Abstract The development of Information and Communication Technology (ICT) technologies has changed the lives of human being throughout the world. Obviously differences exist on how these developments have impacted on developed and developing countries. E-learning is often viewed as a vehicle that can bridge the digital divide between rural and urban communities in sharing knowledge, enhancing educational qualifications, ensuring life-ling learning, contributing towards alleviating poverty and accompanying social social-economic problems. After assessing three community centres located in developing communities, the authors propose a model for the sustainable implementation of elearning in multi purpose community centres as a means to rural community developments.

I denna studie undersöker vi lärares åsikter och kunskaper om användning av IKT i matematikundervisning. Genom att söka igenom tidigare forskning och vad rapporter från skolverket säger om den växande användning av IKT matematik som tillkommer i skolor har vi velat få lärares bild av hur de beskriver situationen inom området matematik. Genom intervjuer har vi pratat med lärare om deras uppfattning om IKT-användning i matematik. Lärarna ser mest fördelar med användning och deras didaktiska val att använda IKT-verktyg i matematikundervisningen är oftast som ett komplement som kan ge eleverna stöd. Men tillgångarna till att få mer kunskap om IKT-verktyg och dess användning gör det svårt att använda de senaste verktygen.

Mostly effectiveness of a library services is now largely depends upon information and communication technology (ICT). Due to information technology traditional libraries moved to digital libraries or paperless libraries. This study is identify various components of ICT, which are used or being used in libraries and information system. This paper describes the ICT infrastructure available in the GNE college library and its application for various library operations and services.

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This study augments an expanding body of research literature examining the complex process of integrating Information and Communication Technology (ICT) and introducing ICT-related literacy skills into English Language Arts classrooms. Widespread social changes related to ICT are impacting the literacy practices of people in everyday society. These changes in literacy practices represent challenges to teachers who have never used these literacy skills and have never seen them taught. Through two case studies, this hermeneutic phenomenological inquiry examines the experiences of two teachers who learn and lead learning using wikis. Data collection was conducted in two Grade 6 classrooms: one in an Ontario public school and one in a private international school in Mexico and consisted of observations, informal and formal interviews with the teachers as well as observations and focus group interviews with their students. The complex phenomenon of learning ICT and almost simultaneously having to teach it is documented and analyzed. The research involved teaching the teachers how to use a wiki and then co-planning and observing them teach a creative writing unit on the wiki. Data was analyzed and discussed with reference to Lankshear and Knobel’s (2011) Paradigms. Findings indicated that the two teachers held largely Paradigm 1(linear, individualistic and bounded) conceptions of literacy while the multimodal writing students were producing on the wiki represented Paradigm 2 practices (non-linear, collaborative and unbounded.) Also, the context of school was an insurmountable hurdle in the teachers’ efforts to integrate ICT into their English Language Arts classrooms in both cases. This study sheds light on the specific moments when this contrast between Paradigm 1 and Paradigm 2 perspectives impeded deep student engagement in digital literacy skills related to the wiki. / Thesis (Ph.D, Education) -- Queen's University, 2012-06-30 21:29:35.689

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Includes bibliographical references. / The aim of this study was to investigate the ways in which Information Communication Technology (ICT) was structured in a teacher education institution to prepare pre-service students for effective ICT integration in their future classrooms. The study investigated how a particular subject, viz. Information Communication Technology Design in Education (ICTDiE), was integrated into the teacher education programme.

This research investigates how Information and Communication Technologies (ICT) tools mediate in field supervision of undergraduate students. The research used Activity Theory systems to show that good supervisory practices lead to expansive learning. The study conducted over a two year period of eight weeks each, focussed on nine supervisors, students and administrators in the international programme (summer for the Western Countries) is organised by the College of Veterinary Medicine and Bio-Security of Makerere University. The students undertake field attachment and are supervised using various ICT tools. The research used qualitative methods and was grounded in Activity Theory. Data was collected through interviews, their participation and discussion in the Learning Management Systems (LMS) and the social media network (Facebook & Diigo) and through various feedback reports either from the supervisors or from the students to collect as much information as possible so as to understand the role ICT plays in this process. The research found that while ICT tools mediate in field supervision of undergraduate students through aggregation of multiple experiences and by providing a virtual proximity in the supervisory process. It also found that there are barriers in its usage which need to be addressed when doing so. These included; internet access and availability as key, power outages, and technical knowhow were also mentioned. The research further found that lack of adequate ICT tools to be used in the field, skills and at times failure to credit the source of content hindered its effectiveness. This inevitably creates lack of consistence in the way they are used. The research, therefore, concludes that there is need for a holistic approach to address the problem of barriers and usage so as to have a comprehensive implementation plan for the use of ICT in the supervisory process. This will assist supervisors in integrating them in their practice.

Includes bibliographical references. / This study is a response to the need to understand the meaning behind some of the unanticipated behaviour displayed by students in higher education institutions who have high access to information communication technologies (ICTs), but yet display limited use. The main objective of the study is to explore and highlight reasons why students privileged with high access to ICTs make such limited use of them.