Research on ict in education

Guide: icts in education challenges and research a review of the current knowledgebase of what is known -- and what isn't -- related to the uses of icts in education, especially as it relates to the millennium development goals, infodev has prepared a set of 50 research questions to help guide its work program in this area in the coming to reader: infodev – a program of the world bank – promotes innovation and entrepreneurship in smart agriculture, digital technology, and climate change technology. Through business programs and early stage financing, we help developing countries in the caribbean, africa, and asia go green and develop solutions to local the past, infodev worked with ict and education. While our programs do support some entrepreneurs and start-ups that develop educational technologies (like afroes and listenmi), ict and education are no longer the focus of our a result of requests from donors and partner organizations, infodev is sharing this list below, in the hope that doing so may stimulate discussion and help to set research priorities and directions in the coming questions have been divided into topics and themes, based on the topics and themes identified as part of infodev's work on a set of related knowledge maps: icts in education. Research of icts on learning and ring and evaluation issues: equity, special needs and marginalized in education policy t implementations of icts in t projects and ic ict tools used in rs, teaching and t & curriculum onal topic: : impact of icts on learning and ch topics and areas of activity meriting further do exposure to and use of icts in school affect future employment? Tracer studies of the impact of icts on further study and employment would be useful, as this could be a useful additional measure of educational quality, beyond standardized testing is the impact of ‘computer-literacy’ instruction in schools? Emerging research from oecd experience suggests such instruction may not be a productive use of time or resources – is this true in ldcs? Is the gender impact of icts in education on access, use of, attitudes toward, and learning outcomes? Even where emerging best practice points to what should be done, ict-related interventions in education are typically only one factor (and typically only a minor one) in a complex mix of inputs into educational achievement. That said, while emerging best practice exists, there are presumably many examples of "worst practice" on interventions in education that do not positively impact student identification of activities that have been demonstrated to have no positive impact on student achievement, as well as those that have a negative impact on student achievement, could help donors as they advise education (and other) policymakers on what not to analysis of where icts are inappropriate tools to help meet efa challenges should include an examination of the necessary enabling environments that must exist if icts are to be used ‘effectively’. Such an analysis might be especially useful, given that many of the promises of icts for education are dependent on their use to enable and support educational change, while in practice many if not most ict in education interventions in ldcs are used to extend and support existing educational practices. A few large-scale cross-national studies of the impact of icts in education in ldcs have been done (most notably sites module 2 and the evaluation of the world bank's pilot world links for development initiative). The data collected, which is publicly available, has not for the most part been evaluated by third-party groups not affiliated with the groups who designed, commissioned, collected and evaluated the data, although the researchers involved in such studies have pointed out the potential usefulness of the data collected for other researchers. Indeed, whereas many educators in oecd countries see computer literacy instruction as a means to an end (namely skill development that will enable students to use icts for other educational uses) in ldcs it is often seen as an end in itself. Especially given the many current high-profile, private-sector promoted initiatives (endorsed by many ministries of education) to introduce icts into schools in developing countries, even in those most at risk of not meeting efa goals by 2015, it is perhaps time that this question be b: monitoring and evaluation ch topics and areas of activity meriting further would be a useful set of ‘core’ indicators that could be used across countries? The great variety of circumstances and challenges, and the great variance in the use of icts in education from country to country, it would be unrealistic (and inappropriate! To attempt to formulate a uniform set of indicators that can be used to frame data collection for ict in education projects. Important criteria to be observed in formulating these core indicators would include local relevance, reliability and robustness when these are used for comparison of one ict project or country with have monitoring and evaluation work related to the uses of icts in education been conducted in ldcs, and what can we learn from this? Is a great need for case studies of how m&e activities related to icts have been carried out in should monitoring and evaluation studies of the impact of icts in education in ldcs be conducted? Is a great need for toolkits outlining ‘how’ to conduct ict in education m&e activities in ldcs, especially as they relate to education-related c: equity issues: gender, special needs and marginalized ch topics and areas of activity meriting further is the gender impact of icts in education on access, use of, attitudes toward, and learning outcomes?

