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Tag Archives: ICTs

“There are many different varieties of environments that the Linux community has designed for the children, and I haven’t yet explored them all, but of the ones I did, you should be able to find a great solution for teaching a kid you know about Linux and computing”.

CREDIT: Open Voices, Issue 7, Opensource.com

Copyright © 2014 Red Hat, Inc.

A shining example:

http://www.ictworks.org/news/2011/12/16/school-curriculum-should-drive-computer-use-tanzanian-education-systems?utm_source=feedburner&utm_medium=twitter&utm_campaign=Feed%3A+Ictworks+%28ICTWorks%29

India sets the pace:

http://www.ictworks.org/news/2011/12/12/aakash-35-android-tablet-towards-universal-access-computing

ideas, knowledge can exist in conversational threads as is typical of online forums.
the important thing here is the asynchronicity, the time dimension since most online forums spread and share information over time, allowing for proper digestion and use of the particular information.
educators (a very broad category) should therefore embrace technologies especially LMS’s OR CMS’s (course management systems) and there is this new tool being researched by University of Wollongong, Australia called SNAAP
that further enhances the use of LMS’s in education. technology gets better every passing second.
there seems to be no limit.

cf.
http://research.uow.edu.au/learningnetworks/seeing/snapp/index.html

am looking forward to educators using ASYNCHRONOUS modes of assessment, for example project based
pedagogies spread over time in evaluating students. why do we use powerpoint slides for example during
speeches and presentations, they do remind us of where we are particularly with respect to time
and safeguard our going off-track not so? so i believe that (open book exams for instance) should be
the norm so that constructivism would be encouraged in today’s learners, that we would encourage extrapolation
and externalization of knowledge OVER SOME TIME CONTINUUM
specifying an amount of time say 2 hours for exams really might not help, why not one full day, one week etc?
quality assurance should now be more concerned with modes of learner assessment, and this sure is one way QA can
be  most effective .

welcome
research discussion of trends in the developments and applications of ICTs in Education

b4 we begin todays, recap of last session

talked of ICT USE IN EDUCATION,

TRENDS AND DEVELOPMENT

AND THE CASE FOR DISTANCE EDUCATION

we are looking at these in the broader contexts of

The Dakar Educational Goals
and

The Millennium Development Goals

so to progress,

Hindsight, Insight, Foresight, Oversight : A Call for Learning Futures
What we need to know is changing rapidly and with it, what we need to learn. The key question is how to teach a new generation of learners.

credit: http://www.oeb2009.com

Traditional colleges
and universities build online course content according to the organizational and financial logic
of what Tony Bates once called the ‘cottage model’.

http://highereducationmanagement.wordpress.com/2009/10/08/500-million-digital-media-for-online-higher-ed/

what is the relevance for our academic communities? :

analyse blog

Research and Education Networking Unit
Introduction
The integration of ICT into teaching, learning, research, information dissemination and management activities has been a priority issue in African higher education for many years. Among the many initiatives in this regard, the AAU initiated an ICT project in 2001 under the title, ‘Study on the Use and Application of Information and Communication Technologies in Higher Education Institutions in Africa’ , with the limited objective of creating a toolkit for the institutional self-assessment of ICT maturity.
Under its Strategic Plan 2003-10 and following a very strong mandate issued by the 11th General Conference of the AAU held in Cape Town, South Africa, in February 2005, AAU had to establish role as coordinator of the many ICT initiatives currently underway. Matters were taken a step further at the 3rd International Workshop on Open Access which was sponsored by the Swedish International Cooperation Agency, the International Development Research Centre and the United Nations’ ICT Task Force, in Maputo, Mozambique in May 2005, when participants as well as donor agencies active in ICT initiatives in Africa agreed on the need for coordination and the role of the AAU at the continental level.
The Association formed an Research and Education Networking Unit to act as a focal point in relation to the many initiatives in relation to Information and Communications Technologies (ICT) in education and research networking, currently under way in Africa.
The principal role of the Education and Research Networking Unit will be to:

* facilitate national research and education networking

credit:
http://www.aau.org/renu/index.htm

for the big picture blog post on UNIVERSALITY OF ACCESS , 2009 LIFELONG LEARNERS

HENCE THE NEED FOR LIFE-LONG EDUCATORS (HOW IS the educational system PREPARING STUDENTS TO BECOME LIFELONG LEARNERS)

( QA in ICT EDUCATION)

join in the discussion, contribute

ICTs in education
ICTs IN the community
ICTs IN Governance

The Consortium for Educational Access, Transitions and Equity (CREATE) is a Research Programm
Consortium supported by the UK Department for International Development (DFID). Its purpose is to
undertake research designed to improve access to basic education in developing countries. It seeks to achieve
this through generating new knowledge and encouraging its application through effective communication and
dissemination to national and international development agencies, national governments, education and
development professionals, non-government organisations and other interested stakeholders.