SlideShare ist ein Scribd-Unternehmen logo
1 von 17
Downloaden Sie, um offline zu lesen
InformatIon and
  CommunICatIon teChnologIes
        for eduCatIon
                                  -
Education in Information Communication Technologies: Twin Opportunities
                            and Challenges!

I. Introduction

With the increasing capacity of information and communication technologies,
there is a rise in new learning opportunities beyond the traditional "book-
teacher" model. Globally, the nature of learning and teaching is changing rapidly
due, in part, to increasing interaction from more accessible global
telecommunication networks driven by the content of the Internet. New options
for distance education are driving the shift from traditional learning
communities (schools, universities and colleges) - constrained by proximity -
towards unrestricted lifelong learning possibilities. The shift from teacher-
centered to learner-centered learning means teachers at all levels need to
embrace new information and communication technologies and education and
training need to keep up with the advances of new technologies. As new
technology is being accepted as the catalyst for new learning environments,
access to communication has become crucial. Access to communication and
information is indeed a fundamental human right. This is easier said than done
in developing countries. The challenges to access to information and
communication are tremendous.

A substantive progress in implementation of information and communications
and for that matter progress in quality of life and development cannot be
achieved without preparing people for a knowledge society* [1]. This partially
involves making an environment amenable for diffusing computers to schools,
training the population in computer application and a building a solid national
computer and communication science education. Advanced university training
in computer communication systems, computer systems, information science,
parallel and distributed systems, software engineering, simulation techniques
and tools and telecommunication systems and creation of campus and nation
wide network and information systems in education have no substitute for
national development. The challenge here is not to put computers on the desks of
schools but also to create the conditions for bright students to emerge with
solutions to actual problems – perhaps this could lead to a national industry
comparable to current agricultural production. This paper discusses some of the
key opportunity and challenges facing information technology applications in
education and computer science education in developing nations with particular
reference to Ethiopia.

* [According to an excellent account by Manuel Castells, the impact of information and
communication technology and development in information society cannot be achieved
by rhetorical statements. It is important to create an enabling environment for the
information and communication technologies for them to diffuse into the social fiber of
the society. The "industrial society, by educating citizens and by gradually organizing
the economy around knowledge and information, prepared the ground for the
empowering of the human mind when new information technology become available."
Woefully, developing nations continued to grapple with poverty, war, population
explosion, etc. The irony is that developing nations are those that acutely need to
organize their people around knowledge and information to break away from debt,
destabilization, drought, desertification, demographic problems and dependency [2]!]




II. Challenges to information technology application in higher education

Education is full of challenges. Education costs, it is costly. Decision-makers
often find themselves caught between conflicting political and efficiency
objectives [3]. From political and social points of view they have to [4]:

   •   give priority to increasing public access to education by reconstructing
       and enlarging school networks,
   •   ensure that there is a balanced regional development within a country,
   •   introduce improvements in the curricula,
   •   create equal opportunity of access at all levels of teaching, promoting
       greater participation of women by means of incentive mechanisms of
       curriculum and materials, and integration into the educational system of
       all children of school age, and those in difficult circumstances,
   •   support initiatives of groups of associations, religious groups, private
       organizations and other social movements,
   •   increase the budget of the sector and improve the quality of teaching by
       the development of executable schemes of training, both initial and
       upgrading of the teachers.
From the efficiency point of view decision-makers are required to ensure quality
education, better job prospects based on future workforce requirements of the
economy. Well-educated, well-trained, motivated workers can produce high-
quality goods and services at low cost, enhance productivity and
competitiveness, and sustain high living standards. However, striking a balance
between educational efficiency and social and political pressure is not that easy!
The consequence of political and social pressure on education in Ethiopia has for
example led to a declining quality. Under the pressure to educate all and at the
expense of limited financial resources, many schools have continued to operate
badly managed infrastructure, low quality and standards in teaching and
learning - resulting in ineffective and often less motivated workforce. As this
conflict between public access to education and need for efficiency deepens the
gap between quantity and quality will continue to widen. Unless actions are
taken by all stakeholders Ethiopia will continue to suffer from such a vicious
circle.

This vicious circle is similar elsewhere in Africa and is characterized by low
numbers of qualified teachers and large numbers of students per class;
inaccessibility and inflexibility of schools and universities; outdated and
irrelevant curricula and lack of quality educational materials. On another level,
there is a tremendous gap between relationships between schools and
communities, teachers and learners, and learners and learners as well as a lack of
interest in the endeavor of learning, critically thinking and reflecting. By all
standard such education is vulnerable to obscurity and obsolescence!

Already there are symptoms of lack of innovativeness in the current education
system. Schools and universities have remained conservative institutions slow to
adopt new practice and technology. They have remained less responsive to
actual needs of the society. The education system is largely textbook driven.
Absorption of textbook contents tends to be the measure of educational success.
Teachers and instructors use "chalk and talk" to convey information. Students
have remained bucket recipients of instruction rather than active participants in
learning. Obviously these cannot be problem solvers or troubleshooters in a real
life! There is limited link among schoolteachers except in a few cases. Although
distance learning tools such as radios and television have been introduced these
have not been used effectively. There is virtually no school with an elaborate
network in the country – telephones and computers have not been seen by over
half of the countries’ students.
While computers are becoming available in universities these are only available
in computer science classrooms and training sites; graduate students and
teachers usually use them simply as electronic workbooks. Interactive, high
performance uses of technology, such as networked teams collaborating to solve
real-world national problems, retrieving information from electronic libraries,
and performing scientific experiments in simulated environments are not in
practice!

The education crisis in Africa is deep and sometimes disturbing. All of these
problems are often attributed not to faults of the bureaucracy and those involved
in teaching and learning process but rather to severe shortage of resources. It is
not yet established whether lack of funds remains the major source of declining
educational quality!

Many governments in Africa, including Ethiopia, have recently responded to
these disturbing challenges. South Africa for example has chosen the following
strategies to deal with declining education [5].

   •   placing premium on lifelong and continuing education that enables
       continuos production and dissemination of knowledge.
   •   promoting the roles of public and private organizations to share in
       knowledge production with institutions of higher education.
   •   adapting higher education to changes and sustaining its role as a
       specialized producer of knowledge
   •   shifting from closed knowledge systems to more open knowledge systems
       that interacts with interests of 'consumer' or 'client' demands
   •   offering a greater mix of programmes, including those based on the
       development of vocationally based competencies and skills.
   •   making educational system ready for new innovations and new forms of
       accountability by linking higher education researchers to external
       constituencies.
   •   improving interaction between researchers and intellectuals and
       knowledge producers to promote accountability of education to
       client/consumer regarding the cost-effectiveness, quality and relevance of
       teaching and research programmes.
   •   responding to longer-term demands on education and retaining a sense of
       the more universal, wide-ranging nature and role of knowledge within
       human affairs.
•   developing strategies for new forms of management and assessment of
       knowledge production and dissemination specially in the areas of content,
       form and delivery of the curriculum.
   •   promoting development, equity, quality, accountability and efficiency in
       all levels of education and research.

The Ethiopian government has also taken various measures to reshape the
education system to meet pressing national needs and to respond to a context of
new realities. However, these initiatives seldom refer to global issues and new
ways of learning. The strategy subsumes information and communication
technology to a peripheral technical support activity instead of a central element
of the solution to the crisis in education [6].

Information and communication technologies have a major role not only in
improving existing learning but also extending opportunities for lifelong
learning. In many countries in Africa, there are few opportunities for second
chances, and learning is conceived of as a discrete activity that one engages in
only during the early years of life. Very little provision exists for lifelong learning
opportunities. Many learners are not reached by the system. Today, there are 900
million illiterates in the world and 130 million children unable to attend primary
school. Their access to education is limited by time and space, age, socio-cultural
environment, work schedules and physical or mental handicaps [7]. Information
and communications technologies could help to adapt teaching strategies and
modes of delivery to the needs of larger student intakes and the diversity of
lifelong learners.

However, information and communication technology is not a panacea.
Development should not be framed simply on access to technology and
information but rather on changing the attitude and preparing the population
and institutions for knowledge. Layering the new technologies on existing
processes or "old ways of doing things" and bureaucracies will not achieve
development goals. It is important to understand where the opportunities of new
information and communication technologies lie for national development and
grab those opportunities quickly.
III. Opportunities in Applications of Information and Communications
Technologies for Education

Successful in the past, the classroom model has reached its limits in a world
where knowledge becomes rapidly obsolete. It is also increasingly challenged by
new ways of learning, in particular new multimedia based on the merger of text,
sound, still pictures and video as well as virtual reality (CD-ROM, Internet,
software, video games, etc.)[8]. The use of information technology to offer
education programs over long distances is becoming an increasing necessity.
Generally there are four key areas for information and communication
technologies application in education. These include Information and
Communication Technology Mediated Learning, access to information and
communication via the Internet/Intranet, Education Management Information
System (EMIS) and education office automation to support the education
planning and management and the support of information and communication
technologies to distance and lifelong learning.

