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1.
The Pacific eLearning Observatory at the University of the South Pacific (USP) conducted an online survey of educational technologists (n = 60) to assess levels of access to information and communication technologies (ICT) in education and identify ways of lowering the barriers to ICT in the Pacific region. Almost half of USP’s 22,000 students are distance based, and access to ICT defines their learning activities. The survey addressed perceptions of educational ICT, development strategies and initiatives, and ‘guesstimates’ of ICT accessibility.

Results show ICT access between 1 and 11%, with tertiary‐level access at 70%. Capacity building, curriculum development, infrastructure, policy, and government support are the most important development factors. Findings are analysed through eight barriers to education, and proposals are made to help USP improve access to ICT in the region.  相似文献   


2.
《Africa Education Review》2013,10(2):294-308
ABSTRACT

This article examines social representations of information and communications technologies (ICT) in high school students in Niamey, Niger, and explores whether these representations are determined by training in and regular use of ICT. A sample of 50 students attending two lycées1 was studied. Only one lycée offered computer courses. The results of semi-directed interviews show that whether or not they took computer courses, the students developed social representations of ICT. These representations were associated with favourable attitudes toward computer and Internet use at school. The chi-square test hypothesis shows that students’ social representations of ICT were not determined by training in ICT.  相似文献   

3.
Abstract

Purpose: In India, a national survey conducted in 2003 showed that only 40% of farmers accessed extension. But little is known of the characteristics of farmers who did not access extension. However, this understanding is needed in order to target approaches to farmers, who differ in their access and use of information, that is their information search behaviors. The main objective of this paper is to segment farmers from this survey based on their information search behaviors and identify the factors that determine farmers' information search behaviors.

Design/methodology/approach: Cluster analysis is applied to the number of sources accessed and frequency of source used, to define farmers' information search behaviors.

Findings: The four groups that emerged are: ‘no search’, ‘low search’, ‘moderate search’ and ‘high search’. Sixty percent of farmers had no search behavior, which means they had not accessed any extension that year. By state, the largest group of these farmers was in Rajasthan. By comparison, the largest group of high searchers was in Kerala. Using Rajasthan and Kerala as case studies, these search behaviors differ by landholding size and education. ‘No search’ farmers had the smallest landholdings, lowest education, used fewer inputs and relied on groundwater for irrigation. By comparison, ‘high search’ farmers had the largest landholdings, most education, used more inputs and irrigated using canals.

Practical implications: The difference in search behaviors between the case study states, and within the states, shows that targeted extension approaches are needed to reach different farmers, particularly the no, low and moderate search groups, with programs customized to address their context-specific information needs.

Originality/value: Using information search strategy as the basis for analysis, this paper provides additional evidence of the need to consider the context-specific situations of farmers when designing extension services.  相似文献   

4.
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5.
The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.  相似文献   

6.
Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the ‘technological’ view; the ‘donor’ view; the ‘anthropological’ view; the ‘standard’ view; the ‘individual’ view; and the ‘transmissional’ view. Drawing on empirical research into ICT and teacher education in sub‐Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments (‘developmental’, ‘democratic’, ‘cultural’, ‘deep’, ‘community’ and ‘pedagogic’). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community.  相似文献   

7.
Abstract

In common with other parts of the United Kingdom, teacher education in Scotland is facing a period of rapidly changing demands with respect to the use of information and communications technology (ICT), together with high levels of investment, rising expectations, and increased scrutiny and accountability. In this article, we present an account of a national survey of the ICT skills and attitudes of students entering and exiting from the teacher education institutions in Scotland in the session 1996-97. The students are extremely positive in their attitudes, their enthusiasm for ICT use in education is high and their aspirations clear – they expect ICT to permeate their professional work now and in the future. Their experiences during their period of training fall considerably short of their expectations. We discuss the reasons for some of the difficulties and consider the challenges faced by tutors in initial teacher education courses who must now ‘model the message’ of a learner-centred approach to the education of their students.  相似文献   

8.
Abstract

The author reports on a study investigating the use of information and communications technology (ICT) by academic and nonacademic staff at an independent English secondary school. Three key areas were investigated: access to ICT both in and outside the school, the perceived and desired ICT ability of staff, and the issues preventing increased use of ICT in teaching, learning and administration. Results showed that a major challenge facing the school was not access to ICT resources, but the provision of relevant and supportive training for staff  相似文献   