Research on yoga in education

Of the potential differential impact of ict use by gender on student access to learning in a variety of ldc contexts need to be ch question 10:How can/should educational content for dissemination via icts be produced to ensure inclusion? It is widely believed to be important, little research has been done about the need for gender and culturally inclusive electronic educational materials. Research into how such educational materials can be produced, resulting in best practice guidelines, would be quite ch question 11:How to the types of learning strategies fostered by the use of icts impact special needs and disadvantaged students, and how do they differ by gender? Into the types of teaching and learning practices fostered by ict use (most especially more ‘learner centric’ pedagogical strategies) and how such pedagogies affect disadvantaged students would also be quite ch question 12:How do different ict applications, audio/verbal versus visual representations of educational content, and communicative modes impact communicative practices and create/reinforce/ameliorate various exclusions and inclusions as curriculum and communication methods are moved on-line? Question 13:What are the best practices for producing, disseminating and using educational content in audio format (including via radio) for deaf students? Question 17:Are there differential impacts of ict use in education on identifiable sub-groups of boys and girls? Is well established that icts used in education can have differential impact on boys and girls. However, such research has neglected to explore the possible impact of icts on certain sub-groups of girls (and boys), and the resulting implications for impact of ict in education on different types of girls and ch question 18:How can icts be utilized to attract and retain out-of-school and at-risk students (for example, through improved communication and provision of alternative modes of learning)? Number of pilot projects are researching potential uses of icts on literacy; a survey of the results of such pilot projects would be quite of equity are central to the discussion of the education-related millennium development goals. For a variety of reasons and in a variety of ways, the introduction of icts to benefit education can have profound impact on issues related to education for all. While for many icts offer a promise at greater inclusion of previously marginalized groups (whether marginalized by gender, disability, distance, language, culture, race, age or economic status), their use also brings with it very real dangers of increasing the marginalization of such groups inside the education ch topics and areas of activity meriting further ch question 20:What is the total cost of ownership (tco) for computers in a variety of educational settings, at both the school and system level? Useful would be toolkits, workshops and case studies related to tco analyses, at the school and system level, of various implementations of icts in education to benefit ch question 21:What are the costs/benefits of situating icts for use in schools outside of computer classroom? Studies of a variety of strategies explored by public-private partnerships to deliver ict hardware, educational software and content, maintenance and training as ways to share costs should also be icant work needs to be done related to the costs of ict in education initiatives in ldcs. All of the claims listed in the related “knowledge map” pertaining to costs found in current literature deserve additional is little credible data related to the costs of using icts to support education in developing countries. While the impact of ict interventions on student achievement may be difficult to measure, costs explicit and implicit costs of ict-related educational activities should be striking gap in the literature is a "total cost of ownership" (tco) analysis of icts in education in ldcs of any kind. Such analyses are needed if real costs of operation and maintenance of icts to benefit education are to be undertaken. Such work is especially relevant in education systems that exhibit great resource cost studies exist, there is a greater focus on initial costs of introducing icts than on the real costs of implementing and maintaining icts over time. Model implementation of a tco study in the context of an ldc school and ldc school system would be a big contribution to the literature and could help to move towards establishing best practices in this the interest in potential uses of open source software to benefit education, it is recommended that case studies include implementations of both "free" and proprietary software : current implementations of icts in : current projects and ch topics and areas of activity meriting further ch question 23:How should ict components in education projects supported by donors be identified and quantified? The presence, magnitude and nature of ict investments in education in developing countries is of interest to donors, standard definitions of icts in education must be developed, agreed to, disseminated and utilized, and changes must be made to current coding practices of donor-supported education projects.