Information and Communication Technology Mediated Learning

Information and Communication Technology Mediated Learning (ICTML)
covers Computer Aided Instruction (CAI) for teachers and the use of multimedia
technologies for producing course materials and Computer Aided Learning
(CAL) for students. Computer assisted instructions have been in use elsewhere in
developed countries especially at early years of learning. They provide ample
opportunities for students to broaden their learning skills and for teachers to
develop better multimedia and interactive courseware. Studies indicate that
learning takes place through communication. This is generally poor in the
classroom model. Classroom models are largely "one-way teaching models" in
which the teacher plays the acting part whereas pupils and students are merely
reacting. Computer assisted instructions can greatly complement traditional
teaching techniques to help students to learn much more much faster.

Access to information and communication via the Internet/Intranet
Internet and Intranet have become a source of vast amount of information and
interactive tools. Intranet is a closed user-group Internet. An example of Intranet
could be a school campus network where students and teachers share to local
information such as teaching materials and course schedules while at the same
time accessing the Internet. The Internet is a set of linked computers
characterized by protocols that allow it to be used across a wide-range of
hardware platforms. Each machine on the Internet contains information to be
shared across the globe – (the content of Intranet is only available to a small
closed community such as schoolteachers and students). Information on the
Internet could be accessible from any location regardless of the type of computer
system being used. It also means one can have access to and/or publish
information regardless of the subject, location, age, race and time limitation.
Internet is thus an empowering tool for all that are involved in education. Denial
of access to the Internet to schools compares to denial of vitamins and proteins
but carbohydrates to someone!

A wide array of techniques have been developed to access to information on the
Internet ranging from logging onto a remote server, chatting over the Internet
with colleagues on specific subjects, sharing information via mailing lists and
user groups, file transfer protocol to get files on servers to the World Wide Web -
an interactive multimedia based information access tool. The World Wide Web
has now gained the momentum due to its ease of use and its multimedia
capability.

Other techniques have also been developed to work for those that do not have
access to the Internet. One such technique is the use of "offline browsers" where
the valuable information on the Internet is downloaded on high capacity storage
media such as Digital VideoDisk (DVD) and distributed to remote schools. The
Internet is accessible in around 150 countries including Ethiopia. However, the
Internet is being under-utilized for education in Africa in general and no use of it
reported in Ethiopia except by researchers at university level. The key obstacle is
lack of adequate communication infrastructure throughout the country. Lack of
resources, fear, apathy, lack of encouragement and ignorance are other
significant impediments.

Education Management Information System (EMIS)

Education Management Information System (EMIS/or EDMIS) is a multi-user,
interactive information system and a planning tool for storing and retrieving
education information on students, student grades, test results, courses,
personnel, finances at school, district or regional levels. Student information such
as demographics and attendance, subject, program, and performance, staff
information such as demographics, employment related data, classroom
schedule, vocational education course taken by the staff and staff performance
report could be gathered in a standard format and entered at school, district and
national level to inform decision-making. The EMIS financial data include
information on budgets, cash balances, expenditures, receipts, schedule of
indebtedness and miscellaneous financial reports for higher level management
and others such as building profile information. Although it has been in use
elsewhere in developed world EMIS use in developing countries is often limited
to offices of the Ministries of Education. Data on education planning is usually
gathered using manual techniques and is often prone to errors and inconsistency.

At school level EDMIS could allow its users to schedule educational events,
notify key personnel/organizations of the events and ultimate outcomes, print a
calendar of events, and schedule counseling sessions for classes. EDMIS provides
education staff members with a standard set of reports that can be used for
managing education activities or reporting to installation or external
organizations. Staff members can also perform standard and special purpose (ad
hoc) queries to obtain data not available through existing functions. Coupled
with office automation and networks EMIS promises efficient allocation of
resources and centralized planning as well as resources management at national
level. The application of computer as a tool for communication and problem
solving in schools would provide schools to see its continuous impact on
education and day to day activities of the staff.

Information and communication support for distance education and lifelong
learning

Information and communication technology support to distance and lifelong
learning is one of the most exciting opportunities to developing countries that
face two major challenges. These countries are facing a sociopolitical demand for
access from larger cohorts of school leavers, and from population groups and
social classes largely excluded from higher education and a socioeconomic
demand for highly trained human resources with wider ranges of skills and
competencies. Ethiopia for example is one of those countries that have been
facing considerable gap in refreshing school leavers and its trained workforce. A
quick observation shows that the majority of the workforce in the country is
highly ineffective partially due to lack of up to date training, refreshment and
inability to keeping up with new developments in their areas of expertise. At
extreme some "experts" have not touched or read books or articles ever since they
left schools or colleges. The problem of lack of refreshment is sever specially in
decision making process where middle and senior management have not been
able to keep abreast with new developments in their fields or other related areas.
Knowledge doubles itself faster than the capacity of an average person. Human
understanding of the area gets outdated within 2-5 years if this has not been
refreshed continuously – thus it is clear that Ethiopia has one of the most exciting
opportunity in using information and communication technology for distance
and lifelong learning. In the face of limited resources and time, distance
education seems the only alternative for bridging the knowledge gap of the
workforce that has limited time and convenience. Data in the most developed
countries shows that only two out of five college students fit the traditional
learning profile [9].

Problems facing the spread of distance education in developing countries are not
technical but rather political and administrative. Distance education faces a
number of difficulties such as, money, staff, equipment and time and a number
of underlying problems such as resistance to distance education by educators,
different learner characteristics and needs, the influence of media upon the
instructional process, equity of access to interactive education delivery systems,
and the new roles of teacher, site facilitator, and students. Its spread in Ethiopia
has been hampered by all these difficulties. A qualitative assessment undertaken
in 1997 [10] shows that in Ethiopia:

   •   the open learning concept is far less recognized and heavily depends on
       correspondence courses
   •   policies regarding accreditation, students and learner support have not
       been put into action although they have been "under-construction". This
       has delayed expansion of distance learning and impaired activities of
       institutions that have intentions to setup distance learning schools.
   •   until recently, there has been a high resistance to distance education by
       educators - limited endorsement of distance education and overall
       confusion about its effectiveness among traditional educators.
   •   broadcast radio and television have been in use for a long time, however
       these media have not been fully exploited by learners and conventional
       teaching institutions.
   •   there is limited understanding of the impact of new technologies on the
       delivery education. Resource limitation and bad telecommunications
       infrastructure are two main obstacles.
•   the culture for motivation, limited incentives to growth, inadequate
           reading culture have made considerable blockage to distance learning.
       •   there is considerable difficulty by the learning centers to develop more
           interactive student-centered curriculum due to lack of experience,
           incentive and limited understanding of new high and low bandwidth
           interactive communication technologies.

    Another concern of distance educators is the economic standards of learners.
    Most learners cannot afford new tools and technologies such as computers and
    telephones. These tools are not accessible to students in remote areas. However,
    community-centered broadcast technologies such as digital radios and low cost
    computer mediated communications such as the Internet and World Wide Web,
    are opening new opportunities for distance education to reach students at a
    distance and also to serve students who need flexibility. Compression
    technologies combined with improved computer speeds at reduced costs are
    making interactive, multimedia instruction readily available to the desktop.
    Internet access (the WWW) has become the most popular media for distance
    education. Telephone-based audio-conferencing; videoconferencing with one or
    two-way video and two-way audio broadcast using cable, telephone, fiber optics,
    satellite, microwave and closed-circuit or low power television are around as
    menu of choices for distance education planners.

    A mix of these technologies centered-around "multipurpose community learning
    centers (telecenters)" will continue to dominate the next wave of distance and
    lifelong learning in Africa. The following table shows some of existing
    technologies and their suitability to Ethiopia.

