TRANSFORMING EDUCATION VIA ICT
Erle Frayne D. Argonza
Gracious day from the idyllic boondocks of Antipolo PH!
Education demands greater reform than ever. Behavioral research across the world has shown problematic aptitude scores of basic education pupils in the sciences, math and language. Pedagogy (methodology) that was inherited yet from mass production industrial era just don’t seem to work anymore.
The Information Age has come, an age that was accelerated by the coming of knowledge-intensive technologies such as computers, fiber optics, and laser. Such technologies congeal in ICT whose applications in educational instruction and pupil studies have somehow been transformative.
In aid of our understanding of the ICT revolution in education, the UNESCO recently released a book on education policies. The report is shown below.
Transforming Education: The Power of ICT Policies
The Education sector recently published a new book “Transforming Education: The Power of ICT Policies”. The result of a programme of studies, consultation and exchange on policies, this publication aims at providing useful information on contemporary challenges for and approaches to public policies in the field of Information and Communication Technologies (ICT) in education.
Indeed, ICT in schools are seen by education policy-makers as an opportunity. Yet, once policy-makers consider making significant investments in ICT, a host of questions emerge, from how many computers are needed in a school to how teachers can use them. While such questions represent important implementation issues, they should not frame ICT policy. ICT can have a greater impact when the policies and programmes designed to implement them are crafted in the broader context of social and economic goals and aligned to a vision of economic development and social progress - in other words, when ICT policies and programmes support educational transformation.
This book reviews policies, programmes, and experiences in a range of regional and developmental settings – Jordan, Namibia, Rwanda, Singapore, and Uruguay. Each brings a unique historical, cultural, political, social, and economic context to bear on policy and its formulation. These case studies provide models and lessons that can help other countries in formulating their own policies regarding ICT in education. In addition, drawing on the analyses of the findings across case studies, the book considers their implications for educational policy, change, and transformation.
[Philippines, 19 October 2011]
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