A comprehensive study of a small number of donor-supported education projects to identify all uses of icts components could be a useful tool to support the effort to articulate and agree upon common definitions and ch question 24:How does access to and use of icts outside school impact the use and impact of ict use in school? Need for trained teachers is great throughout most ldcs, and icts are increasingly seen as important tools in reaching and engaging teachers on an on-going ch question 26:What are the best practices for mainstreaming pilot projects involving interactive radio instruction (iri) at the ministry of education, and how are such projects managed and maintained over time? The rich experience over the past two decades on using iri for educational purposes, there are no case studies of and guidelines for the successful ‘folding in’ and maintenance of such initiatives at scale inside the ministry of ch question 27:Where should computers reside if they are to have the greatest learning impact in education? Use of television and lcd projectors are in wide use in many ldcs as information ch question 29:How have/can handheld devices (including sms-enabled and 3g mobile phones) be used to support education (especially related to the professional development of teachers and school administration), and what are the emerging best practices? Devices have one great advantage over many other types of icts – they are mobile – and anecdotal evidence suggests that this mobility could provide help meet certain needs of schools and educational ch question 30:What successful models exist for opening ict facilities in schools to the wider community? Increasingly, multi-purpose centres based in schools are seen as having a greater likelihood of achieving sustainability, but little data supports such ch question 31:How can existing community and interactive radio networks outside the education sector be used to benefit education? Target countries for this study include those with established experience and expertise in using radio for developmental purposes outside the formal education ch question 32:Does the use of so-called “open source software” offer compelling benefits in education? Independent cast studies of the costs and benefits of open software use in education vis-à-vis proprietary solution would be quite welcome, as almost all such studies today are advocatory in ch question 33:What models exist on effective public-private-community partnerships in education for ict equipment provision and maintenance? Research into how to measure teacher outcomes resulting from ict-related and –enabled professional development activities would be quite ch question 36:Which models of icts use can provide the most effective and relevant support for professional development, including enabling peer networks, and how? The purported promise of icts to aid in the training of teachers, a pressing need if education-related mdgs are to be attained, no comprehensive study has been done of this ch question 38:What are the most successful and relevant strategies for using icts to change pedagogical practices? Such practices may be especially relevant in countries seeking to utilize icts to help meet education-related teachers are prepared for teaching is a critical indicator of education quality. In many countries, radio networks exist that serve non-education sectors (for example, in agriculture or community development), but that could be used to benefit addition, where interactive radio is being used, many of them are part of pilot projects, and it is unclear to what extent such initiatives can be mainstreamed and sustained by the education system after the pilot project is : current implementations of icts in : content & curriculum ch topics and areas of activity meriting further ch question 39:What are the best practices for creating electronic/digital curricular content? Studies and toolkits related to the production of educational content related to curricula would be valuable additions to the field. Useful case studies and toolkits would include: adapting and localizing educational content developed abroad for use with a country’s national curriculum; toolkit for evaluating ‘outside’ content for inclusion in a national curriculum; models for public-private partnerships to develop curricular content in electronic format; models for international-local partnerships to develop curricular content in electronic format; toolkits on mainstreaming pilot interactive radio content and pilot initiatives; toolkit on intellectual property issues and the development of educational resources in electronic format; and case studies of human resource capacity development as it relates to the development and maintenance of curricular content in electronic ch question 40:What is the relationship between uses of icts, curricular issues and standardized testing? Studies of issues related to the use of icts in education, curricular content in electronic format and standard testing schemes would be quite ch question 41:What special issues relate to the creation, dissemination and use of curricular content in indigenous languages? Comparative case studies of a number of such projects would be quite useful, especially they relate to how lessons learned can be mainstreamed into larger educational initiatives and where they involve alphabets or written forms of language in little use in electronic : ict in education policy ch topics and areas of activity meriting further ch question 42:How can/should efa-related issues as they relate to the uses of icts be included in the decision-making processes of education officials? However, planning and policy issues specific to the meeting of education-related mdgs do not exist (or are not explicit) in such materials; further work in this area would be quite ch question 43:What ict in education policies are currently in place, and how do they address efa-related issues? This could serve as a resource for both donor staff and ministries interested in developing such policies ch question 44:How can icts be used to facilitate the decentralization process underway or contemplated in many ministries of education? Studies on uses/misuses/costs of icts in facilitating the process of decentralization in the education sector could be a valuable tool to help countries planning for similar ch question 45:How can icts be used to combat corruption in the education sector?