    Table 1. Various communication technologies for distance education and their
    suitability to Ethiopia

Information           and Areas of application and Feasibility in Ethiopia
communication             components
Technology
Correspondence courses    Traditional method where It is being applied in Ethiopia
                          students write or call their and believed to continue to exist
                          teachers                     until more high-tech methods
                                                       arrive
Computer      mediated Computer sends materials, It is the easiest tool to implement
communication          lectures notes and messages, in    Ethiopia        where-ever
computer        conferencing, computers exist, low cost
                          electronic mail, bulletin communications opens various
                          board     systems,    phones, opportunities whether this is on
                          modems, computers are LAN or WAN
                          required,            two-way
                          communication,         costly.
                          Computer conferences can
                          be implemented in IRC
                          format,     Multiple     User
                          Domains, etc.
Interactive video network Video and audio being Except copper that has poor
                          transmitted on the same quality, it is very expensive to
                          network on ISDN, Fiber, T-1 have this in Ethiopia. Microwave
                          (cooper,       microwave) connections are obsolete and
                          networks                    costly although they provide
                                                      comparable results to Fiber.
Low- power      television Sending education materials This is being used by Ministry of
network                    using regular television Education, easy to implement,
                           signals,   not    interactive, requires more work towards
                           student often telephones       packaging than infrastructure
Satellite                 Provides full motion video A one way audio and video
                          and audio, sometimes two mode is being implemented by
                          way audio                  the African Virtual University
                                                     project. Lacks interactivity
Audio conferencing        Two-way telephone based Limited applications, easy to
                          discussion              implement locally, international
                                                  implementation costs high
World-Wide-Web            Interactive     multi-media, Easy       to    implement       in
                          communications can be universities, learning centers,
                          initiated to make it two-way, costly for individuals, requires a
                          possibility for on-the fly high speed leased line and
                          interactive pages (virtual development of local loop
                          classrooms)
Pool    of   low     cost Relatively simple, but lacks Planned to be implemented by
technologies              interactivity of the best the       National     Vocational
                          magnitude requires           Correspondence Enterprise.
audio cassettes, CD-ROM,
DVD        ROM,       video
cassettes, telephone, fax
Broadcast radio               Involves digital radios that World Space is planning to
                              incorporate both as text and launch these tools next year.
                              video                        Ethiopia   has   not   signed
                                                           agreement for operation of
                              Very attractive for mass Worldspace in the country.
                              education




    IV. Education in information and communication technologies

    Computer education covers a wide range of areas from understanding the
    computer itself (running it for day to day application) to using it for the
    development multimedia teaching courseware using a fairly straightforward
    graphic user interface tools to software development, software design and
    engineering using complex object technologies. Education in information and
    communication technologies covers branches such as hardware or inteface
    design, assembly langauages, networking and a growing area of information
    systems design in a complex organizational environment. While learing basic
    application is very useful, the benefits of a solid computer, information and
    communication science education remains fundamental for competitiveness in
    the next centuray.

    In Africa, education in computer application and learning to use it for day-to-day
    activities has improved significantly over the last few years through active
    participation of the private sector and improving user interface. Computer
    support centers providing basic training in applications such as world
    processing, spreadsheet, database management and electronic use of
    communications technology have been growing. Qualitative assessment
    elsewhere in Africa including Ethiopia shows that the impact of this training is
    often limited due to little motivation of the students and inadequate teaching
    techniques to impart basic concepts that help individual users to experiment and
    expand their knowledge [11]. A current survey that analyzed African Regional
Informatic Networks states that " most people only use a tiny portion of the
available features of software packages and even do not know how to use the
help facilities [12].

Except in most advanced countries in southern and northern Africa the situation
of computer sciences education in the region leaves much to be desired. The
urgency of expansion of solid computer science education is significant for
countries like Ethiopia. Software development is one of a growing industry
worldwide and it does not require more than a few hundred thousand dollars
investment and solid training and focused brain to produce millions of dollars
worth industry. Anyone with good programming skills in new object oriented
tool can now get a job without moving from his home or lining up for vacancy
announcement. The world has a very few skilled programmers to cover a vast
array of problems ranging from maintaining network reliability to cleaning year
2000 bugs. The good news is that software development capacity does not
require economic strength. India for example is one of the most advanced
countries in exporting billions of dollars worth software. The success of India is a
result of the availability of high quality personnel, English-speaking technical
work force, low cost of labor and the presence of high quality satellite links helps
maintain strong communications links between India and foreign clients [13].

Ethiopia needs to broaden its research and development capacity in computer
and information science as much it needs better quality of education, health to
the community or telephone access in urban and rural areas. Communication
engineering, network studies, network design research are almost in non-existent
in the country and are very much desired to compete in the global information
society. It is as if the country has to start from a scratch.

A few strategies that would enhance computer education that would create a
new industry for Ethiopia include:

   •   Setting up computer and information science schools in major
       universities and strengthening existing ones. This could be achieved
       through the development of a comprehensive curriculum that brings
       graphics, animations, and interactive visualization of algorithms and data
       structures and object oriented design and programming into lectures, labs,
       and into student projects. Although three intellectual paradigms: design
       (of programs, algorithms, and hardware), theoretical analysis of
       algorithms (and its supporting mathematics), and experimentation
interact in the practice of computer science, the current trend seems to
    concentrate only on programming.
•   Match computer science education to the realities of the market. This
    could be achieved by (1) introducing students to key software
    development concepts such as modularization, abstraction, information
    hiding, separation of concerns, and software reuse, as well as object-
    oriented concepts such as objects, entities, classes, inheritance,
    encapsulation, polymorphism, and dynamic binding, early in the
    programming sequence; (2) enable students to develop moderately large
    and realistic group projects that emulate application development in
    industrial settings; and (3) provide students with contemporary
    application development environments and graphical toolkits,
    appropriate to their areas of specialization. teaching of a new design,
    analysis, and programming paradigm, integration of modern software
    engineering principles at an early stage. Ethiopia is lagging generations
    behind in this area.
•   Furnishing computer laboratories with state state-of-the-art hardware
    and software. The current laboratories in all universities are very much
    outdated and inadequate. Students often queue for over 24 hours to touch
    computers. All efforts should be made to build state-of-the art laboratories
    for students to work together through a series of exercises designed to
    encourage teamwork and brainstorming. Exercises should then be based
    on     large    hardware/software       systems,   incorporating       actual
    industrial/corporate hardware and software problems into account.
•   Introducing computer programming concept at high schools. High
    schools could provide basics of programming that would allow students
    to seek employment opportunity and participate in life long learning and
    distance education and that could lead to a solid background for college
    education.
•   Restructuring of undergraduate curricula in universities to add
    introductory computing courses for all students whether these are
    attending social sciences, business and pure sciences or not. It is also
    essential to acquaint the student with the fundamentals of digital
    technology through the use of multimedia-based lectures such as that
    advanced by the African Virtual University, electronic course ware, and a
    highly interactive classroom structure.
•   Mount a national computer Odyssey through the popular media. This
    would help (1) to illustrate the major themes of computer science and
    engineering using popular topics relevant to the activities of the society (2)
    encourage students to undertake careers in computer science and
engineering; (3) foster technological literacy among the population; (4)
       promote the concept that computer science and engineering are fields
       open to minorities, women and the physically disabled.

However, the future of growth of digital technology and a national information
and communication industry cannot be realized without introducing computers
to the younger generations. Efforts should be mounted to encourage children in
elementary and high schools to use computers. A number of countries in Africa
including South Africa, Kenya and Mozambique have already begun to
experiment with school networks that bring elementary and high school students
from these countries together with their counterparts elsewhere. Although K12
networks in developed nations have show considerable impact on teaching and
learning, cultural and social exchange, globalization of concepts, infrastructure
challenges (human resources, adequate computers, content, etc.) make it difficult
to benefit from school network. The potential of school-nets and introducing
computers to schools is obvious even where basic infrastructure such as roads is
unavailable. Computers are one of the tools that empower both teachers and
students equally.

V. Conclusion

Obviously there will be high cost of these technologies that often lead to the
expression "we do not have chalks and proper bench, how do you dare thinking
of computers". Experts agree that although the cost of information and
communication technologies is high the cost of not applying them to social and
economic development is much higher [14]. The cost of not using information
and communication technology in education is by far higher because denial of
access to information, communications and innovativeness means keeping the
next generation in the same cycle of poverty, war, civil strife. It also means losing
one of the easiest ways of supporting employment. Since Africa is equidistant
between North America and Asia there is a possibility for employment to
process mundane data entry or complex tasks using high speed networks,
computers, hands and brains!

Various models have been developed to deal with raising cost of information
and communication technologies. These include using a mix of technologies such
low access to Internet and more reliance of CD-ROM, and the emerging Digital
Video Disc (DVD) format, setting up community access points for all to
contribute and benefit from new information and communication technologies
and use of low cost reconditioned computers.
Internet is a window to the world. It opens a vast store of information and
communications. Connectivity has become as important as building a new school
for community advancement. Schools that do not link to the Internet will
continue to be marginalized both in terms of resources to improve physical
infrastructure and in content of education. Universities, schools and businesses
should integrate new telematic technologies into their teaching methods.
Teachers and trainers should learn how to use and integrate the new
technologies. Teachers should be encouraged to develop curiosity in new
technologies. The best educational technology applications are the result of
collaboration among universities, businesses and government agencies.

Networking is here to stay and education has no choice but embrace it. The
primary barriers to the deployment of new learning environments such as
limited institutional inertia, recalcitrance of teachers, lack of appropriate
infrastructures, and lack of funding are also here to stay [15]. The beginning of
the next millenium is a time to strike a balance between opportunities provided
by information and communication to education and these challenges! It is time
to pay price for education and connectivity!