9.
Universal access to primary schools is a key millennium development goal, still proving difficult to deliver in low-income countries. Schools designed for the poorest remain inadequate for the numbers enrolled, and for the basic needs and functions of today’s classrooms. The key issue is overcrowding; classrooms designed for forty regularly accommodate more than sixty due to the use of outdated international classroom design standards. These schools also have poor access to infrastructure; electricity, drinking water, sanitation, and ICT/library spaces. This paper highlights these issues and suggests strategies for improved school design through the evaluation the EdQual research project school case studies, the author was involved with, and also recent international examples It is argued that schools designed considering these issues, can become ‘hubs’ for development; providing local assets that can be shared by their communities.  相似文献   

10.
Abstract

Part of the rationale for the use of ICT in schools is the need to ensure that some sectors of society are not placed at an advantage as a result of unequal access to ICT. Taking this rationale as its starting point, this paper examines the patterns of equipment, access and use of ICT in Irish schools. The paper draws on data from two census surveys of ICT in Irish schools, conducted in 1998 and 2000. Patterns emerging from the data suggest that the young people most at risk of falling on the wrong side of the digital divide may be in relatively well‐equipped schools. However, there remain patterns of access and type of use that give rise to cause for concern.  相似文献   

11.

Tony Webster, former Director of Education in Tameside, describes the origins of the ‘connected thinking project’. He goes on to list a number of key questions that were identified in relation to ‘values education’, ‘thinking skills’, ‘emotional intelligence’ and ‘ICT’. The aims, form and contributions to a seminar which sought to identify areas for continuing work and further research are described. Several of those who contributed to the seminar have written papers for this special issue of the journal. Tony Webster concludes his paper by listing the research and other action deemed necessary to take the work forward.  相似文献   

12.
《Africa Education Review》2013,10(3):453-482
Abstract

Drawing from documents, observation, interview and questionnaire, we highlighted the role of issues of human security and its impact on the educational development of the Niger Delta region as well as means of enhancing human security in Nigeria. This article is a conceptual and methodological breakthrough in Nigeria's academic land- scape where qualitative and quantitative experiences highlight issues that are pertinent to the educational development in The Niger Delta. Diverse statistical analyses were conducted using the Statistical Package of the Social Sciences version 18 to assess the study 's hypotheses. It was predicted that the region would be advanced educationally and on all other development indices if human security issues are resolved. This paper contends that the Niger Delta region has the potential to address the challenges currently faced by Nigeria including social disruption, poverty, hunger, disease, conflict, marginalisation, and the achievement of the movement for Education For All by 2015. This paper is of the opinion that the successful integration of the Niger Delta region into federal planning, structures and funding will enhance development, livelihoods, and human security not only for the region but also for Nigeria's educational development.  相似文献   

13.
ABSTRACT

Space, time and movement have particular meanings and significance for Australian prisoners attempting higher education while incarcerated. In a sense, the prison is another ‘world’ or ‘country’ with its own spatial and temporal arrangements and constraints for incarcerated university students. The contemporary digital university typically presupposes a level of mobility and access to mobile communication technologies which most Australian prisoners cannot access. This article examines the immobility of incarcerated students and their attempts to complete tertiary and pre-tertiary distance education courses without direct internet access. Drawing on critical mobilities theory, this article also explores attempts to address this digital disconnection of incarcerated students and where such interventions have been frustrated by movement issues within the prison. Prison focus group data suggest the use of modified digital learning technologies in prisons needs to be informed by a critical approach to the institutional processes and practices of this unique and challenging learning environment. This article also highlights the limitations and contradictions of painful immobilisation as a core strategy of Australia’s modern, expanding penal state, which encourages rehabilitation through education, while effectively cutting prisoners off from the wider digital world.  相似文献   

14.
Abstract

This article describes the recent development of Finland as a learning and information society. Education, training and research have been seen as core factors to accelerate development towards a society where all citizens have a high level of competence in using information and communications technology (ICT) in their lives. A short review is given of the present situation in schools and teacher education and of how governmental strategies have guided the development and use of ICT for a learning society in Finland. The strategies of teacher education departments in universities are then analysed with the main focus on how teachers learn to use ICT as a tool which opens up high-quality learning opportunities for pupils and challenges teachers' growth as professionals. Cases have been selected to describe good examples of teachers' pre-service and in-service education. These draw a picture of how ICT is applied in different fields of teacher education. At the end of the article some trends from the late 1990s to early 2002 will be summarised. These trends are: using ICT more as a mindtool, moving towards more collaboration, interactivity and active learning, more integration of ICT in curricula and a better technical and pedagogical infrastructure.  相似文献   

