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Week one Week two Week three Week four Week Six Week seven Week eight Week nine Week ten Week eleven Week twelve |
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Week five
31 March 2004 |
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This week, Dr. Siva presents us with some interesting topics such as ICT resources and Directions; and Policies and Strategic Plan. On ICT resources and Directions, Dr. Siva refers to the aims of the organisation; where the organisations are going forwards. This means that whether it is worthy or not if the organisation implements the ICT in resource and direction management of the organisation. On policies and strategic plan which applied and implemented in OECD focusing society and education, standards, and cognitive neuroscience.
The integration and infusion are the two terms that Dr. Siva emphasises in ICT. They are two key areas that the inventors or creators must take into account. These two areas are centres of excellence.
Dr. Siva further asks us if we belong to a school which is new to ICT, what we should do to move teachers who are considered as laggards to innovators. After discussion each group comes out with some ideas that the following items should be considered as the priorities. These include purpose, influence, articulation, benefits, pedagogical training and support and relevance.
After Dr. Siva�s session, Simon presents us how to use spreadsheet for assessment and grading. What we have learnt form Simon today is really useful and helpful for us as teachers because we can use the formula of this program to calculate the students� grades, so that the risk of mistakes of calculation is low in comparison with calculating by hands. |
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UNESCO Asia and Pacific Region Bueau for Education:
ICT incormation & Communication Technologies for Education in Asia-Pacifc
Component 1: The develoment of an enabling environment and policy support |
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The article talks about the sucessful of ICT in education which much depends on a supportive policy environment and framwork at the national level. The program will help to ensure that educational policy-makers, administrators, and practitioners are acquainted with the multifaced opportunities, challenges, and constraints of integrating ICT into education. |
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Cornu, B, (undated) National Policies on ICT in Education |
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the article discusses some conditions, some priciples and some questions which have to be takeb into account in education policies. These include
ICT and changes ......
- ICT brongs huge changes in the society
- ICT brings huge changes in the knowledge:
+ Teach the weakness of knowledge.
+ Teach the priciples of relevant knowledge.
+ Teach the human condition.
+ Teach the world identity.
+ Teach how to face the uncertainties.
+ Teach understaning.
+ Teach the ethics of humanity preparing citizen of the world.
- ICT brings changes in acessing the knowledge.
- ICT brings huge changes in the school
The specificity of school and the expectations of the society...
- Forming citizens in the world marked by change and dominated by the ephemeral; transmit the basic values of socitety and the universal values of humanity.
- Instilling knowledge.
Apart from what have been mentioned above, cornu also presents some core principles which must be address by educational policies; educational policies; need for policies and the ethical dimension; |
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Dagiene, V. (2003) Focus Pedagogical Dimension in ICT Literacy for Teachers |
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The article discusses main goals and scopes presented in the national strategy focusing: requirement of ICT skill of teachers, professional qualification of informatics teachers and ICT coordinators, adequte pedagogical and technical in-service traing for all teachers, demands of the information society, digital learning material for teachers, providing pedagogial support for teachers, chaing roles of school librarians and developing a system of incentive for all teachers who apply ICT in education. |
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Kearns, P. (2002) towards the Connected Learning Society: An International Overview of Trends in Policy for Information and Communication Technology in Education (p. 95-100) |
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The article mentions about the ICT and educational outcomes. These include outcome for students achievement and attitudes, impact on schools and teaching; and impact on communities. |
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