References

   1. Castells, Manuel. (1996). The Rise of Network Society. The Information
      Age: Economy, Society and Culture. London: Blackwell
   2. Adedeji Adebayo, (1992). Towards a Dynamic African Economy. London:
      Frank Cass
   3. Salami, Salim (1996). The higher education crisis in developing countries.
      Http://www.wes.org/africa.htm.
   4. CIEUM, "Towards Information Society in Mozambique". Background
      paper for a workshop held in Maputo 4-5 Feb. 1997.
   5. South      Africa     Education   Policy   documents       available   at:
      http://star.hsrc.ac.za/nche.html
   6. Carty, Winthrop. (1997). Challenges to Academic Networks in Latin
      America the case of Colombia’s Red CETCOL. Available at:
      http://som1.csudh.edu/fac/lpress/
   7. UNCSTD working group on information technology and development,
      1996. Information and Communication technologies in Development: A
      Unesco perspective. Paper submitted to ITU development Study Group 1.
      September 1996. Available at: http://www.itu.int/acc/rtc/unesco.htm
   8. Bangemann, Matrin, (1997). "The information Society: An opportunity for
      education and training and the promotion of Europe’s culture". Speech on
the occasion of the ICL seminar in the European Parliament on "
    promoting European Cultural Values in Information Society", April 1997.
    Available at: http://www.ispo.cec.be/promo/speech/bangeduc.html
9. Palmer, Roger, et al. (1996). Speech Communication Technology: Research
    and essays about communication education. Directions in distance
    education. University of Missouri.
10. Adam, Lishan. (1997). Potential for distance education in Africa. Paper
    prepared for World Space conference held in Accra, Unpublished.
11. Adam, Lishan. (1998), Qualitative survey conducted for a PhD Thesis
12. Jensen, Mike. (1998). Evaluation Report of RINAF. Copies available from
    the Author at: http://www.unesco.org.
13. Amin Mohadjer, (1994). India's billion dollar business. Computer News
    Middle East, February 1994.
14. Mansell, Robin and Uta Wehn. (1998). Knowledge Societies: Information
    technology for sustainable development. Oxford: Oxford University Press
15. Grant Tate. (1998) An Overview of Telematics for Education and Training
    in         North          America.         Available         at         :
    http://www.cobweb.nl/bridgewater/ovrview.htm

Weitere ähnliche Inhalte

Was ist angesagt?

E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)AksharaDandgaval
 
Writing Effective Learning Objectives Using Bloom's Taxonomy_Ppt
Writing Effective Learning Objectives Using  Bloom's Taxonomy_PptWriting Effective Learning Objectives Using  Bloom's Taxonomy_Ppt
Writing Effective Learning Objectives Using Bloom's Taxonomy_PptImhotep Virtual Medical School
 
THE USE OF MULTIMEDIA IN ENGLISH TEACHING
THE USE OF MULTIMEDIA IN ENGLISH  TEACHINGTHE USE OF MULTIMEDIA IN ENGLISH  TEACHING
THE USE OF MULTIMEDIA IN ENGLISH TEACHINGbowya1010
 
[Curriculum development] Roles of Technology in Curriculum Development
[Curriculum development] Roles of Technology in Curriculum Development[Curriculum development] Roles of Technology in Curriculum Development
[Curriculum development] Roles of Technology in Curriculum DevelopmentAnna Macapagal
 
Testing and Test construction (Evaluation in EFL)
Testing and Test construction (Evaluation in EFL)Testing and Test construction (Evaluation in EFL)
Testing and Test construction (Evaluation in EFL)Samcruz5
 
The Uses of ICTs in Education
The Uses of ICTs in EducationThe Uses of ICTs in Education
The Uses of ICTs in EducationHertiki Marsaid
 
Summary Dynamic Assessment Oct 2015
Summary Dynamic Assessment Oct 2015Summary Dynamic Assessment Oct 2015
Summary Dynamic Assessment Oct 2015Alan Cliff
 
мультимедиа технологии в образовании
мультимедиа технологии в образованиимультимедиа технологии в образовании
мультимедиа технологии в образованииIrisha89
 
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....EqraBaig
 

Was ist angesagt? (18)

E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)
 
Writing Effective Learning Objectives Using Bloom's Taxonomy_Ppt
Writing Effective Learning Objectives Using  Bloom's Taxonomy_PptWriting Effective Learning Objectives Using  Bloom's Taxonomy_Ppt
Writing Effective Learning Objectives Using Bloom's Taxonomy_Ppt
 
THE USE OF MULTIMEDIA IN ENGLISH TEACHING
THE USE OF MULTIMEDIA IN ENGLISH  TEACHINGTHE USE OF MULTIMEDIA IN ENGLISH  TEACHING
THE USE OF MULTIMEDIA IN ENGLISH TEACHING
 
E-Learning
E-LearningE-Learning
E-Learning
 
Lesson Plan
Lesson PlanLesson Plan
Lesson Plan
 
[Curriculum development] Roles of Technology in Curriculum Development
[Curriculum development] Roles of Technology in Curriculum Development[Curriculum development] Roles of Technology in Curriculum Development
[Curriculum development] Roles of Technology in Curriculum Development
 
Testing and Test construction (Evaluation in EFL)
Testing and Test construction (Evaluation in EFL)Testing and Test construction (Evaluation in EFL)
Testing and Test construction (Evaluation in EFL)
 
The Uses of ICTs in Education
The Uses of ICTs in EducationThe Uses of ICTs in Education
The Uses of ICTs in Education
 
Authentic materials
Authentic materialsAuthentic materials
Authentic materials
 
Lessons from goddess hera
Lessons from goddess heraLessons from goddess hera
Lessons from goddess hera
 
Lesson plan
Lesson planLesson plan
Lesson plan
 
Linear learning
Linear learningLinear learning
Linear learning
 
School & Curriculum
School & CurriculumSchool & Curriculum
School & Curriculum
 
Summary Dynamic Assessment Oct 2015
Summary Dynamic Assessment Oct 2015Summary Dynamic Assessment Oct 2015
Summary Dynamic Assessment Oct 2015
 
мультимедиа технологии в образовании
мультимедиа технологии в образованиимультимедиа технологии в образовании
мультимедиа технологии в образовании
 
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....
 
ICT in Education
ICT in EducationICT in Education
ICT in Education
 
Pedagogy and ICT
Pedagogy and ICTPedagogy and ICT
Pedagogy and ICT
 

Andere mochten auch

Andere mochten auch (20)

NTTデータグループウェブサイトのマルチデバイス対応
NTTデータグループウェブサイトのマルチデバイス対応NTTデータグループウェブサイトのマルチデバイス対応
NTTデータグループウェブサイトのマルチデバイス対応
 
Lion
LionLion
Lion
 
Midterm Question 1
Midterm Question 1Midterm Question 1
Midterm Question 1
 
Game Design Document
Game Design DocumentGame Design Document
Game Design Document
 
Masterclasss Digitaal Toetsen 2009
Masterclasss Digitaal Toetsen 2009Masterclasss Digitaal Toetsen 2009
Masterclasss Digitaal Toetsen 2009
 
De Novo
De NovoDe Novo
De Novo
 
Section 1
Section 1Section 1
Section 1
 
OPEN DAYS INGRIA на тему: «Брендинг стартапов»
OPEN DAYS INGRIA на тему: «Брендинг стартапов»OPEN DAYS INGRIA на тему: «Брендинг стартапов»
OPEN DAYS INGRIA на тему: «Брендинг стартапов»
 
Robotics Fall 2009
Robotics  Fall 2009Robotics  Fall 2009
Robotics Fall 2009
 
Webquest Project
Webquest ProjectWebquest Project
Webquest Project
 
Power Point Etiquette
Power Point EtiquettePower Point Etiquette
Power Point Etiquette
 
SharePoint 2010: Whats new
SharePoint 2010: Whats newSharePoint 2010: Whats new
SharePoint 2010: Whats new
 
CAPITULO VI, VII, VIII, IX Y X
CAPITULO VI, VII, VIII, IX Y XCAPITULO VI, VII, VIII, IX Y X
CAPITULO VI, VII, VIII, IX Y X
 
Windows PowerShell
Windows PowerShellWindows PowerShell
Windows PowerShell
 
California Titles Practice Procedure Senator N W Thompson
California Titles Practice Procedure Senator N W ThompsonCalifornia Titles Practice Procedure Senator N W Thompson
California Titles Practice Procedure Senator N W Thompson
 
Sonajero de chupetes
Sonajero de chupetesSonajero de chupetes
Sonajero de chupetes
 
London's Digital Neighbourhoods Preview
London's Digital Neighbourhoods PreviewLondon's Digital Neighbourhoods Preview
London's Digital Neighbourhoods Preview
 
Marble champ
Marble champMarble champ
Marble champ
 
Salmonella Water. Malaysia
Salmonella Water. MalaysiaSalmonella Water. Malaysia
Salmonella Water. Malaysia
 