15.
The paper reports on a particular strand of the outcomes of the English contribution to an Organisation for Economic Cooperation and Development comparative study, ICT in Initial Teacher Training, which aimed to develop insights into how courses of initial teacher training prepare student teachers to use information and communications technology (ICT) effectively in their teaching. The paper extracts from the broader dataset the views of practitioners who were identified as being particularly ‘expert’ in their use of ICT, on what strategies and interventions are most helpful in developing teachers who are able to use ICT to enhance learning in their subject teaching, and also what it means ‘to be good at ICT’ as a subject teacher. Although some findings confirm research elsewhere on the importance of Technological and Pedagogical Content Knowledge (TPACK) frameworks, other aspects of the study question some of the assumptions which have been made about teacher induction in this field in England, which may have implications for the training of pre-service teachers in other countries.  相似文献   

16.
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17.
Abstract

In the digital age, the introduction of digital technologies (or information and communication technologies, ICT) in classrooms is a necessary, imperative reality. However, the educational results do not seem to match the expectations generated. For this reason, this revision seeks to make up for the scant attention paid to the possible harmful effects of the use of ICT based on research and educational practice. After providing a general overview of the impact of ICT on learning, we survey the results of studies that reveal potential negative consequences of their use inside and outside the school context. We analyse their impact on both academic performance and other more specific areas, such as reading comprehension, and we stress the negative effects on so-called ‘digital natives’. In short, what stands out is the importance of an evidence-based education practice which bears in mind the possible harmful effects of using ICT and bears in mind that its beneficial effects seem to rely on not only how much but also how they are used.  相似文献   

18.
Book reviews     
The role of information and communications technology (ICT) in widening participation in lifelong learning, and thereby establishing the UK as a bona fide ‘learning society’, is now enshrined in a series of multi-million pound government initiatives such as the University for Industry, learndirect and UK Online. Although politicians and educationalists have been quick to herald such initiatives as revolutionizing post-compulsory education and extending learning opportunities to ‘anyone’ on an ‘anytime, anywhere’ basis, there has been little empirical analysis of how ICT is actually impacting on patterns of lifelong learning in the UK. With this in mind, the present paper presents an analysis of data from the 2002 National Institute of Adult Continuing Education (NIACE) survey of 5885 households, focusing on learners' access to technology and the role that technology is playing in facilitating learning.  相似文献   

19.
Abstract

The augmentation of easily accessible and affordable information and communication technology (ICT) for instructional purposes was the key objective which made the study reported on relevant to most financially constrained higher education institutions (HEIs). The aim of the study was to investigate the feasibility of augmenting the entrenched face-to-face instructional modes at a resource-constrained peri-urban satellite campus of the University of Namibia with some of the latest but affordable mobile technology applications. The study made use of a survey, face-to-face interviews, and a focus group discussion which dealt with the broad themes such as skills and competences, attitudes, motivation, and access to the internet. The findings revealed very pertinent contextual themes such as psycho-sociocultural dimensions associated with the usage of social media. Moreover, the motivation level among lecturers was found to be significantly low, and this was largely attributed to resource constraints. The research recommends some pragmatic solutions to augment the traditional modes of delivery with simple but creative ICT innovations.  相似文献   

20.
Abstract

This paper discusses the transition from a national focus on food security during the last half of the 20th century to an emerging strategy on helping small-scale farm households increase farm income to reduce rural poverty. The basic proposition is that if extension is going to help increase farm incomes and rural employment, then it must shift from being a ‘supply-driven’ to a more ‘market-driven’ extension system. This shift requires at least three major institutional changes. First, extension must give higher priority to high-value, labor-intensive crops/products where there is real demand in domestic and/or export markets. Second, small-scale producers must get organized into groups to achieve economies of scale and to become linked with the ‘value chains’ that supply these markets. Third, extension planning and decision-making must become decentralized to determine the most suitable crops and/or enterprises vis-à-vis the interests and resources of different farmer groups, in light of agro-ecological conditions and available markets for different products.  相似文献   

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