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Lessons Learned From Lessons Learned: The Fit Between Online Education "Best Practices" and Small School Reality
Schools of all types and sizes are exploring the merits and facets of online learning approaches; but, the online delivery literature has focused on "best practices" generated primarily through the experiences of larger schools that are on the leading edge of this innovation. Small public schools, on the other hand, are faced with unique challenges in profiting from the advice of these first movers. Small schools are hampered as a result of severely constrained resources, among which are personnel, money, infrastructure, and time. These factors limit the ability of small public institutions to fully adopt widely approved online best practices. This article reviews contemporary research on the implementation of online learning, examines one small public school's experience as a case study, discusses the disparities between the capabilities of large versus small public institutions of higher education, and outlines implications for other small schools that wish to pursue online education.
The Maine thing about 1-to-1 computing | A World Bank Blog on ICT use in Education
The Magellan Plan in Portugal, Plan Ceibal in Uruguay and other various One Laptop Per Child (OLPC) initiatives around the world ... before all of these well-publicized large scale national educational technology programs came the 'granddaddy' of all such 1-to-1 computing initiatives: the Maine Learning Technology Initiative (MLTI) in the northeastern corner of the United States.
Comparing ICT use in education across countries | A World Bank Blog on ICT use in Education
At a fundamental level, attempts to answer many of the pressing policy questions we have about the use of ICTs in educational settings around the world -- and the impact of such use -- are complicated by the fact that we still do not have reliable, globally comparable data in this area. As hard as it may be to believe -- especially given the large investments being made in this area and the increasing strategic importance of this topic in many countries -- basic answers to many basic questions about the use of technology in schools around the world remain largely unanswered.
Guide to Measuring Information and Communication Technologies (ICT) in Education: UNESCO Institute for Statistics (3.14)
In a groundbreaking move to put in place internationally standardized methodologies and indicators to monitor the growing integration of information and communication technologies into education across countries, the UIS has released the Guide to Measuring Information and Communication Technologies (ICT) in Education. \nIn addition to the UIS core set of indicators, this guide presents an expanded list to address a wide range of policy concerns in relation to the new paradigm of ICT-enhanced education service delivery. It will help to ensure consistent use and interpretation of ICT in education statistics among policymakers, statisticians, researchers, experts and statistical institutions across the world.\nThis technical paper should serve as a reference and training guide for collecting comparable data at the country level and for completing future UIS questionnaires on ICT in education. Given the rapidly evolving nature of this field, this is intended to be a living document that will be subject to future refinements.
Guide to methodological Innovation in e-learning
The possible users of this guide: professional teachers which want to innovate and carry out new alternative teaching methods; company teachers which want to replace traditional methods and want to meet the needs required by the new business environment; organizations which want incorporate e-learning as a way of learning innovation; university professors which stand for innovation as a way to adapt to Europe and the new knowledge society requests; institutions and organizations which use ICT's for teaching learning.\nFinally for everybody that needs to learn to learn which are the new rules of the 21th century environment.
Do We Really Need to Assess ICT4E Initiatives? And If So, How?
Please join infoDev for what is expected to be a lively and informative conversation exploring assessment validity and tools for ICT4E. Topic experts Mary Hooker and Rob van Son have already posted their remarks.
The impact of digital technology: A review of the evidence of the impact of digital technologies on formal education
The impact of digital technology, shows how ICTs are playing powerful role in enhancing learner’s efficiency, greater engagement and improving performance.Digital skills are important to social and economic participation. There is now a growing body of national and international evidence demonstrating the positive impact of digital technologies on measurable learning outcomes.The outcome of the study shows that classes with online learning, whether completely online or blended, on average produce stronger learning outcomes than learning face-to-face alone. Young people with a computer at home are less likely to play truant at ages 14 and 16 than those without computer access. For example, having access to a computer at home is associated with a 5.8% reduction in the likelihood of playing truant at age 16. Researchers have pointed to well-crafted use of technology benefiting, for example: increased learner effectiveness or performance gains , increased learner efficiency , greater learner engagement or satisfaction , and more positive student attitudes to learning.
Education for a Smarter Planet: The Future of Learning CIO Report on Enabling Technologies
This IBM® Redguide™ publication is a supplement to the Future of Learning: Executive Insights Report. It provides an in-depth investigation into three enabling technologies and provides actionable guidance to aid CIO strategic and investment planning efforts. Specifically it discusses the value and role of consumer IT, open technologies, and cloud computing in the future of education. In addition, this guide provides real-world examples of the how these technologies work.
Information Communication & Technology (ICT) in Education for Development
This paper aims to explain the current state of how ICT is being used in education and how it can better benefit current and future users. Information and Communication Technology (ICT) can be an extremely powerful enabler in efforts to bring positive and sustainable development to countries around the globe. Today, almost a full decade into the 21st century, we live amidst an unprecedented revolution in the advancement of ICT. We are also, however, surrounded by widespread poverty, and social and economic inequalities are the norm. Considered as a powerful tool to promote social and economic development, education has become a primary focus of the recently forged Information and Communication Technology for Development (ICTD) community, especially in the Least Developed Countries. One way of ensuring equitable development targeted at the very poorest is through universal social protection, including education, health and income.