加入WTR變免費的3種方法
加入WTR變免費的3種方法加入WTR變免費的3種方法
加入WTR變免費的3種方法
 

Ähnlich wie Teachers Essay On Ict

IMPORTANCE OF TECHNOLOGY IN EDUCATION
IMPORTANCE OF TECHNOLOGY IN EDUCATIONIMPORTANCE OF TECHNOLOGY IN EDUCATION
IMPORTANCE OF TECHNOLOGY IN EDUCATIONROMBLONFlorisa20
 
Professional studies powerpoint presentation
Professional studies powerpoint presentationProfessional studies powerpoint presentation
Professional studies powerpoint presentationTS.Makatwane
 
Information And Communication Technology Mediated Learning
Information And Communication Technology Mediated LearningInformation And Communication Technology Mediated Learning
Information And Communication Technology Mediated LearningFlorigine Tamesis
 
Information And Communication Technology Mediated Learning
Information And Communication Technology Mediated LearningInformation And Communication Technology Mediated Learning
Information And Communication Technology Mediated LearningFlorigine Tamesis
 
Powerpoint representation for professional studies
Powerpoint representation for professional studiesPowerpoint representation for professional studies
Powerpoint representation for professional studiesJoey Yona
 
201107325 mi mongake
201107325 mi  mongake201107325 mi  mongake
201107325 mi mongakeMpho Mongake
 
Assessment of usage of information and communication technology among graduat...
Assessment of usage of information and communication technology among graduat...Assessment of usage of information and communication technology among graduat...
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
 
Assessment Of Usage Of Information And Communication Technology Among Graduat...
Assessment Of Usage Of Information And Communication Technology Among Graduat...Assessment Of Usage Of Information And Communication Technology Among Graduat...
Assessment Of Usage Of Information And Communication Technology Among Graduat...Tye Rausch
 
Changing education in ibm
Changing education in ibm Changing education in ibm
Changing education in ibm Greg Tavalsky
 
Unesco ICT-CFT
Unesco ICT-CFTUnesco ICT-CFT
Unesco ICT-CFTsukarnouny
 
Unesco ICT-CFT
Unesco ICT-CFTUnesco ICT-CFT
Unesco ICT-CFTsukarnouny
 
National Strategic Imperatives Presentation
National Strategic Imperatives PresentationNational Strategic Imperatives Presentation
National Strategic Imperatives PresentationShannon
 
Impact of globalisation in technical education
Impact of globalisation in technical educationImpact of globalisation in technical education
Impact of globalisation in technical educationPadma Kannan
 
Education & technology
Education & technologyEducation & technology
Education & technologyThato Dikgale
 
21st Century Education Optimized
21st Century Education Optimized21st Century Education Optimized
21st Century Education OptimizedEva Dubinsky
 

Ähnlich wie Teachers Essay On Ict (20)

IMPORTANCE OF TECHNOLOGY IN EDUCATION
IMPORTANCE OF TECHNOLOGY IN EDUCATIONIMPORTANCE OF TECHNOLOGY IN EDUCATION
IMPORTANCE OF TECHNOLOGY IN EDUCATION
 
Professional studies powerpoint presentation
Professional studies powerpoint presentationProfessional studies powerpoint presentation
Professional studies powerpoint presentation
 
Information And Communication Technology Mediated Learning
Information And Communication Technology Mediated LearningInformation And Communication Technology Mediated Learning
Information And Communication Technology Mediated Learning
 
Information And Communication Technology Mediated Learning
Information And Communication Technology Mediated LearningInformation And Communication Technology Mediated Learning
Information And Communication Technology Mediated Learning
 
Importance of technology
Importance of technology Importance of technology
Importance of technology
 
Powerpoint representation for professional studies
Powerpoint representation for professional studiesPowerpoint representation for professional studies
Powerpoint representation for professional studies
 
201107325 mi mongake
201107325 mi  mongake201107325 mi  mongake
201107325 mi mongake
 
Assessment of usage of information and communication technology among graduat...
Assessment of usage of information and communication technology among graduat...Assessment of usage of information and communication technology among graduat...
Assessment of usage of information and communication technology among graduat...
 
Assessment Of Usage Of Information And Communication Technology Among Graduat...
Assessment Of Usage Of Information And Communication Technology Among Graduat...Assessment Of Usage Of Information And Communication Technology Among Graduat...
Assessment Of Usage Of Information And Communication Technology Among Graduat...
 
Changing education in ibm
Changing education in ibm Changing education in ibm
Changing education in ibm
 
Unesco ICT-CFT
Unesco ICT-CFTUnesco ICT-CFT
Unesco ICT-CFT
 
Unesco ICT-CFT
Unesco ICT-CFTUnesco ICT-CFT
Unesco ICT-CFT
 
National Strategic Imperatives Presentation
National Strategic Imperatives PresentationNational Strategic Imperatives Presentation
National Strategic Imperatives Presentation
 
Power point assnt
Power point assntPower point assnt
Power point assnt
 
Impact of globalisation in technical education
Impact of globalisation in technical educationImpact of globalisation in technical education
Impact of globalisation in technical education
 
National imperatives
National imperativesNational imperatives
National imperatives
 
Assignement 1
Assignement 1Assignement 1
Assignement 1
 
Education & technology
Education & technologyEducation & technology
Education & technology
 
Assignment no 1
Assignment no 1Assignment no 1
Assignment no 1
 
21st Century Education Optimized
21st Century Education Optimized21st Century Education Optimized
21st Century Education Optimized
 

Mehr von basilio duller (20)

Philosophies Of Education Save
Philosophies Of Education SavePhilosophies Of Education Save
Philosophies Of Education Save
 
Pwerpoint Resume
Pwerpoint ResumePwerpoint Resume
Pwerpoint Resume
 
Grading Sheet
Grading SheetGrading Sheet
Grading Sheet
 
Class Record
Class RecordClass Record
Class Record
 
Table Of Contents
Table Of ContentsTable Of Contents
Table Of Contents
 
Song 3
Song 3Song 3
Song 3
 
Song 2
Song 2Song 2
Song 2
 
Song 1
Song 1Song 1
Song 1
 
School Programme
School ProgrammeSchool Programme
School Programme
 
Presentation By Group
Presentation By GroupPresentation By Group
Presentation By Group
 
Population Chart
Population ChartPopulation Chart
Population Chart
 
Poem 1,2,3,4,5,6
Poem 1,2,3,4,5,6Poem 1,2,3,4,5,6
Poem 1,2,3,4,5,6
 
Poem 1
Poem 1Poem 1
Poem 1
 
Personal Calling Card
Personal Calling CardPersonal Calling Card
Personal Calling Card
 
Pendix Teachers Essay On Ict
Pendix Teachers Essay On IctPendix Teachers Essay On Ict
Pendix Teachers Essay On Ict
 
Magazine X
Magazine XMagazine X
Magazine X
 
Magazine
MagazineMagazine
Magazine
 
Invitation Leo
Invitation LeoInvitation Leo
Invitation Leo
 
Greeting Card
Greeting CardGreeting Card
Greeting Card
 
Flyers
FlyersFlyers
Flyers
 

Kürzlich hochgeladen

AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTDR. SNEHA NAIR
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptxSlides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptxCapitolTechU
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlDr. Bruce A. Johnson
 
Optical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxOptical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxPurva Nikam
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdfJayanti Pande
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeCeline George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...M56BOOKSTORE PRODUCT/SERVICE
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 

Kürzlich hochgeladen (20)

AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....Riddhi Kevadiya. WILLIAM SHAKESPEARE....
Riddhi Kevadiya. WILLIAM SHAKESPEARE....
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINTARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
ARTICULAR DISC OF TEMPOROMANDIBULAR JOINT
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
March 2024 Directors Meeting, Division of Student Affairs and Academic Support
March 2024 Directors Meeting, Division of Student Affairs and Academic SupportMarch 2024 Directors Meeting, Division of Student Affairs and Academic Support
March 2024 Directors Meeting, Division of Student Affairs and Academic Support
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptxSlides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
Slides CapTechTalks Webinar March 2024 Joshua Sinai.pptx
 
EBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting BlEBUS5423 Data Analytics and Reporting Bl
EBUS5423 Data Analytics and Reporting Bl
 
Optical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxOptical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptx
 
10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf10 Topics For MBA Project Report [HR].pdf
10 Topics For MBA Project Report [HR].pdf
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
How to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using CodeHow to Send Emails From Odoo 17 Using Code
How to Send Emails From Odoo 17 Using Code
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...KARNAADA.pptx  made by -  saransh dwivedi ( SD ) -  SHALAKYA TANTRA - ENT - 4...
KARNAADA.pptx made by - saransh dwivedi ( SD ) - SHALAKYA TANTRA - ENT - 4...
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 

