In the 1990s, the potential for ICTs to improve schools emerged as part of the education policy agenda in many OECD countries. Initially, the focus was on capacity: providing schools with hardware and software for learning and administration. Since then, much progress has been made in some areas.

 

However, the enormous investment in computers and Internet connectivity for schools in some areas raises many questions, including the question of how the potential benefits of this investment are to be realised. For those schools with access to technology, the emphasis is shifting away from increasing ICT capacity to maximising the benefits of the existing capacity. The following sections discuss the use of ICT in schools for both learning and administrative tasks, as well as issues that surround ICT in education. One of these issues is the inequality of access to technology, also known as the "digital divide."

 

Schools are confronted with opportunity and increasing complexity: They not only need to choose and implement some of the possibilities that ICT has to offer, from forms of management to innovation in learning settings. They also need to prepare students for a life marked by rapid technological change.

 

 

Introduction

Bridging the Digital Divide

Country Examples

The Role of ICT in Each SfT ScenarioMigration

 

 

至尊百家乐走势图 女孩子在酒店赚钱吗 聊天打字赚钱的aqq 读书郎怎么赚钱 i赚钱挂机宝积分 省钱快报能赚钱嘛 鹤岗批发什么赚钱 现在做点什么生意容易赚钱 天涯明月刀怎么起步赚钱 一款可以赚钱的手机试玩应用 批发市场靠什么赚钱 手机下软件赚钱真的假的 问道2018赚钱 临摹书法赚钱 维修手机屏幕赚钱 山西煤矿土方赚钱吗 天龙八部天龙怎么赚钱