The obstacles in IT Educational Practices
The ICT policy has a key role to play as it should aimed to developed a country’s ICT sector
while establishing an “ICT-enabled environment” that allows cross-sectoral
ICT adoption. But with that practices there are obstacles or problems and issues encountered based on using the technology (ICT). First is the cost implications are usually not thoroughly worked out, as a result with that in most cases, all costs after the initial investment of hardware are either considered to be school or parental responsibilities. The M&E component
is often missing from ICT for education plans or is generally too weak to
provide substantive insight. And some problems are as of the following:
while establishing an “ICT-enabled environment” that allows cross-sectoral
ICT adoption. But with that practices there are obstacles or problems and issues encountered based on using the technology (ICT). First is the cost implications are usually not thoroughly worked out, as a result with that in most cases, all costs after the initial investment of hardware are either considered to be school or parental responsibilities. The M&E component
is often missing from ICT for education plans or is generally too weak to
provide substantive insight. And some problems are as of the following:
- The hardware available was not sufficient to accommodate ICT supported teaching.
- Certain software was difficult to learn and use.
- The software available was not sufficient to accommodate ICT supported teaching.
- The management did not initiate any program, such as; seminar and workshop to encourage ICT supported teaching.
- Low level of interests, drive and being open to changes of the teachers and principles in the schools.
- Low numbers of computers in the school.
Philippines ICT policies and strategies in education.
The Philippines has begun to re-conceptualize the policies and strategies of ICT in education towards life-long learning. It involved in education as an enabling and productivity tool that will enhance learner performance. The Philippines believes that basic education should evolve and nurture an ICT framework designed to enhance, broaden, strengthen and transform learning to develop the Filipino learner into a person who is excellence, innovative, and creative with a deep sense of community and concern for harmony and the common good.
The basic education in Philippines empower learners, equipping them to for the challenges in the new millennium by improving the quality and accessibility of education through the use of appropriate ICT. They promote the use of appropriate and innovative technologies in education and training. And develop competence in the use of the technologies and in he design, production and use of ICT-based instructional materials.
The basic education in Philippines empower learners, equipping them to for the challenges in the new millennium by improving the quality and accessibility of education through the use of appropriate ICT. They promote the use of appropriate and innovative technologies in education and training. And develop competence in the use of the technologies and in he design, production and use of ICT-based instructional materials.
ICT POLICIES AND STRATEGIES IN EDUCATION
New Zealand Policies and Strategies.
New Zealand conducted task on policies towards progressive state in policies and strategies. They became more progressive in to their strategies and policies by bringing about improvements, and embedding those improvements into day-to-day practices, takes time. However, short programmes are important because they raise awareness of ICT, generate enthusiasm, and clarify the roles of educational leaders in enhancing their school's teaching and learning. The greatest benefits for teaching and learning appear to occur when teams of people work together, learn from each other, and have access to sustained support as they integrate ICT into their teaching. They develop their leadership skills, because they believe that leaders and facilitators with a sound understanding of ICT and its use in teaching and learning are crucial to successful professional development. The Families, communities, businesses, and other stakeholders - to effectively engage families, communities, businesses, and other stakeholders to enhance students' knowledge, understandings, skills, and attitudes.
AUSTRALIA ICT POLICIES AND STRATEGIES
Based in my research the vision in Australia for students, schools will seek to integrate ICTs into their education systems to improve student learning, to offer flexible opportunities and to improve efficiency in business. All state governments share responsibility for making this vision become a reality, in terms of funding and ensuring that public funds are spent effectively and efficiently. Australia is one of the successful distance education programmes to provide education to those who live in remote places in the outback. More recently, Australia has become a pioneer in using ICT for educational purposes. They support access by educators and students to high quality public domain online resources and services relevant to Australian curricula. To achieve this, their strategies include strengthening programmes for schools to adopt new paradigms of learning using ICTs and committing resources to the key areas of development, infrastructure and curriculum content in a balanced and integrated way. They focused on student outcomes and on the most effective use of ICT to improve their students and achieve their goals in life.
Australia is one of the progressive state because of their policies and strategies that they prevail for they want to aim, achieve and developed their capabilities. They conduct high quality education to be more progressive. And when their students leave their school, they must be confident, creative and productive enough to understand in using technologies particularly in communication technologies and technology on society.
MALAYSIA ICT POLICIES AND STRATEGIES.
Malaysia is also one of the progressive state. They became progressive because of they prevail their own policies and strategies which will make them more progressive. They implemented various initiatives to facilitate the greater integration of ICT to improve capacities in every area of life, including the enhancement of education and training programmes. In order to support their country they enhanced pedagogy, more effective organizational structures in schools, stronger links between schools and society, and the empowerment of the learner. They Characterized their ability to deliver education in a better way. They increased understandings of how ICT can be used to enhanced curricular content. The outcomes of their activities and projects are expected to facilitate effective policy making and adaptation of innovative ICT practices.
Australians facilitate communication among their lecturer and to their students which provides information on how ICT can be used to enhanced their delivery and management for higher education. Through their policies and strategies it improved the higher education against the reality of decreasing resources.