Initiatives should be explored in using icts to disseminate information about education budgets and activities in a set of target countries to gauge the effectiveness of such information dissemination (and information dissemination mechanisms) in helping to combat corruption and leakage in the education sector, which is generally thought to be quite high. It is worth noting that, as responsibilities in the education sector are decentralized, so are oversight ch question 46:What are the best practices from implementing education management information systems (emis)? World bank education projects over the last four years have had emis components, but little is known about best practices and lessons learned from such investments. Case studies on emis planning and deployment, as well as best practices and lessons learned, would be useful planning tools for donor staff and educational ch question 47:What regulatory issues exist related to connectivity and information access issues as they relate to the education sector, and what guidelines and best practices have emerged? Toolkits have received very limited use and exposure by policymakers in developing countries – a series of workshops utilizing these materials with a select group of target countries and donor staff interested in ict and education issues could be easily conducted with existing materials, once they have been supplemented with efa-specific material. It may be that the most cost-effective use of icts to benefit education in countries where they have not yet been introduced on a wide scale is not to use them for instructional purposes at all, but rather to use them to disseminate information about the education system itself. Addition, individual case studies of particularly challenging issues related to the roll-out and maintenance of icts in education in ldcs at the school level could be developed to highlight where best practice in ldc environments may differ from oecd ch question 49:What types of information must be provided to schools to aid in the introduction and maintenance of ict-related equipment and to promote ict-related instruction? Set of fact sheets on a variety of topics related to ict use based on oecd and ldc experience but tailored for ldc environments could be produced as models for adaptation and dissemination in ict in education initiatives in greatest need related to this topic is for existing knowledge and information to be delivered to the relevant people in charge of ict in education initiatives in ldcs, as well as those (in donor agencies, ngos and the private sector) who advise or contribute to such initiatives. Short workshops could be delivered to target countries preparing to scale up ict in education initiatives to transmit such lessons onal research topics and areas of activity meriting further -aids is one of the most critical factors affecting (and inhibiting) the ability of countries to meet education-related mdg targets. It is acknowledged that hiv-aids is one of the most important issues impacting education today, and, while infodev is engaged in other activities related to uses of icts to combat hiv-aids, it is important here to re-emphasize the critical link between hiv-aids and the education ch question 50:What models exist for how can existing information distribution mechanisms being utilized in education also carry information about hiv-aids, and what best practices have evolved? 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Read university of school of education and social school of education and social homepage / learning and teaching / teaching with ict / of learning and we arepast year experience programassessmentwrite siteaccessing uoshelp with academic skills and developmentgroup work guideinterprofessional learningcritical reflectionaudio visualacademic y of education and social work teaching excellence awardvice chancellor's awardsquality teaching awardsaustralian learning and teaching council awardspearson education – teacher educator of the year awardpast guidenotice boardprofessional standardsgraduate qualitiesnsw education standards hereprotocolstheory, practice and examplesict , practice and -curriculum orative et and social ctive whiteboards and slide ing and ctive ls - research on ict in is a list of online journals which may publish articles of interest to researchers or practitioners on the integration of ict into teaching and lian journal of educational technologyan online journal providing articles on educational technology, information and communications technologies for education, online and e-learning, educational design, multimedia, computer assisted learning, and related areas. Retrieved jan 19, 2011)journal of interactive media in educationan online journal providing discussion on the theoretical and practical aspects of interactive media in education including cognitive, social and cultural issues and improving learning through the development and use of better interactive media. Retrieved jan 19, 2011)technological horizons in education: the journalan online journal dedicated to informing and educating k-12 tech-savvy educators within schools, and classrooms to improve and advance the learning process through the use of technology. Phone: +61 2 9351 ised by: dean and head of school, the university of sydney school of education and social t the university | disclaimer | privacy | accessibility | send feedback. Research, wageningen, the presented at the european conference on educational research,Lahti, finland 22 - 25 september 1999. 1 problem use of information and communication technology (ict) in dutch education is expectation and desire. The nature and which ict is being used in education is considered to be a result of synergy between. According to commit,Teacher training institutes therefore have to shift their focus from dealing with ion to that of ‘future education’.