Teachers Essay On Ict

  • 1. InformatIon and CommunICatIon teChnologIes for eduCatIon - Education in Information Communication Technologies: Twin Opportunities and Challenges! I. Introduction With the increasing capacity of information and communication technologies, there is a rise in new learning opportunities beyond the traditional "book- teacher" model. Globally, the nature of learning and teaching is changing rapidly due, in part, to increasing interaction from more accessible global telecommunication networks driven by the content of the Internet. New options for distance education are driving the shift from traditional learning communities (schools, universities and colleges) - constrained by proximity - towards unrestricted lifelong learning possibilities. The shift from teacher- centered to learner-centered learning means teachers at all levels need to embrace new information and communication technologies and education and training need to keep up with the advances of new technologies. As new technology is being accepted as the catalyst for new learning environments, access to communication has become crucial. Access to communication and information is indeed a fundamental human right. This is easier said than done in developing countries. The challenges to access to information and communication are tremendous. A substantive progress in implementation of information and communications and for that matter progress in quality of life and development cannot be achieved without preparing people for a knowledge society* [1]. This partially involves making an environment amenable for diffusing computers to schools, training the population in computer application and a building a solid national computer and communication science education. Advanced university training in computer communication systems, computer systems, information science, parallel and distributed systems, software engineering, simulation techniques and tools and telecommunication systems and creation of campus and nation wide network and information systems in education have no substitute for national development. The challenge here is not to put computers on the desks of
  • 2. schools but also to create the conditions for bright students to emerge with solutions to actual problems – perhaps this could lead to a national industry comparable to current agricultural production. This paper discusses some of the key opportunity and challenges facing information technology applications in education and computer science education in developing nations with particular reference to Ethiopia. * [According to an excellent account by Manuel Castells, the impact of information and communication technology and development in information society cannot be achieved by rhetorical statements. It is important to create an enabling environment for the information and communication technologies for them to diffuse into the social fiber of the society. The "industrial society, by educating citizens and by gradually organizing the economy around knowledge and information, prepared the ground for the empowering of the human mind when new information technology become available." Woefully, developing nations continued to grapple with poverty, war, population explosion, etc. The irony is that developing nations are those that acutely need to organize their people around knowledge and information to break away from debt, destabilization, drought, desertification, demographic problems and dependency [2]!] II. Challenges to information technology application in higher education Education is full of challenges. Education costs, it is costly. Decision-makers often find themselves caught between conflicting political and efficiency objectives [3]. From political and social points of view they have to [4]: • give priority to increasing public access to education by reconstructing and enlarging school networks, • ensure that there is a balanced regional development within a country, • introduce improvements in the curricula, • create equal opportunity of access at all levels of teaching, promoting greater participation of women by means of incentive mechanisms of curriculum and materials, and integration into the educational system of all children of school age, and those in difficult circumstances, • support initiatives of groups of associations, religious groups, private organizations and other social movements, • increase the budget of the sector and improve the quality of teaching by the development of executable schemes of training, both initial and upgrading of the teachers.
  • 3. From the efficiency point of view decision-makers are required to ensure quality education, better job prospects based on future workforce requirements of the economy. Well-educated, well-trained, motivated workers can produce high- quality goods and services at low cost, enhance productivity and competitiveness, and sustain high living standards. However, striking a balance between educational efficiency and social and political pressure is not that easy! The consequence of political and social pressure on education in Ethiopia has for example led to a declining quality. Under the pressure to educate all and at the expense of limited financial resources, many schools have continued to operate badly managed infrastructure, low quality and standards in teaching and learning - resulting in ineffective and often less motivated workforce. As this conflict between public access to education and need for efficiency deepens the gap between quantity and quality will continue to widen. Unless actions are taken by all stakeholders Ethiopia will continue to suffer from such a vicious circle. This vicious circle is similar elsewhere in Africa and is characterized by low numbers of qualified teachers and large numbers of students per class; inaccessibility and inflexibility of schools and universities; outdated and irrelevant curricula and lack of quality educational materials. On another level, there is a tremendous gap between relationships between schools and communities, teachers and learners, and learners and learners as well as a lack of interest in the endeavor of learning, critically thinking and reflecting. By all standard such education is vulnerable to obscurity and obsolescence! Already there are symptoms of lack of innovativeness in the current education system. Schools and universities have remained conservative institutions slow to adopt new practice and technology. They have remained less responsive to actual needs of the society. The education system is largely textbook driven. Absorption of textbook contents tends to be the measure of educational success. Teachers and instructors use "chalk and talk" to convey information. Students have remained bucket recipients of instruction rather than active participants in learning. Obviously these cannot be problem solvers or troubleshooters in a real life! There is limited link among schoolteachers except in a few cases. Although distance learning tools such as radios and television have been introduced these have not been used effectively. There is virtually no school with an elaborate network in the country – telephones and computers have not been seen by over half of the countries’ students.
  • 4. While computers are becoming available in universities these are only available in computer science classrooms and training sites; graduate students and teachers usually use them simply as electronic workbooks. Interactive, high performance uses of technology, such as networked teams collaborating to solve real-world national problems, retrieving information from electronic libraries, and performing scientific experiments in simulated environments are not in practice! The education crisis in Africa is deep and sometimes disturbing. All of these problems are often attributed not to faults of the bureaucracy and those involved in teaching and learning process but rather to severe shortage of resources. It is not yet established whether lack of funds remains the major source of declining educational quality! Many governments in Africa, including Ethiopia, have recently responded to these disturbing challenges. South Africa for example has chosen the following strategies to deal with declining education [5]. • placing premium on lifelong and continuing education that enables continuos production and dissemination of knowledge. • promoting the roles of public and private organizations to share in knowledge production with institutions of higher education. • adapting higher education to changes and sustaining its role as a specialized producer of knowledge • shifting from closed knowledge systems to more open knowledge systems that interacts with interests of 'consumer' or 'client' demands • offering a greater mix of programmes, including those based on the development of vocationally based competencies and skills. • making educational system ready for new innovations and new forms of accountability by linking higher education researchers to external constituencies. • improving interaction between researchers and intellectuals and knowledge producers to promote accountability of education to client/consumer regarding the cost-effectiveness, quality and relevance of teaching and research programmes. • responding to longer-term demands on education and retaining a sense of the more universal, wide-ranging nature and role of knowledge within human affairs.
  • 5. developing strategies for new forms of management and assessment of knowledge production and dissemination specially in the areas of content, form and delivery of the curriculum. • promoting development, equity, quality, accountability and efficiency in all levels of education and research. The Ethiopian government has also taken various measures to reshape the education system to meet pressing national needs and to respond to a context of new realities. However, these initiatives seldom refer to global issues and new ways of learning. The strategy subsumes information and communication technology to a peripheral technical support activity instead of a central element of the solution to the crisis in education [6]. Information and communication technologies have a major role not only in improving existing learning but also extending opportunities for lifelong learning. In many countries in Africa, there are few opportunities for second chances, and learning is conceived of as a discrete activity that one engages in only during the early years of life. Very little provision exists for lifelong learning opportunities. Many learners are not reached by the system. Today, there are 900 million illiterates in the world and 130 million children unable to attend primary school. Their access to education is limited by time and space, age, socio-cultural environment, work schedules and physical or mental handicaps [7]. Information and communications technologies could help to adapt teaching strategies and modes of delivery to the needs of larger student intakes and the diversity of lifelong learners. However, information and communication technology is not a panacea. Development should not be framed simply on access to technology and information but rather on changing the attitude and preparing the population and institutions for knowledge. Layering the new technologies on existing processes or "old ways of doing things" and bureaucracies will not achieve development goals. It is important to understand where the opportunities of new information and communication technologies lie for national development and grab those opportunities quickly.
  • 6. III. Opportunities in Applications of Information and Communications Technologies for Education Successful in the past, the classroom model has reached its limits in a world where knowledge becomes rapidly obsolete. It is also increasingly challenged by new ways of learning, in particular new multimedia based on the merger of text, sound, still pictures and video as well as virtual reality (CD-ROM, Internet, software, video games, etc.)[8]. The use of information technology to offer education programs over long distances is becoming an increasing necessity. Generally there are four key areas for information and communication technologies application in education. These include Information and Communication Technology Mediated Learning, access to information and communication via the Internet/Intranet, Education Management Information System (EMIS) and education office automation to support the education planning and management and the support of information and communication technologies to distance and lifelong learning. Information and Communication Technology Mediated Learning Information and Communication Technology Mediated Learning (ICTML) covers Computer Aided Instruction (CAI) for teachers and the use of multimedia technologies for producing course materials and Computer Aided Learning (CAL) for students. Computer assisted instructions have been in use elsewhere in developed countries especially at early years of learning. They provide ample opportunities for students to broaden their learning skills and for teachers to develop better multimedia and interactive courseware. Studies indicate that learning takes place through communication. This is generally poor in the classroom model. Classroom models are largely "one-way teaching models" in which the teacher plays the acting part whereas pupils and students are merely reacting. Computer assisted instructions can greatly complement traditional teaching techniques to help students to learn much more much faster. Access to information and communication via the Internet/Intranet