HONG KONG STRATEGIES AND POLICIES ICT EDUCATION
The strategies and policies that they prevail to make their country more progressive is that they aims to harness the power of ICT to turn schools into dynamic and innovative learning institutions, where students can become more motivated, inquisitive, creative and independent lifelong learners. Australians provide schools with a threshold level of hardware, technical support and an appropriate network infrastructure for collaboration and communication between the educational sectors and the community. ICT facilities will be progressively increased and the provision of educational software will be more structured. They have shown that in this region ICT is not being used to its full potential in enhancing the quality of teaching and learning. They organized to take opportunity to commend all the applicants for their efforts in using ICT to increase the quality of education, support inclusive education, provide equal educational opportunities to disadvantaged and marginalized groups and communities.
SINGAPORE ICT IN EDUCATION AND THEIR POLICIES
The people in singapore developed and prevails such policies and strategies to higher quality education. The teachers focused on professional development to create sustainable proficiency and to meet the varied needs of students who are at different stages of ICT use in their curriculum. Teachers should also be supported and recognised for their efforts in using ICT. They aimed to help create an enabling and supportive policy environment towards increasing ICT connectivity for education and towards the systematic integration of ICT in educational policies and programme. They are now using this kind of tool to enhance the awareness of decision making and strengthen the capacity to implement and monitor appropriate "ICT in Education" policies and plans.
Philippines ICT
New Zealand conducted task on policies towards progressive state in policies and strategies. They became more progressive in to their strategies and policies by bringing about improvements, and embedding those improvements into day-to-day practices, takes time. However, short programmes are important because they raise awareness of ICT, generate enthusiasm, and clarify the roles of educational leaders in enhancing their school's teaching and learning. The greatest benefits for teaching and learning appear to occur when teams of people work together, learn from each other, and have access to sustained support as they integrate ICT into their teaching. They develop their leadership skills, because they believe that leaders and facilitators with a sound understanding of ICT and its use in teaching and learning are crucial to successful professional development. The Families, communities, businesses, and other stakeholders - to effectively engage families, communities, businesses, and other stakeholders to enhance students' knowledge, understandings, skills, and attitudes.
AUSTRALIA ICT POLICIES AND STRATEGIES
Based in my research the vision in Australia for students, schools will seek to integrate ICTs into their education systems to improve student learning, to offer flexible opportunities and to improve efficiency in business. All state governments share responsibility for making this vision become a reality, in terms of funding and ensuring that public funds are spent effectively and efficiently. Australia is one of the successful distance education programmes to provide education to those who live in remote places in the outback. More recently, Australia has become a pioneer in using ICT for educational purposes. They support access by educators and students to high quality public domain online resources and services relevant to Australian curricula. To achieve this, their strategies include strengthening programmes for schools to adopt new paradigms of learning using ICTs and committing resources to the key areas of development, infrastructure and curriculum content in a balanced and integrated way. They focused on student outcomes and on the most effective use of ICT to improve their students and achieve their goals in life.
Australia is one of the progressive state because of their policies and strategies that they prevail for they want to aim, achieve and developed their capabilities. They conduct high quality education to be more progressive. And when their students leave their school, they must be confident, creative and productive enough to understand in using technologies particularly in communication technologies and technology on society.
MALAYSIA ICT POLICIES AND STRATEGIES.
Malaysia is also one of the progressive state. They became progressive because of they prevail their own policies and strategies which will make them more progressive. They implemented various initiatives to facilitate the greater integration of ICT to improve capacities in every area of life, including the enhancement of education and training programmes. In order to support their country they enhanced pedagogy, more effective organizational structures in schools, stronger links between schools and society, and the empowerment of the learner. They Characterized their ability to deliver education in a better way. They increased understandings of how ICT can be used to enhanced curricular content. The outcomes of their activities and projects are expected to facilitate effective policy making and adaptation of innovative ICT practices.
Australians facilitate communication among their lecturer and to their students which provides information on how ICT can be used to enhanced their delivery and management for higher education. Through their policies and strategies it improved the higher education against the reality of decreasing resources.
HONG KONG STRATEGIES AND POLICIES ICT EDUCATION
The strategies and policies that they prevail to make their country more progressive is that they aims to harness the power of ICT to turn schools into dynamic and innovative learning institutions, where students can become more motivated, inquisitive, creative and independent lifelong learners. Australians provide schools with a threshold level of hardware, technical support and an appropriate network infrastructure for collaboration and communication between the educational sectors and the community. ICT facilities will be progressively increased and the provision of educational software will be more structured. They have shown that in this region ICT is not being used to its full potential in enhancing the quality of teaching and learning. They organized to take opportunity to commend all the applicants for their efforts in using ICT to increase the quality of education, support inclusive education, provide equal educational opportunities to disadvantaged and marginalized groups and communities.
SINGAPORE ICT IN EDUCATION AND THEIR POLICIES
The people in singapore developed and prevails such policies and strategies to higher quality education. The teachers focused on professional development to create sustainable proficiency and to meet the varied needs of students who are at different stages of ICT use in their curriculum. Teachers should also be supported and recognised for their efforts in using ICT. They aimed to help create an enabling and supportive policy environment towards increasing ICT connectivity for education and towards the systematic integration of ICT in educational policies and programme. They are now using this kind of tool to enhance the awareness of decision making and strengthen the capacity to implement and monitor appropriate "ICT in Education" policies and plans.
Philippines ICT
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