Do new information and communications technologies have a role to play in the achievement of education for all?

Abstract

Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the ‘technological’ view; the ‘donor’ view; the ‘anthropological’ view; the ‘standard’ view; the ‘individual’ view; and the ‘transmissional’ view. Drawing on empirical research into ICT and teacher education in sub‐Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments (‘developmental’, ‘democratic’, ‘cultural’, ‘deep’, ‘community’ and ‘pedagogic’). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community.

Availability and Utilization of ICT Resources in Teaching Computer Education in Secondary Schools in Anambra State, Nigeria

“…The findings of this study is also in tandem with Leach (2008) that the new information and communication technologies (ICTs) needed for achieving the goals of education for all are not available.…”

The Instructional Power of Game-Based Learning and Simulation in a K-12 School in the Tehran, Iran

“…Also, they add value to learning as they encourages conceptualising imagined phenomenon to real life experiences (Law 2010). Despite the positive effects that games bring in a learning environment, improper use can have adverse effects on a student (Leach 2008). Effects such as health problems, abnormal behaviours such as aggressiveness and poor time management can result as a result of improper administration of games (Luck 2010).…”

Optimal Solutions for Performance Improvement -- A Case Study of IT Center at Jazan University

“…There is no doubt that well-designed learning programs through ICT allow universities to reach new potential students, particularly students with mature learning skills, lifelong learners, physically disabled students, working professionals, students who can't participant in the traditional classroom teaching. ICT is seen as "an essential aspect of teaching's cultural toolkit in the twenty-first century, affording new and transformative models of development that extend the nature and reach of teacher learning wherever it takes place" (Leach, 2008).…”