Group items tagged

The Information and Communications Technology (ICT) ministry says WiMax and third-generation (3G) mobile network operating licences should be allocated to operators by mid-2009.

Information and Communication Technology (ICT) is a subject in education, and a part of the National Curriculum. Other countries, such as the Philippines, also have ICT as an educational subject. In South Australia, ICT is not a subject until the final two years of schooling, and in Norway ICT is a course you can select for your second year of upper secondary school. From pre-school to Year 10 ICT is interwoven throughout the curriculum as part of the Essential Learning of Communication.

In the United Kingdom, Information and Communication Technology ( ICT ) is a subject in education , and a part of the National Curriculum . Other countries, such as the Philippines ,

China's domestic ICT industry will be strong over the next five years as China continues to upgrade its telecom infrastructure in its drive toward global levels of productivity in its industrial output.

信息与通讯技术（Informationand　Communications　Technology，简称ICT） 以计算机为核心的ICT凭借网络飞速发展，渗透到社会生活的各个领域。ICT不同于传统通信概念，它的字面意思是信息通信技术。ICT产生的背景是行业间的融合以及对信息社会的强烈诉求。ICT作为信息通信技术的全面表述更能准确地反映支撑信息社会发展的通信方式，同时也反映了电信在信息时代自身职能和使命的演进。

Communication: The Role of ICT

ICT in Education This website www.unescobkk.org/education/ict provides helpful material about the use of information and communication technologies (ICT) in Asia-Pacific education.

Using Distance Education and ICT to Improve Teachers The programme is designed to adopt innovative strategies to extend the use of modern technology and support the government抯 initiatives to reach the people in poor and remote areas of China. It has localized the Millennium Development Goals by bringing high quality education to target beneficiaries in western China through modern forms of teaching methods and enhanced use of information and communication technologies.

Intel said on February 5 that it would shift some assembly and test facilities from this eastern financial hub to the inland province of Sichuan, a move likely to affect about 2,000 jobs.

67 Chinese colleges and universities have developed distance education

The convergence of the IT industry and the communications industry has been the driving force of the New Economy. Some scholars even believe that the invention of Internet and its widespread applications are the twilight of the third industrial revolution, comparable to the role played by the internal combustion engine and the railroad in the second industrial revolution.

Will ICT adoption and diffusion increase the pressures of unemployment

In English ICT can enhance teaching and learning by enabling pupils to: plan, draft, revise and edit their own writing using a word processor and other desktop publishing packages; easily locate and read significant parts of the text by using search strategies; locate information quickly, confidently and accurately; publish writing in a variety of forms; have access to a wider number of texts online e.g. newspapers; communicate with a wider group of people e.g. via e-mail, newsgroups, online conferencing; integrate different media into one text; use a wider range of texts to: compare the way information is presented; identify the features of particular text types; discuss the merits and limitations of particular text types; investigate how reading strategies are adapted to suit different texts.

ICT is increasingly used in education and in the business and leisure industries. This means children have access to ICT in many different aspects of their lives. It is essential, therefore, that we give them a wide variety of opportunities to explore how the technology can support them in their learning. For example, while pupils are using a desk top publishing package to create a school newspaper they are also developing their ability to communicate more effectively. This provides both a context and a meaning for the ICT activity. Taking the IT out of context and teaching IT skills separately, not only decontextualises ICT but also places additional burdens on curriculum time. The use of ICT therefore should be a meaningful part of an activity where it is used to consolidate or extend pupils' learning. Some examples of how ICT can be used to support pupils learning are: word processors to write up and present their work; using a spreadsheet to enter their data collected as part of an investigation, creating charts, and interpreting the results); using a database to enter data collected as part of an investigation, interrogating the database by searching and sorting, in order to answer questions to help solve problems which form part of the investigation; using hypermedia to write up, lay out and present their work for publication on the Internet; using the Internet and CD-ROMs to help with research during an investigation.