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Information and Communication Technologies in Schools: A Handbook for Teachers - How ICT Can Create New, Open Learning Environments

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UNESCO Paris, 2005, 240 p.

 

 

 

 

 

 

 

CONTENTS:

FOREWORD
PREFACE
1. SOCIETY, LEARNING IMPERATIVES, AND ICT
2. ICT: NEW TOOLS FOR EDUCATION
3. SCHOOLS IN TRANSITION
4. ICT IN LEARNING AND TEACHING
5. STRUCTURING THE SCHOOL CONTINUUM
6. MATHEMATICAL FUNDAMENTALS OF INFORMATION SCIENCE
7. ICT AND EDUCATIONAL CHANGE
REFERENCES
GLOSSARY
INDEX

 

Abstract

Education for All (EFA) is the foremost priority of UNESCO - because it is a fundamental human right and a key to sustainable development and peace within and among countries. Achieving the goals set in Dakar and at the Millennium Development Summit entails a commitment to a triad embracing access, equity and quality in primary and secondary education.

 

This Handbook is designed for teachers and all educators who are currently working with, or who would like to know more about, information and communication technologies in schools. The technologies involve much more than computers, and so the abbreviation we use for information and communication technologies - ICT - is a plural term to denote the whole range of technologies associated with processing information on the one hand and with sending and receiving messages, on the other.

 

A major theme of this Handbook is how ICT can create new, open learning environments. More than any other previous technology, ICT are providing learners access to vast stores of knowledge beyond the school, as well as with multimedia tools to add to this store of knowledge. ICT are largely instrumental, too, in shifting the emphasis in learning environments from teacher-centred to learner-centred; where teachers move from being the key source of informatino and transmitter of knowledge to becomign guides for student learning; and where the role of students changes from one of passively receiving information to being actively involved in their own learning.