Digital learners in higher education: phase 1 report: BCIT
The Phase 1 report of the Digital Learners in Higher Education research project concludes that there is no empirically-sound basis for most of the claims that have been made about the Net Generation. The study reviewed the net generation literature and research and surveyed a random sample of BCIT second year students. The findings show that there are no meaningful differences between Net Generation and non- Net Generation students at BCIT in terms of their use of technology, their behavioural characteristics and learning preferences.
Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town
Information and communication technologies (ICTs) provide a range of opportunities to share educational materials and processes in ways that are not yet fully understood. In an extraordinary development, increasing numbers of traditional and distance universities are using ICTs to make a selection of their teaching resources freely available as 'open education resources' (OER). The University of Cape Town recently signed the Cape Town Open Education Declaration signalling some senior level support for the notion of OER. In anticipation of an institution-wide roll-out, lecturers and educational technologists at UCT are grappling with the issues that need to be addressed to meet this intent. This paper suggests that careful analysis of existing educational materials and processes is necessary to provide an indication of what can be done to make them more openly available beyond the confines of an individual teaching and learning space. However, the deceptively simple term "open" hides a reef of complexity. This paper endeavours to unravel the degrees of openness with respect to key attributes of OER, namely social, technical, legal and financial openness in an attempt to make the task of identifying where changes could be made to existing teaching materials or processes a little easier for the lecturer and the educational technologist alike. While acknowledging the potential value of content, we contend, however, that it is the opening up of educational processes, which we are calling Open Pedagogy (OP) enabled by the Web 2.0 technologies that are set to play the more transformational role in the collaboration between students and lecturers.
Increasing education access through open and distance learning in Tanzania: A critical review of approaches and practices
With an area of 943,000 square kilometers, Tanzania has a population of about 34 million comprising more than 120 ethnic groups with diverse cultures and notable income differentials. Over 35 per cent of the people live below the poverty line which makes it difficult for an increasing number of people to access education at secondary, tertiary and higher education levels. The universalization of education and its worldwide acceptance as a continuous or lifelong undertaking, coupled with concerns about educational access and equity, as well as the prevailing level of poverty necessitates the use of various education delivery approaches to enable all citizens to benefit from this public good. The major objective of this paper is to document an discuss the initiatives that Tanzania has taken to expand educational opportunities at various levels using open and distance learning (ODL) approaches. The paper begins by explaining the socio-political context for ODL in Mainland Tanzania and Zanzibar and proceeds to recount the distance education initiatives that have been established over time using both the longstanding traditional technologies and new media and technology. It then analyzes the opportunities and challenges in these initiatives. It ends with the proposal of how to improve both access and the quality of education using emerging educational technologies.
Community-based E-learning Centers for Out-of-School Youths and Adults, Philippines
This case studies showcases the innovative spirit of educators in using ICT in their teaching and learning practices. This booklet is a stand-alone case study describing the background of the project, implementation, outcomes and lessons learned.
OpenEdTech 2009: Call to Action
An official communiqué has now been issued by the Open Educational Technology 2009 summit. The Call to Action provides the context for the summit and the final action items. Interestingly, the eight action items agreed to by the participants have been reduced to five.
Effective practice in a digital age: A guide to technology-enhanced learning and teaching
Guide to designing instruction with a particular focus on the integration of learning technologies. The practical design advice in the guide is grounded in four perspectives on learning that are explained clearly and related to underlying assumptions and pedagogical perspectives.
Introduction to Emerging Technologies: Open Course - elearnspace
In about two weeks, Dave Cormier and George Siemens will begin their open online course on Introduction to Emerging Technologies, Africa. The course will be offered in both English and French. If you would like to be kept informed about the course (as a participant or observer), please join the Google Group.
Video use and higher education: options for the future
This report, undertaken by Intelligent Television and the Copyright Clearance Center, ‘takes a careful look specifically at video use in higher education and takes stock of trends in teaching and learning at the university level.’
The CU online handbook 2009
This handbook consists of four different sections. The first section is about trends and issues with online learning. The second section is about technology in action. The third section includes a brief summary of 25 different new emerging tools and applications. The last section includes different resources that you might use in your online classroom. Put together we hope to turn the CU Online Handbook into an annual publication, a guide to what is new, a celebration of what works and a toolkit for exploring new territory. Online education holds the promise to change the world. We’re excited about that future and looking forward to learning the hardest thing of all: How to teach differently
New millennium learners in higher education: evidence and policy implications
In the context of ongoing CERI work on higher education, this document addresses three questions. First, can the claim that today's higher education students are new millennium learners be sustained empirically? Second, is there research evidence demonstrating the effects of technology adoption on cognitive development, social values, and learning expectations? Third, how are higher education institutions coping with the widely assumed teaching and learning implications of the emergence of the new millennium learners? This document is an excerpt of Chapter 5 in the upcoming CERI volume on Technology in Higher Education in the Higher Education to 2030 series, which takes a forward-looking approach to analysing the impact of various contemporary trends on tertiary education systems.
Is the revolution justified?
It is common for observers and bloggers in educational technology to proclaim that current educational practice is, in some way, 'broken'. It is seen as not delivering deep learning, or failing to meet the needs of students, and of potentially becoming irrelevant to a new generation of digital learners.
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