This study was undertaken to evaluate the implementation of ICT to support learning, teaching, school administration and use of E-communication between cooperating rural secondary schools in Western Kenya under the Rotary project, Forssa Rotary Club of Finland District 1410. Two rural schools were selected for the investigation. A case study research design was adopted, where interviews, observation and open-ended questionnaires including document analysis were used to collect qualitative data.
For at least the past decade, political leaders and policy makers have stressed how important it is for Africa to harness technology, leapfrog development, and take part in the global knowledge economy. In numerous initiatives aimed at realizing these goals, education is a primary target, viewed as a mechanism through which information and communication technologies (ICT) can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation.
Recent research has demonstrated a significant disadvantage for rural teachers in a variety of aspects of ICT use. This context provides a backdrop for two professional learning programs designed to support ICT-based pedagogies in teaching science in Victorian rural primary and secondary schools. In both programs the school-based workshops initiated a community of learners supported with online web-presence. One program used an intensive five-day workshop focused on developing teachers’ knowledge, pedagogical expertise and leadership skills in embedding ICT into classroom practice.
21 st century is the century of Hi-Tech. Recently Hi- Tech comprises IT, ICT, BT and Nano-Technology. Today ICT (Information Communication Technology) is a unique technology which is used universally in all span of life. ICT plays a predominant role in the creation and development of knowledge. The ICT revolution has changed the learning process of childhood up to the real world. E-learning is a combination of learning services and technology to provide high values. Internet plays a vital role in e-learning. Elearning is attaining significance in the world of internet.
This paper presents an approach to understanding information and communication technology-for-development (ICT4D) interventions based around informal learning, where the ongoing process of using ICTs – rather than informational products – is seen as the principal development driver. A conceptual model of informal learning in ICT4D is constructed.
This project utilized emerging technologies such as mobile broadband videoconferencing along with web-based software and materials (http://www.cyscience.com.au) to enhance the provision of science and mathematics in rural and remote schools in Northern Queensland. The paper tracks the role of technology in the development and implementation of the CY Science project. It will explore how technology enabled a successful classroom project to evolve into a regional program and beyond.
This report is a significant contribution to the discussion of the roles and responsibilities of chief information security officers (CISOs) in state governments across the United States. It identifies both strategies and activities used by successful state CISOs, and thereby provides a good roadmap to success for all state CISOs. The report cites the Multi-State Information Sharing and Analysis Center (MS-ISAC), which has been championed since its inception by the New York state chief cybersecurity officer as one key cybersecurity collaboration success.
Social networking (SN) have provided an opportunity to facilitate strategic knowledge sharing across organizations and government agencies. The Human Capital Institute (HCI) and Saba partnered to better understand the use and potential of SN tools in the government workplace. The goal was to learn what SN tools are being used in government today, the effectiveness of SN for doing government work, future expectations and barriers for its use, and how agency type affects the use and opinions of SN.
As a major development partner in the field of ICT for development, the WBG has long recognized the critical role of ICT in catalyzing inclusive economic growth as well as in promoting human and social development. The WBG approaches ICT both as a sector in itself (ICT connectivity, infrastructure, and ICT industries) and as an enabler of transformation across sectors.
Information and Communication Technology (ICT) have become common place entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavor within business and governance. Within education, ICT has begun to have a presence but the impact has not been as extensive as in other fields. Education is a very socially oriented activity and quality education has increased. The use of ICT in education lends itself to more student-centered learning.