Friday, June 25, 2010
How can a developing nation consider investments in information and
communication technology for enhancing its formal and nonformal
education systems when most of its people still live in absolute poverty?
This question is discomforting for everyone concerned with the intersecting
issues of ICT and development. However, these interests are
not contradictory, and raising the educational level of the poor is a long-term
solution toward alleviating their economic problems. The impact of educational
level on economic development is more pronounced with the recent growth
of ICT and its increasing importance in social and economic development. This
has profound implications for education––
both in how ICTs can be used to
strengthen education, and how education can be more effective in promoting
the growth of ICT in the Asia and Pacific region. However,
education systems have changed very little in response. Without improved
efficiencies in their education systems, developing nations will not likely be
able to provide the additional human capital required to achieve economic
self-sufficiency in the context of a highly competitive global economy that is. Why Invest in ICT for Education?
ICT has the potential to bridge the knowledge gap in terms of improving quality
of education, increasing the quantity of quality educational opportunities, making
knowledge building possible through borderless and boundless accessibility
to resources and people, and reaching populations in remote areas to satisfy
their basic right to education. As various ICTs become increasingly affordable,
accessible, and interactive, their role at all levels of education is likely to be
all the more significant in making educational outcomes relevant to the labor
market, in revolutionizing educational content and delivery, and in fostering
information literacy. Educational Need
Users of information technology need to apply their critical thinking skills with respect to their computers by developing a healthy skepticism regarding its reliability. Users need to recognize the inevitability of its failure, to fully appreciate the risk of loss, and to adequately protect their creative work that resides as bits of data on their computers.
My goal with this project is to get users of information technology to change their belief that computers are infallible and to critically examine what data they need to backup. It is my belief that when users fully appreciate the value of their creative input on computers, they will have the motivation to overcome presenting barriers to backing up data. For the novice user, this may mean simply learning how to backup and then integrating the procedure into a routine that will actually get performed. For the more advanced user, I would like to propose a simple solution to the problem of regenerating settings that are necessary to make software on computers to “do what it’s supposed to”, such as accessing email and the Internet, having usual software programs behave as “they normally do”, etc.
This falls within the province of developing a critical thinking approach to technology in general. As users, we need to reflect constantly upon how reliable the information that we are presented with via technology is. Just because the data looks good is not guarantee of its accuracy or usefulness. Developing such a critical approach provides an excellent opportunity to exercise several of the Habits of Mind identified by Costa and Kallick (2001) which help life time learners to behave intelligently when confronted with problems whose answers are not immediately apparent. Calm persistence, carefully monitoring when things work and don’t work, drawing on a repertoire of problem solving strategies, valuing uncertainty and developing the confidence to explore alternatives are among the patterns of intellectual behavior I would like to encourage with this project.
Project Goal
People will become more effective users of information technology as they learn to anticipate and work through its failure. They will fundamentally shift their thinking and see technology in a different way: “It will fail” and “I can take reasonable steps to protect myself
A quandary confronting those who rely on technology that has become particularly acute as a result of the terrorist attacks of September 11, 2001 on the World Trade Center Towers in New York City is how to secure the huge amounts of energy and creative capital that users have invested in their computers. Even barring catastrophic events, as new operating systems are introduced with increasing frequency and technological growth continues to outstrip even the most optimistic of estimates, the need for securing data becomes ever more pressing. This project focuses on three broad areas: to change technology users’ perceptions that technology is infallible, to raise users’ awareness of the value of data stored on their computers, and pragmatically, what to actually backup and how. Though to a certain extent the “how to” questions are machine and platform dependent, the question of what needs to be backed up is general and can be examined from a “cost to restore” point of view. Success will be when the user confidently backs up his/her data on a regular basis and is able to overcome obstacles such as when technology doesn’t perform as expected employing habits of mind of intelligent behavior.
communication technology for enhancing its formal and nonformal
education systems when most of its people still live in absolute poverty?
This question is discomforting for everyone concerned with the intersecting
issues of ICT and development. However, these interests are
not contradictory, and raising the educational level of the poor is a long-term
solution toward alleviating their economic problems. The impact of educational
level on economic development is more pronounced with the recent growth
of ICT and its increasing importance in social and economic development. This
has profound implications for education––
both in how ICTs can be used to
strengthen education, and how education can be more effective in promoting
the growth of ICT in the Asia and Pacific region. However,
education systems have changed very little in response. Without improved
efficiencies in their education systems, developing nations will not likely be
able to provide the additional human capital required to achieve economic
self-sufficiency in the context of a highly competitive global economy that is. Why Invest in ICT for Education?