  • 7. Internet and Intranet have become a source of vast amount of information and interactive tools. Intranet is a closed user-group Internet. An example of Intranet could be a school campus network where students and teachers share to local information such as teaching materials and course schedules while at the same time accessing the Internet. The Internet is a set of linked computers characterized by protocols that allow it to be used across a wide-range of hardware platforms. Each machine on the Internet contains information to be shared across the globe – (the content of Intranet is only available to a small closed community such as schoolteachers and students). Information on the Internet could be accessible from any location regardless of the type of computer system being used. It also means one can have access to and/or publish information regardless of the subject, location, age, race and time limitation. Internet is thus an empowering tool for all that are involved in education. Denial of access to the Internet to schools compares to denial of vitamins and proteins but carbohydrates to someone! A wide array of techniques have been developed to access to information on the Internet ranging from logging onto a remote server, chatting over the Internet with colleagues on specific subjects, sharing information via mailing lists and user groups, file transfer protocol to get files on servers to the World Wide Web - an interactive multimedia based information access tool. The World Wide Web has now gained the momentum due to its ease of use and its multimedia capability. Other techniques have also been developed to work for those that do not have access to the Internet. One such technique is the use of "offline browsers" where the valuable information on the Internet is downloaded on high capacity storage media such as Digital VideoDisk (DVD) and distributed to remote schools. The Internet is accessible in around 150 countries including Ethiopia. However, the Internet is being under-utilized for education in Africa in general and no use of it reported in Ethiopia except by researchers at university level. The key obstacle is lack of adequate communication infrastructure throughout the country. Lack of resources, fear, apathy, lack of encouragement and ignorance are other significant impediments. Education Management Information System (EMIS) Education Management Information System (EMIS/or EDMIS) is a multi-user, interactive information system and a planning tool for storing and retrieving education information on students, student grades, test results, courses,
  • 8. personnel, finances at school, district or regional levels. Student information such as demographics and attendance, subject, program, and performance, staff information such as demographics, employment related data, classroom schedule, vocational education course taken by the staff and staff performance report could be gathered in a standard format and entered at school, district and national level to inform decision-making. The EMIS financial data include information on budgets, cash balances, expenditures, receipts, schedule of indebtedness and miscellaneous financial reports for higher level management and others such as building profile information. Although it has been in use elsewhere in developed world EMIS use in developing countries is often limited to offices of the Ministries of Education. Data on education planning is usually gathered using manual techniques and is often prone to errors and inconsistency. At school level EDMIS could allow its users to schedule educational events, notify key personnel/organizations of the events and ultimate outcomes, print a calendar of events, and schedule counseling sessions for classes. EDMIS provides education staff members with a standard set of reports that can be used for managing education activities or reporting to installation or external organizations. Staff members can also perform standard and special purpose (ad hoc) queries to obtain data not available through existing functions. Coupled with office automation and networks EMIS promises efficient allocation of resources and centralized planning as well as resources management at national level. The application of computer as a tool for communication and problem solving in schools would provide schools to see its continuous impact on education and day to day activities of the staff. Information and communication support for distance education and lifelong learning Information and communication technology support to distance and lifelong learning is one of the most exciting opportunities to developing countries that face two major challenges. These countries are facing a sociopolitical demand for access from larger cohorts of school leavers, and from population groups and social classes largely excluded from higher education and a socioeconomic demand for highly trained human resources with wider ranges of skills and competencies. Ethiopia for example is one of those countries that have been facing considerable gap in refreshing school leavers and its trained workforce. A quick observation shows that the majority of the workforce in the country is highly ineffective partially due to lack of up to date training, refreshment and inability to keeping up with new developments in their areas of expertise. At
  • 9. extreme some "experts" have not touched or read books or articles ever since they left schools or colleges. The problem of lack of refreshment is sever specially in decision making process where middle and senior management have not been able to keep abreast with new developments in their fields or other related areas. Knowledge doubles itself faster than the capacity of an average person. Human understanding of the area gets outdated within 2-5 years if this has not been refreshed continuously – thus it is clear that Ethiopia has one of the most exciting opportunity in using information and communication technology for distance and lifelong learning. In the face of limited resources and time, distance education seems the only alternative for bridging the knowledge gap of the workforce that has limited time and convenience. Data in the most developed countries shows that only two out of five college students fit the traditional learning profile [9]. Problems facing the spread of distance education in developing countries are not technical but rather political and administrative. Distance education faces a number of difficulties such as, money, staff, equipment and time and a number of underlying problems such as resistance to distance education by educators, different learner characteristics and needs, the influence of media upon the instructional process, equity of access to interactive education delivery systems, and the new roles of teacher, site facilitator, and students. Its spread in Ethiopia has been hampered by all these difficulties. A qualitative assessment undertaken in 1997 [10] shows that in Ethiopia: • the open learning concept is far less recognized and heavily depends on correspondence courses • policies regarding accreditation, students and learner support have not been put into action although they have been "under-construction". This has delayed expansion of distance learning and impaired activities of institutions that have intentions to setup distance learning schools. • until recently, there has been a high resistance to distance education by educators - limited endorsement of distance education and overall confusion about its effectiveness among traditional educators. • broadcast radio and television have been in use for a long time, however these media have not been fully exploited by learners and conventional teaching institutions. • there is limited understanding of the impact of new technologies on the delivery education. Resource limitation and bad telecommunications infrastructure are two main obstacles.
  • 10. the culture for motivation, limited incentives to growth, inadequate reading culture have made considerable blockage to distance learning. • there is considerable difficulty by the learning centers to develop more interactive student-centered curriculum due to lack of experience, incentive and limited understanding of new high and low bandwidth interactive communication technologies. Another concern of distance educators is the economic standards of learners. Most learners cannot afford new tools and technologies such as computers and telephones. These tools are not accessible to students in remote areas. However, community-centered broadcast technologies such as digital radios and low cost computer mediated communications such as the Internet and World Wide Web, are opening new opportunities for distance education to reach students at a distance and also to serve students who need flexibility. Compression technologies combined with improved computer speeds at reduced costs are making interactive, multimedia instruction readily available to the desktop. Internet access (the WWW) has become the most popular media for distance education. Telephone-based audio-conferencing; videoconferencing with one or two-way video and two-way audio broadcast using cable, telephone, fiber optics, satellite, microwave and closed-circuit or low power television are around as menu of choices for distance education planners. A mix of these technologies centered-around "multipurpose community learning centers (telecenters)" will continue to dominate the next wave of distance and lifelong learning in Africa. The following table shows some of existing technologies and their suitability to Ethiopia. Table 1. Various communication technologies for distance education and their suitability to Ethiopia Information and Areas of application and Feasibility in Ethiopia communication components Technology Correspondence courses Traditional method where It is being applied in Ethiopia students write or call their and believed to continue to exist teachers until more high-tech methods arrive Computer mediated Computer sends materials, It is the easiest tool to implement communication lectures notes and messages, in Ethiopia where-ever
  • 11. computer conferencing, computers exist, low cost electronic mail, bulletin communications opens various board systems, phones, opportunities whether this is on modems, computers are LAN or WAN required, two-way communication, costly. Computer conferences can be implemented in IRC format, Multiple User Domains, etc. Interactive video network Video and audio being Except copper that has poor transmitted on the same quality, it is very expensive to network on ISDN, Fiber, T-1 have this in Ethiopia. Microwave (cooper, microwave) connections are obsolete and networks costly although they provide comparable results to Fiber. Low- power television Sending education materials This is being used by Ministry of network using regular television Education, easy to implement, signals, not interactive, requires more work towards student often telephones packaging than infrastructure Satellite Provides full motion video A one way audio and video and audio, sometimes two mode is being implemented by way audio the African Virtual University project. Lacks interactivity Audio conferencing Two-way telephone based Limited applications, easy to discussion implement locally, international implementation costs high World-Wide-Web Interactive multi-media, Easy to implement in communications can be universities, learning centers, initiated to make it two-way, costly for individuals, requires a possibility for on-the fly high speed leased line and interactive pages (virtual development of local loop classrooms) Pool of low cost Relatively simple, but lacks Planned to be implemented by technologies interactivity of the best the National Vocational magnitude requires Correspondence Enterprise. audio cassettes, CD-ROM,
