! ! ! ! 7 ! ! ! ! TechKnowLogia , November/December, 1999 © Knowledge Enterpr... - 0 views
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Second, there are profound concerns now about the gapsopening up between the ICT haves and have-nots, betweenthose who reinforce their access to, and use of, ICT ineducation by what they have and do at home, and those whoenjoy little of either.
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More and more people are “knowledgeworkers”. Development competitive edge, whether it be forthe individual, the enterprise, the region or the country,
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recognition ofthe key role of learning throughout the life span to meet awide set of ambitious policy and personal objectives.
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digital divide may become everybit as profound as earlier forms of rigid social and educationselection.
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ICT in EducationWhy Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are W
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Whether ICT willlive up to the many far-reaching educational promises beingtouted depends enormously on how it is used in practice. Itdoes not represent a technical solution to long-standingchallenges
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Generally, ourcultures become increasingly technological cultures: athome, in the community, at work, and - importan
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depends increasingly on how knowledge is used and howexpertise is deployed.
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in education.
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Globalisation offers considerable opportunities
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Students can dialogue with their counterparts across theglobe. Teachers can create networks and be members ofprofessional teams drawn from far and wide, rather than feeltrapped within the boundaries of the single classroom or eventhe single school.
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Can we tolerate asituation where Education might fall increasingly behind soas to become out of step with these other characteristics ofcontemporary life?
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not difficult to see why ICT becomes so important inthis context. The search is on for flexible, individualisedforms of learning and accreditation suitable to the broadlifelong learning agenda, often outside institutional walls -the promise of ICT here is obvious.
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there is a world of difference between the “knowledge”society and the “information” society, between knowledgeitself and information.
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Putting computers in classrooms and wiring upschools does not of itself create exciting new learningsituations that are about changing the ethos of classroomsand the culture of institutions. It is on this latter point thatthe CERI case studies will focus
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New sources of learning materials drawnfrom right around the world are accessible via the Internet
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information may evenmake us less knowledgeable if we become overloaded bydata and instant communication.
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Although an older article it still has many relevant ideas for ICT today -
Although an older article it still has many relevant ideas for ICT today
