiving information to being actively involved in their own learning.
Technologies for Education: Achievements and Future Initiatives in the Asia-Pacific Region
The publication presents projects of the ICT in Education Programme managed by UNESCO in Bangkok. This publication shares the key achievements of the ICT in Education programme, and presents future initiatives. It also describe the current partnerships, as well as how interested groups and organizations can become involved and share in this programme’s activities and achievements.
Public-Private Partnerships in a Minimally Invasive Education Approach
This paper examines the Minimally Invasive Education (MIE) Project in India. The project involved installing computer learning stations in an open, outdoor location, and encouraging children to learn on their own, with minimal, or no intervention.This project is an illustration of a public-private partnership between the Government of NCT of Delhi and NIIT Ltd (India’s leading private sector corporation offering IT education, training and global IT learning solutions) to overcome digital illiteracy.
ICT in Secondary Education in the Pacific Region: Status, Trends and Prospects
This publication is one of the outcomes of a Regional Workshop on ICT in Education organized by the University of the South Pacific in January 2005. The reports, presentations, status reports and policies on ICT education of Cook Islands, Fiji, Kiribati, Republic of Marshall Islands, Republic of Nauru, Niue, Samoa, Solomon Islands, Tonga, Tuvalu and Vanuatu are presented in this publication.
Mobile Learning for Expanding Educational Opportunities
This report is a compilation of the presentations of the “International Workshop on Mobile Learning for Expanding Educational Opportunities” held in Tokyo, Japan, from 16 to 20 May 2005. As well as discussing the potential of mobile technologies for enhancing the reach and quality of education in the Asia-Pacific region, and describing the various forms and applications of those technologies, the report contains proposals, developed by the workshop participants, for projects to implement m-learning in their respective countries.
Information and Communication Technologies for Community Empowerment through Non-Formal Education: Experiences from Lao PDR, Sri Lanka, Thailand and Uzbekistan
This report presents country and regional experiences from ICT for community empowerment through community learning centres (CLC) projects of UNESCO. It highlights experiences using radio, load speakers, computers, CDs, video and digital cameras. It also includes lessons learnt, as well as a synthesis of experiences from the four countries documented: Lao PDR, Sri Lanka, Thailand and Uzbekistan.
Integrating ICTs into the Curriculum: Analytical Catalogue of Key Publications
This catalogue contains a range of resources in the form of books, CD-ROMs, online publications, websites and articles from e-journals that aim to provide teachers, senior school managers, curriculum developers and administrators with guidelines and strategies for integrating ICTs effectively into teaching and learning. It is divided into six sections, each with a particular focus area, and the materials have been purposefully gathered from a range of sources. Sections include: General Principles and Strategies for Integrating Technology in Education and the Curriculum; Integrating Technology into the Classroom and Developing Lesson Plans that Integrate ICTs; Technology Integration into Specific Subjects ; Requirements for and Barriers to Effective Technology Integration ; Evaluating Effectiveness of Technology Integration; and Successful Case Studies of Technology Integration in Schools.
Technology in Schools: Education, ICT and the Knowledge Society
This report describes experiences and offers analyses from ICT in education initiatives in Latin American in general, and from the Chilean “Enlaces” (links) project in particular. The report offers examples and insights on a number of issues that are relevant to policymakers in developing countries. A particular effort has been made to demonstrate that introducing ICT into the schools, without a proper staff development plan and without a pedagogical perspective, is a low-return investment. The report also offers a few guidelines for programme implementation in terms of management needs and programme enhancement. A special section is devoted to ICT for small rural schools, which are common in developing countries. The report ends with a resource base that can be used for procurement of up-to-date information on ICT use in education.
Integrating ICTs into Education: Lessons Learned Volume 1
This publication consists of eight chapters covering various aspects relating to the integration of ICT into education. These chapters provide information to lay the foundation for integrating ICT into teaching and learning. A synthesis of lessons learned from selected countries in the Asia-Pacific region, the publication provides the basis for the development of tools and blueprints to guide policy. It also serves as an advocacy instrument to gain the support of policymakers and other stakeholders for the appropriate use of resources to support the integration of ICT into education.
SchoolNet Toolkit
This toolkit is designed to help education planners and practitioners integrate information and communication technologies (ICTs) into education systems. It is meant to be a practical resource about ICTs in education, and more specifically about setting up and operating schoolnet programmes and projects. A schoolnet programme is an organized set of activities that expands the use of ICTs and promotes sharing of educational resources by teachers and students at schools. Schoolnet programmes may be located inside or outside government, may be large initiatives with substantial funding, or smaller innovative projects without big budgets.
SchoolNetworking: Lessons Learned
This publication consists of eight component chapters. The package provides a distillation of the rapidly growing body of experiences and innovative strategies from countries in the Asia and Pacific region (Indonesia, Malaysia, Philippines, Singapore and Thailand).
Computer-Assisted Learning: Evidence from A Randomized Experiment
This report presents the results obtained after the first year of a two-year randomized evaluation of a computer assisted learning (CAL) programme in Vadodara, India. The CAL programme, implemented by a NGO, took advantage of the donation of four computers to each municipal primary school in Vadodara by the state government. The programme provided each child in the fourth standard with two hours of shared computer time in which students played educational games that reinforced mathematics competencies ranging from the standard 1 to the standard 3 level.
ICT in Education
This e-primer provides an overview of the potential benefits of information and communication technologies (ICTs) in education and the ways different ICTs have been used in education. It discusses the issues of effectiveness, cost, equity and sustainability, and the challenges of integrating ICTs in education.
Lifelong Learning in the Global Knowledge Economy : Challenges for Developing Countries
This report explores the challenges to education and training systems that the knowledge economy presents. It outlines policy options for addressing these challenges and developing viable systems of lifelong learning in developing countries and countries with transition economies. It encourages countries to look beyond traditional approaches to education and training and to engage in a policy dialogue on the pedagogical and economic consequence of lifelong learning.
Technologies for Education: Potential, Parameters and Prospects
Drawing on the wealth of worldwide knowledge and experience, this book analyses the rationales and realities of ICTs for education, examines the options and choices for applying them and identifies a series of case studies to illustrate aspects of integrating ICTs into learning systems in different environments. How ICTs can promote improvements in educational reach and delivery is considered, along with issues of content, learning outcomes, teaching, quality and relevance in developing countries.
Information and Communication Technology in Education: A Curriculum for Schools and Programme of Teacher Development
The book pursues two key purposes. The first is to specify a curriculum in ICT for secondary schools that is in line with current international trends. The second is to propose a programme of professional development for teachers necessary to implement the specified ICT curriculum successfully. In addition, it provides a practical and realistic approach to curriculum and teacher development that can be implemented quickly and cost effectively, according to available resources.
New functions of higher education and ICT to achieve education for all
This is a paper prepared for the Expert Roundtable on University and Technology-for-Literacy/Basic Education Partnership in Developing Countries, held in Paris, France on 10-12 September 2001. It describes how higher education institutions can help to achieve Education for All through the promotion of the use of ICT in basic education.
(in Korean)