ICT has the potential to bridge the knowledge gap in terms of improving quality
of education, increasing the quantity of quality educational opportunities, making
knowledge building possible through borderless and boundless accessibility
to resources and people, and reaching populations in remote areas to satisfy
their basic right to education. As various ICTs become increasingly affordable,
accessible, and interactive, their role at all levels of education is likely to be
all the more significant in making educational outcomes relevant to the labor
market, in revolutionizing educational content and delivery, and in fostering
information literacy. Educational Need
Users of information technology need to apply their critical thinking skills with respect to their computers by developing a healthy skepticism regarding its reliability. Users need to recognize the inevitability of its failure, to fully appreciate the risk of loss, and to adequately protect their creative work that resides as bits of data on their computers.
My goal with this project is to get users of information technology to change their belief that computers are infallible and to critically examine what data they need to backup. It is my belief that when users fully appreciate the value of their creative input on computers, they will have the motivation to overcome presenting barriers to backing up data. For the novice user, this may mean simply learning how to backup and then integrating the procedure into a routine that will actually get performed. For the more advanced user, I would like to propose a simple solution to the problem of regenerating settings that are necessary to make software on computers to “do what it’s supposed to”, such as accessing email and the Internet, having usual software programs behave as “they normally do”, etc.
This falls within the province of developing a critical thinking approach to technology in general. As users, we need to reflect constantly upon how reliable the information that we are presented with via technology is. Just because the data looks good is not guarantee of its accuracy or usefulness. Developing such a critical approach provides an excellent opportunity to exercise several of the Habits of Mind identified by Costa and Kallick (2001) which help life time learners to behave intelligently when confronted with problems whose answers are not immediately apparent. Calm persistence, carefully monitoring when things work and don’t work, drawing on a repertoire of problem solving strategies, valuing uncertainty and developing the confidence to explore alternatives are among the patterns of intellectual behavior I would like to encourage with this project.
Project Goal
People will become more effective users of information technology as they learn to anticipate and work through its failure. They will fundamentally shift their thinking and see technology in a different way: “It will fail” and “I can take reasonable steps to protect myself
A quandary confronting those who rely on technology that has become particularly acute as a result of the terrorist attacks of September 11, 2001 on the World Trade Center Towers in New York City is how to secure the huge amounts of energy and creative capital that users have invested in their computers. Even barring catastrophic events, as new operating systems are introduced with increasing frequency and technological growth continues to outstrip even the most optimistic of estimates, the need for securing data becomes ever more pressing. This project focuses on three broad areas: to change technology users’ perceptions that technology is infallible, to raise users’ awareness of the value of data stored on their computers, and pragmatically, what to actually backup and how. Though to a certain extent the “how to” questions are machine and platform dependent, the question of what needs to be backed up is general and can be examined from a “cost to restore” point of view. Success will be when the user confidently backs up his/her data on a regular basis and is able to overcome obstacles such as when technology doesn’t perform as expected employing habits of mind of intelligent behavior.
Teachers need a great deal of motivation when it comes to implementing technology in the classroom. There are many obstacles to overcome. Technology can be very intimidating for many teachers because introducing technology almost always requires new learning. Teachers may lack the time and the motivation to learn technology skills. The purpose of this paper is to discuss some of the obstacles teachers face in their attempts to implement and integrate technology in their classroom and compare it with the author's workplace.
THe integration of technology into the curriculum will not succeed without giving teachers ample time to practice, explore, conceptualize, and collaborate. This can be done by inviting them to join the school technology planning committee. Solicit teachers' participation on the technology planning committee and explain why their participation is important. Once teachers understand the value of technology in their teaching and the ease with which it can be utilized, they will not shy away.
Why is it that some schools are effectively using technology for teaching and learning while other schools are not.Certain conditions are necessary for schools to effectively use technology.success of technology implementation is contingent on a number of factors.First, schools must have a strong curriculum as a foundation because if they don't, technology will do little to improve … schools and might even have a negative impact. Teachers need to feel that they count.Technology planning expert Dixie Conner explains how effective planning by teachers and technology leaders working together can result in more effective technology use.technology leaders can begin to close the communication gap with teachers, and teachers can become more informed about the benefits of planning and more involved in integrating technology.
