ICT in Education

In this study, the potential of different technology‑supported learning environments for facilitating the development of deep conceptual knowledge and wisdom is discussed. The analysis shows that there are remarkable differences in the aims of distinct technology‑based learning environments. Some are focused on the rapid learning of facts and automatization of simple skills, whereas others are deliberately meant for supporting deep learning of complex concepts and knowledge structures.

This paper presents an approach to understanding information and communication technology-for-development (ICT4D) interventions based around informal learning, where the ongoing process of using ICTs – rather than informational products – is seen as the principal development driver. A conceptual model of informal learning in ICT4D is constructed.

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.

Despite the increasing importance of mobile devices in education, the essential features of these devices for ubiquitous learning have not been empirically addressed. This study empirically investigated the necessary conditions for using mobile devices as an educational tool for ubiquitous learning in higher education by a conjoint method. The results show that respondents want to use Window-based large-screen devices for their educational purposes; thus, current tablet PCs might not be suitable in terms of screen size and type of platform.

Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centred learning settings.

This study explores the barriers to utilizing information and communication technologies for teaching and learning in Jordan as seen by the different involve d stakeholders: students, teachers, and administrators. The paper investigates these barriers through an interpretative case study which is the Jordanian Education Initiative (JEI) and uses the technology-to-performance chain model (TPC) as a conceptual research framework.

Right to Education is the primary right of every citizen of India. According to the Article 45 of Indian Constitution the basic elementary education must be provided to all the children up to the age of fourteen years. Even after 64 years of independence some States in India are still struggling to achieve Universal enrolment, retention and quality education. Schools in rural areas are promoted to raise the level of education and literacy in rural India. The main aim of running these types of schools in India is to increase the rate of literacy in rural areas.

The Asian Development Bank has been part of searching for better development solutions and innovative approaches using ICT and experiencing the challenges of realities in implementation.This paper selectively takes stock of ADB initiatives across sectors, countries, and regions to share their experiences.

This publication presents and analyzes the major conclusions of research conducted in Central and West Asia in 2006 through 2011 to ascertain the impact of information and communications technology (ICT) investments on education. It presents a critical overview of the effectiveness of ICT policies and strategies in basic education in Azerbaijan, Kazakhstan, the Kyrgyz Republic, Tajikistan, and Uzbekistan, with shorter studies on Afghanistan, Armenia, Georgia, and Pakistan.