This study was undertaken to evaluate the implementation of ICT to support learning, teaching, school administration and use of E-communication between cooperating rural secondary schools in Western Kenya under the Rotary project, Forssa Rotary Club of Finland District 1410. Two rural schools were selected for the investigation. A case study research design was adopted, where interviews, observation and open-ended questionnaires including document analysis were used to collect qualitative data.
South Australian rural and remote schools have been using a variety of Information and Communication Technologies (ICT) to enhance curriculum opportunities for students whose teachers are at a different campus or different school, or who are out of the school for extended periods of time undertaking courses, such as, Vocational Education and Training (VET).
For at least the past decade, political leaders and policy makers have stressed how important it is for Africa to harness technology, leapfrog development, and take part in the global knowledge economy. In numerous initiatives aimed at realizing these goals, education is a primary target, viewed as a mechanism through which information and communication technologies (ICT) can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation.
Recent research has demonstrated a significant disadvantage for rural teachers in a variety of aspects of ICT use. This context provides a backdrop for two professional learning programs designed to support ICT-based pedagogies in teaching science in Victorian rural primary and secondary schools. In both programs the school-based workshops initiated a community of learners supported with online web-presence. One program used an intensive five-day workshop focused on developing teachers’ knowledge, pedagogical expertise and leadership skills in embedding ICT into classroom practice.
21 st century is the century of Hi-Tech. Recently Hi- Tech comprises IT, ICT, BT and Nano-Technology. Today ICT (Information Communication Technology) is a unique technology which is used universally in all span of life. ICT plays a predominant role in the creation and development of knowledge. The ICT revolution has changed the learning process of childhood up to the real world. E-learning is a combination of learning services and technology to provide high values. Internet plays a vital role in e-learning. Elearning is attaining significance in the world of internet.
This project utilized emerging technologies such as mobile broadband videoconferencing along with web-based software and materials (http://www.cyscience.com.au) to enhance the provision of science and mathematics in rural and remote schools in Northern Queensland. The paper tracks the role of technology in the development and implementation of the CY Science project. It will explore how technology enabled a successful classroom project to evolve into a regional program and beyond.
The introduction of ICT in the last two decades or so in India has brought about enormous changes in every sphere of life and especially in the field of education. This new digital technology has become inevitable and essential and it promises revolutionary benefits for the present and future. But along the way it also poses certain challenges which need to be addressed holistically in effective ways in order to keep pace with the rest of the world and ensure a robust system.
This report explores the ways in which information and communication technologies (ICTs) can contribute to efforts towards meeting child-focused development goals. The diffusion of ICTs has been highly uneven, and it is clear that digital divides not only trace but can also further deepen existing social divides, between income-rich and income-poor, between urban and rural dwellers, between women and men, and girls and boys. The report therefore supports UNICEF in efforts to further develop and disseminate good practice regarding ICT4D and children.
This publication highlights the potential of world youth to harness ICTs and how the diverse and vast potential of ICTs can empower and simplify the launch of a global project on a local level.
On 25-28 November, UN-APCICT will hold the Regional Dialogue on ICTD Capacity Building for Sustainable Development and Annual Partners Meeting in Incheon, Republic of Korea.
On 25-28 November, the United Nations Asian and Pacific Training Centre for Information and Communication Technology for Development (UN-APCICT) will hold the Regional Dialogue on ICTD Capacity Building for Sustainable Development and Annual Partners Meeting in Incheon, Republic of Korea.