Accordingly, teachers can be as much as ed and thus, can encourage the implementation of ict in secondary main research question is: what is the teachers’ prospective role in a -designed learning environment and what competences are required for this role? 2 research following questions are posed in our study:What are the consequences of (the use of) ict in occupational practice on the s and curriculum of secondary (agricultural) vocational education? Are the consequences of an ‘ict-integrated’ curriculum (in onal education) and the use of ict on the job of the (future) vet professional? Presenting the research methods and results, we will discuss the concept of ict-designed learning environment and the status quo of the use of ict in onal education. A er is the best known example of the use of ict in education, but the term also frequently used. The following functions of the use of ict in education are described ture (ser, 1998, moonen and kommers, 1995, pilot, 1998). Mostly organised in a specific is being learned depends on the type of education and the level of the ion prepares students for the use of ict in education, future occupation and as an ‘assisting tool’. This refers tot ict as a tool for learning itself, the medium through which teachers can teach and learners can appears in many different forms, such as drill and practice exercises, in educational as a tool for organisation and management in 1998, octo (a dutch educational research institute) studied the extent in which actually being used for realising the above-mentioned functions. The present work concentrates onal r, given the lack of a sufficient response, a reliable image for the cannot be given, but an impression of the status quo of the use of ict onal education is possible. Can conclude (present work and uncited literature) that ict has many ilities, but that the real innovative use of ict is not broadly adopted in onal paper will discuss the questions concerning ict and education (not ict tional practice). Several methods of data collection were used for this component described in the first paragraph, the main research question concerned the ng environment and the teacher’s prospective role. Educational designing-skills’ as the core of the future to use ict in an innovative manner is an important bottleneck teachers have with (van den dool, 1998). It can be interpreted as a ‘design-question’ us to formulate the proposition that ‘educational designing’ skills core of the future teaching on the scenario-studies and interviews with experts we can conclude that ( how) designing is necessary to be able to realise the desirable rmore, reasoned from the actual situation, it is plausible that teachers do not s these ‘educational designing skills’ sufficiently at present. We its uncertainties, we do not know what education in the future will look heless, it is possible to outline scenarios and to formulate expectations. Usly conducted scenario-studies, politics appear to have deduced a sort of of future education in which ict is integrated completely. As a result, there will be less time for passing ation in on this image we can actually conclude that education is nowadays lagging expectations and wishes. However, in some scenario-studies, it was pointed out al developments could prevent extensive integration of ict in education. Design-thinking’ of the schools and of teachers (inside these schools) and in which education as outlined will be of all, schools should, from a society point of view, reflect on the concept ng in a future society, the part that education will play, what they will students. In this process, a great variety of alternatives and choices le, which may arise among schools depending on the way and degree in which they ict as an adequate mean to realise their educational goals.

Whether or not ict used, a vision and ‘educational design’ is seems that the attention focussed on the use of ict in education has ned and sharpened the discussion about educational development and future what characterises current education? Although teachers consult each other ntly, the teacher eventually decides on the educational practise in his class is responsible and has the opportunity, as long as the results are satisfactory, in the way he pleases. Education and teacher are tied to a specific content of education,Timetables, amount of face-to-face instruction, instruction time, class rooms, the teacher’s status is laid down (de wolf, 1998). Legal provisions ine the educational practice in e of these constraints teachers are insufficiently challenged and stimulated powerful learning environments and guide students in their learning dually and therefore, the use of ict does not take ising, we can conclude that the implementation of ict cannot be realised ints. Moreover,Information is dating so rapidly that education cannot keep on focussing on the knowledge any longer. Education needs more than s of learning processes; for example, there is also a need for people who are prepare the curriculum properly and who can create learning r respondent expressed it in another way: ‘ teaching and learning no functions, but roles which pass to others. Ict-skills partly necessary for using ict in g at the afore mentioned research results, it seems unnecessarily to argue ic ict-skills for teachers as a key for the problems experienced by entation of ict in education. How to implement ict in education mainly seems to be -problem (how does a teacher create a powerful learning environment? Core problems are an interesting basis for education,Because they define the professional core and structure and select the t. Teacher requires many educational and didactical skills to deal with tely (compare ministerie oc&w, 1998). Great pedagogical, didactical an educational psychological be a professional on the subject matter (vocational content). Large knowledge of (the application possibilities of) modern educational d to ‘cut to size’ of student guiding processes (e. For working in strative and organisational orating rmore, the interviewed teachers especially underline the teachers’ ning the use of ict in education. Within this topic, one of our respondents pointed out the fact that the most fundamental of changes (in education) so far. For the first time, children something their parents cannot and which parents actually will never learn it in lly for vocational education in the netherlands is the fact that schools often. A different position of teachers and teacher training results call for a re-evaluation of the research assumptions. Ally creating ‘new’ education in which ict is being used adequately (le), we need more than just well-equipped teacher is part of an entire school organisation. Teacher depends on the specific situation in the school and therefore, he teacher training for the implementation of ict in education, the prommitt committee assumes a bution of the teacher training institutes and considers them a driving force (-position via so-called "bottom up" processes). Additionally, the develop its post-initial education in this s and teacher training institutes experience a comparable process.

Zoetermeer : ministry of education, culture and science, den haag:This document was added to the education-line database on 19 october s of ict in education. Zoetermeer : ministry of education, culture and science, den haag:(type hier de titel van je artikel).