THe integration of technology into the curriculum will not succeed without giving teachers ample time to practice, explore, conceptualize, and collaborate. This can be done by inviting them to join the school technology planning committee. Solicit teachers' participation on the technology planning committee and explain why their participation is important. Once teachers understand the value of technology in their teaching and the ease with which it can be utilized, they will not shy away.
Why is it that some schools are effectively using technology for teaching and learning while other schools are not.Certain conditions are necessary for schools to effectively use technology.success of technology implementation is contingent on a number of factors.First, schools must have a strong curriculum as a foundation because if they don't, technology will do little to improve … schools and might even have a negative impact. Teachers need to feel that they count.Technology planning expert Dixie Conner explains how effective planning by teachers and technology leaders working together can result in more effective technology use.technology leaders can begin to close the communication gap with teachers, and teachers can become more informed about the benefits of planning and more involved in integrating technology.
Friday, June 18, 2010
New Zealand has the world's highest access to telecommunications per capita, with the cost of accessing the Internet being almost as low as it is in the United States. Research shows that New Zealanders are usually quick to embrace new technology. New Zealanders have been buying computers, signing up to Internet Service Providers (ISPs), and going online at an internationally impressive rate.
Information and Communication Technologies (ICT) Strategy for Schools, 2002-2004 has been developed in consultation with schools, researchers, tertiary education providers, businesses, and others. It builds upon the achievements of the 1998 strategy (Interactive Education: An Information and Communication Technologies Strategy for Schools) and the lessons learnt from it. The ICT strategy recognises that to focus on technical skills alone is to limit the vision of ICT in education. Rather, the focus must be on extending and deepening educational experiences (and on sharing those experiences) to work towards further developing an innovative and thriving society. AUSTRALIA General ICT policy elementsAn ICT policy in education cannot be formulated without addressing the degree of development of a country's ICT infrastructure and its overall ICT policy first. Schools will find it hard to connect to the Internet or train teachers online if the country's telecommunication infrastructure is underdeveloped and information systems and services are inadequate..1. Development of ICT infrastructure
Infrastructure development
Interoperation of information systems
Enhancement of public services
Cost savings in service delivery, purchasing, communication, etc.
Electronic commerce and secure transactions
Development of technological standards
2. Development of skills
Research and development
ICT education and training
3. Development of legislation and policies to correspond to the requirements of new ICT
Diffusion of information technology
Development of ICT industries
Trade policies for ICT-related goods and services
Pricing and taxation of electronic services
Protection of intellectual property
Privacy of personal data
Protection of cultural and linguistic diversity
Protection against illegal and harmful content
Adoption of standards
4. Institutional development and coordination
Institutional and regulatory structures
National ICT development coordination
International interface and cooperation
5. Access to ICT
Access to infrastructure
Access to information
6. Monitoring ICT
Monitoring the use of ICT
Measurement of the impact of ICT
Malaysia is, in many ways, an atypical country. It is hard to categorize and neither developed nor developing, or both, depending on the region. It is characterized by great disparities within the country and faces the dilemma of ensuring its regional and global competitiveness in ICT while at the same time ensuring equitable ICT access in rural areas. Thus there are projects such as the Multimedia Super Corridor (MSC), a government-driven initiative to develop a Malaysian Silicon Valley, as well as the Internet Desa, a program to install Internet centers in rural areas.
SINGAPORE
The "ICT in Education" policies of countries in the Asia-Pacific region vary greatly. While some have not yet formulated any specific visions or plans, others are at an advanced stage of ICT integration, that is, they are focusing on the meaningful integration of ICT (including radio, television and DVD) into teaching and learning processes.
HONGKONG The Hong Kong Computer Society (HKCS) believes the role of information and communications technology (ICT), and ICT-based initiatives should be given more prominence.
According to Sunny Lee, president of HKCS, ICT is an enabling technology, and its innovation is essential to the successful development of new knowledge-based industries.
