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Information and Communication Technologies in Education

Information and Communication Technologies (ICT) have already had a significant impact on education in many countries around the world. As the "Information Revolution" has an impact on world society, education is seen as a priority for the developed as well as the developing countries. It is an opportune moment to reflect on current practice and consider how schools can retain what is best, while changing to meet the needs and demands of the new world. This volume examines the many aspects of the integration of ICT into the schools of the future. It describes the experiences of different countries in developing models of schools of the future with ICT at the foundation. It provides insights into the essential conditions for developing future new learning environments supported by ICT. It includes perspectives from both developed and developing countries as they prepare for future educational systems of the Information Age. The main themes presented in this book are: experiences from a variety of national initiatives, policies, and strategies; ICT tools for teaching and learning; and distance and online learning; preparation of teachers for new ICT-rich learning environments; change and impact on learning of ICT; the influence of ICT on school culture and organization; cultural and historical perspectives; and future perspectives for the use of ICT in schools. This volume contains the selected proceedings of the International Conference on The Bookmark of the School of the Future, which was sponsored by the International Federation for Information Processing (IFIP) and held in April 2000 in Vina del Mar, Chile. Contributions from experts around the world make this volume a useful addition for professionals in the field of education, government, informatics and development.
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Table of Contents

Message from the Conference Chairmen. Chile 2000 Committees. Chile 2000 Sponsors. Introduction; P. Hogenbirk, H. Taylor. Section 1: Perspectives for Education in Latin America. Current status and perspectives for education in Latin America; A.L. Machado. Section 2: The Internet in the School Environment. The school of the future: the WWW and learning processes in new learning environments; B. Collis. Section 3: School Culture. Dissemination of information and communications technology and change in school culture; H. Azinian. Internet in the classroom: Teachers as custodians? K.-W. Lai. The Esloo design for the digital elementary and secondary education; J. Westbroek. Section 4: Teacher Development. Teacher development in ICT: Vision and implementation; I. Nikolova. How teachers and teacher training are changing; V. Midoro. Didactics, ICT and the teacher of the future; B. Cornu, C. Danon. Section 5: Change and Impact on Learning. A taxonomy of ICT mediated future thinking skills; D. Passig. New literacies for connected learning in global classrooms; T. Downes, K. Zammit. Identifying educational core competencies for the Information Age; J.R. Isaac. Section 6: Distance and Online Learning. Students teach students; K.D. Graf, K. Yokochi. Developing home-school links: Implications for learners, learning, and learning support; D. Passey. Edunetmatics - Education assisted by a world telematic net; A. Saldano, M. Reyes. European Schoolnet - Bringing the world into the classroom; J. Hylen. Institutional perspectives for online learning: Policy and return-on-investment; J. Moonen. Section 7:Cultural and Historical Perspectives. Exquisite complexity &endash; Rethinking the learning process and the learning environment in the Information Age; G. Marshall. Networked technologies and other stories: New paradigms for learning; A. Kassam. Values and competencies in the school of the future; H. Maturana, E. Cabezon. Section 8: National Examples. The impact of modelling in informatics education on collaborative learning with school Intranets; S.E. Schubert. Designing digital learning environments; P.A. Jansen, et al. Assisting or creating the future?; L. de Cruz Fagundes. Section 9: Future Perspectives. Building the evidence base for macro-systemic change; J. Ridgway. Section 10: Focus Group Recommendations. Overview of the focus group recommendations; H. Azinian, R. Morel. Index of Contributors.


"I enjoyed this book and will be recommending it for our library"(Computers & Education, 31 (2001)

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