  • 12. DVD ROM, video cassettes, telephone, fax Broadcast radio Involves digital radios that World Space is planning to incorporate both as text and launch these tools next year. video Ethiopia has not signed agreement for operation of Very attractive for mass Worldspace in the country. education IV. Education in information and communication technologies Computer education covers a wide range of areas from understanding the computer itself (running it for day to day application) to using it for the development multimedia teaching courseware using a fairly straightforward graphic user interface tools to software development, software design and engineering using complex object technologies. Education in information and communication technologies covers branches such as hardware or inteface design, assembly langauages, networking and a growing area of information systems design in a complex organizational environment. While learing basic application is very useful, the benefits of a solid computer, information and communication science education remains fundamental for competitiveness in the next centuray. In Africa, education in computer application and learning to use it for day-to-day activities has improved significantly over the last few years through active participation of the private sector and improving user interface. Computer support centers providing basic training in applications such as world processing, spreadsheet, database management and electronic use of communications technology have been growing. Qualitative assessment elsewhere in Africa including Ethiopia shows that the impact of this training is often limited due to little motivation of the students and inadequate teaching techniques to impart basic concepts that help individual users to experiment and expand their knowledge [11]. A current survey that analyzed African Regional
  • 13. Informatic Networks states that " most people only use a tiny portion of the available features of software packages and even do not know how to use the help facilities [12]. Except in most advanced countries in southern and northern Africa the situation of computer sciences education in the region leaves much to be desired. The urgency of expansion of solid computer science education is significant for countries like Ethiopia. Software development is one of a growing industry worldwide and it does not require more than a few hundred thousand dollars investment and solid training and focused brain to produce millions of dollars worth industry. Anyone with good programming skills in new object oriented tool can now get a job without moving from his home or lining up for vacancy announcement. The world has a very few skilled programmers to cover a vast array of problems ranging from maintaining network reliability to cleaning year 2000 bugs. The good news is that software development capacity does not require economic strength. India for example is one of the most advanced countries in exporting billions of dollars worth software. The success of India is a result of the availability of high quality personnel, English-speaking technical work force, low cost of labor and the presence of high quality satellite links helps maintain strong communications links between India and foreign clients [13]. Ethiopia needs to broaden its research and development capacity in computer and information science as much it needs better quality of education, health to the community or telephone access in urban and rural areas. Communication engineering, network studies, network design research are almost in non-existent in the country and are very much desired to compete in the global information society. It is as if the country has to start from a scratch. A few strategies that would enhance computer education that would create a new industry for Ethiopia include: • Setting up computer and information science schools in major universities and strengthening existing ones. This could be achieved through the development of a comprehensive curriculum that brings graphics, animations, and interactive visualization of algorithms and data structures and object oriented design and programming into lectures, labs, and into student projects. Although three intellectual paradigms: design (of programs, algorithms, and hardware), theoretical analysis of algorithms (and its supporting mathematics), and experimentation
  • 14. interact in the practice of computer science, the current trend seems to concentrate only on programming. • Match computer science education to the realities of the market. This could be achieved by (1) introducing students to key software development concepts such as modularization, abstraction, information hiding, separation of concerns, and software reuse, as well as object- oriented concepts such as objects, entities, classes, inheritance, encapsulation, polymorphism, and dynamic binding, early in the programming sequence; (2) enable students to develop moderately large and realistic group projects that emulate application development in industrial settings; and (3) provide students with contemporary application development environments and graphical toolkits, appropriate to their areas of specialization. teaching of a new design, analysis, and programming paradigm, integration of modern software engineering principles at an early stage. Ethiopia is lagging generations behind in this area. • Furnishing computer laboratories with state state-of-the-art hardware and software. The current laboratories in all universities are very much outdated and inadequate. Students often queue for over 24 hours to touch computers. All efforts should be made to build state-of-the art laboratories for students to work together through a series of exercises designed to encourage teamwork and brainstorming. Exercises should then be based on large hardware/software systems, incorporating actual industrial/corporate hardware and software problems into account. • Introducing computer programming concept at high schools. High schools could provide basics of programming that would allow students to seek employment opportunity and participate in life long learning and distance education and that could lead to a solid background for college education. • Restructuring of undergraduate curricula in universities to add introductory computing courses for all students whether these are attending social sciences, business and pure sciences or not. It is also essential to acquaint the student with the fundamentals of digital technology through the use of multimedia-based lectures such as that advanced by the African Virtual University, electronic course ware, and a highly interactive classroom structure. • Mount a national computer Odyssey through the popular media. This would help (1) to illustrate the major themes of computer science and engineering using popular topics relevant to the activities of the society (2) encourage students to undertake careers in computer science and
  • 15. engineering; (3) foster technological literacy among the population; (4) promote the concept that computer science and engineering are fields open to minorities, women and the physically disabled. However, the future of growth of digital technology and a national information and communication industry cannot be realized without introducing computers to the younger generations. Efforts should be mounted to encourage children in elementary and high schools to use computers. A number of countries in Africa including South Africa, Kenya and Mozambique have already begun to experiment with school networks that bring elementary and high school students from these countries together with their counterparts elsewhere. Although K12 networks in developed nations have show considerable impact on teaching and learning, cultural and social exchange, globalization of concepts, infrastructure challenges (human resources, adequate computers, content, etc.) make it difficult to benefit from school network. The potential of school-nets and introducing computers to schools is obvious even where basic infrastructure such as roads is unavailable. Computers are one of the tools that empower both teachers and students equally. V. Conclusion Obviously there will be high cost of these technologies that often lead to the expression "we do not have chalks and proper bench, how do you dare thinking of computers". Experts agree that although the cost of information and communication technologies is high the cost of not applying them to social and economic development is much higher [14]. The cost of not using information and communication technology in education is by far higher because denial of access to information, communications and innovativeness means keeping the next generation in the same cycle of poverty, war, civil strife. It also means losing one of the easiest ways of supporting employment. Since Africa is equidistant between North America and Asia there is a possibility for employment to process mundane data entry or complex tasks using high speed networks, computers, hands and brains! Various models have been developed to deal with raising cost of information and communication technologies. These include using a mix of technologies such low access to Internet and more reliance of CD-ROM, and the emerging Digital Video Disc (DVD) format, setting up community access points for all to contribute and benefit from new information and communication technologies and use of low cost reconditioned computers.
  • 16. Internet is a window to the world. It opens a vast store of information and communications. Connectivity has become as important as building a new school for community advancement. Schools that do not link to the Internet will continue to be marginalized both in terms of resources to improve physical infrastructure and in content of education. Universities, schools and businesses should integrate new telematic technologies into their teaching methods. Teachers and trainers should learn how to use and integrate the new technologies. Teachers should be encouraged to develop curiosity in new technologies. The best educational technology applications are the result of collaboration among universities, businesses and government agencies. Networking is here to stay and education has no choice but embrace it. The primary barriers to the deployment of new learning environments such as limited institutional inertia, recalcitrance of teachers, lack of appropriate infrastructures, and lack of funding are also here to stay [15]. The beginning of the next millenium is a time to strike a balance between opportunities provided by information and communication to education and these challenges! It is time to pay price for education and connectivity! References 1. Castells, Manuel. (1996). The Rise of Network Society. The Information Age: Economy, Society and Culture. London: Blackwell 2. Adedeji Adebayo, (1992). Towards a Dynamic African Economy. London: Frank Cass 3. Salami, Salim (1996). The higher education crisis in developing countries. Http://www.wes.org/africa.htm. 4. CIEUM, "Towards Information Society in Mozambique". Background paper for a workshop held in Maputo 4-5 Feb. 1997. 5. South Africa Education Policy documents available at: http://star.hsrc.ac.za/nche.html 6. Carty, Winthrop. (1997). Challenges to Academic Networks in Latin America the case of Colombia’s Red CETCOL. Available at: http://som1.csudh.edu/fac/lpress/ 7. UNCSTD working group on information technology and development, 1996. Information and Communication technologies in Development: A Unesco perspective. Paper submitted to ITU development Study Group 1. September 1996. Available at: http://www.itu.int/acc/rtc/unesco.htm 8. Bangemann, Matrin, (1997). "The information Society: An opportunity for education and training and the promotion of Europe’s culture". Speech on
  • 17. the occasion of the ICL seminar in the European Parliament on " promoting European Cultural Values in Information Society", April 1997. Available at: http://www.ispo.cec.be/promo/speech/bangeduc.html 9. Palmer, Roger, et al. (1996). Speech Communication Technology: Research and essays about communication education. Directions in distance education. University of Missouri. 10. Adam, Lishan. (1997). Potential for distance education in Africa. Paper prepared for World Space conference held in Accra, Unpublished. 11. Adam, Lishan. (1998), Qualitative survey conducted for a PhD Thesis 12. Jensen, Mike. (1998). Evaluation Report of RINAF. Copies available from the Author at: http://www.unesco.org. 13. Amin Mohadjer, (1994). India's billion dollar business. Computer News Middle East, February 1994. 14. Mansell, Robin and Uta Wehn. (1998). Knowledge Societies: Information technology for sustainable development. Oxford: Oxford University Press 15. Grant Tate. (1998) An Overview of Telematics for Education and Training in North America. Available at : http://www.cobweb.nl/bridgewater/ovrview.htm