The HKCS recently organised a forum to encourage the ICT industry to identify and provide ICT applications/services to support key new industries as promulgated in the HK government economic policy. PHILIPPINES
ICT Philippines is the newest savvy job hub for Information Communications and Technology virtuosos. The site functions as a marketing talent pool for the ICT professionals, and the companies that seek to employ them. The object is to assist the clients with the resources to hire the most qualified Information Communications and technology, and to provide these professionals with the best opportunities in their respective fields. Being in the IT Industry, we are exposed to the constant change in the needs of companies and recruiters in the industry. Our field of specialty and exposure to the highly-skilled IT professionals enable us to reach hard to find and exceptional experienced candidates and companies
ICT Philippines Privacy Statement
ICT Philippines has created this statement in order to demonstrate our commitment to privacy. This declaration discloses information gathering, dissemination, and privacy protection practices utilized by ICT Philippines.
Information and Communication Technologies (ICT) Strategy for Schools, 2002-2004 has been developed in consultation with schools, researchers, tertiary education providers, businesses, and others. It builds upon the achievements of the 1998 strategy (Interactive Education: An Information and Communication Technologies Strategy for Schools) and the lessons learnt from it. The ICT strategy recognises that to focus on technical skills alone is to limit the vision of ICT in education. Rather, the focus must be on extending and deepening educational experiences (and on sharing those experiences) to work towards further developing an innovative and thriving society. AUSTRALIA General ICT policy elementsAn ICT policy in education cannot be formulated without addressing the degree of development of a country's ICT infrastructure and its overall ICT policy first. Schools will find it hard to connect to the Internet or train teachers online if the country's telecommunication infrastructure is underdeveloped and information systems and services are inadequate..1. Development of ICT infrastructure
Infrastructure development
Interoperation of information systems
Enhancement of public services
Cost savings in service delivery, purchasing, communication, etc.
Electronic commerce and secure transactions
Development of technological standards
2. Development of skills
Research and development
ICT education and training
3. Development of legislation and policies to correspond to the requirements of new ICT
Diffusion of information technology
Development of ICT industries
Trade policies for ICT-related goods and services
Pricing and taxation of electronic services
Protection of intellectual property
Privacy of personal data
Protection of cultural and linguistic diversity
Protection against illegal and harmful content
Adoption of standards
4. Institutional development and coordination
Institutional and regulatory structures
National ICT development coordination
International interface and cooperation
5. Access to ICT
Access to infrastructure
Access to information
6. Monitoring ICT
Monitoring the use of ICT
Measurement of the impact of ICT
Malaysia is, in many ways, an atypical country. It is hard to categorize and neither developed nor developing, or both, depending on the region. It is characterized by great disparities within the country and faces the dilemma of ensuring its regional and global competitiveness in ICT while at the same time ensuring equitable ICT access in rural areas. Thus there are projects such as the Multimedia Super Corridor (MSC), a government-driven initiative to develop a Malaysian Silicon Valley, as well as the Internet Desa, a program to install Internet centers in rural areas.
SINGAPORE
The "ICT in Education" policies of countries in the Asia-Pacific region vary greatly. While some have not yet formulated any specific visions or plans, others are at an advanced stage of ICT integration, that is, they are focusing on the meaningful integration of ICT (including radio, television and DVD) into teaching and learning processes.
HONGKONG The Hong Kong Computer Society (HKCS) believes the role of information and communications technology (ICT), and ICT-based initiatives should be given more prominence.
According to Sunny Lee, president of HKCS, ICT is an enabling technology, and its innovation is essential to the successful development of new knowledge-based industries.
The HKCS recently organised a forum to encourage the ICT industry to identify and provide ICT applications/services to support key new industries as promulgated in the HK government economic policy. PHILIPPINES
ICT Philippines is the newest savvy job hub for Information Communications and Technology virtuosos. The site functions as a marketing talent pool for the ICT professionals, and the companies that seek to employ them. The object is to assist the clients with the resources to hire the most qualified Information Communications and technology, and to provide these professionals with the best opportunities in their respective fields. Being in the IT Industry, we are exposed to the constant change in the needs of companies and recruiters in the industry. Our field of specialty and exposure to the highly-skilled IT professionals enable us to reach hard to find and exceptional experienced candidates and companies
ICT Philippines Privacy Statement
ICT Philippines has created this statement in order to demonstrate our commitment to privacy. This declaration discloses information gathering, dissemination, and privacy protection practices utilized by ICT Philippines.
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