I am so interested what are the experiences in developing countries where ICT integration is concerned. To give a picture in Philippine setting, ICT integration is best articulated on affluent private schools and not much on struggling private schools. In public schools, only those big leading schools have the good chance of receiving and sustaining any ICT packages. Like a school may receive ICT package but if the school do not have extra resources, the package may simply deteriorate within 2-4 years. Also, the ICT support structure may also be fluctutating or limited such as unreliable power supply due to power interruptions and the internet connectivity that can either be limited in bandwidth or affected by intermittent power supply. Thus, a big chunk of Philippine schools especially in the interior locations are left in the fringes of this revolutionary teaching modality. I am thus interested from educators in the developing countries. I am sure there are no issues for developed countries.
The support structure is improving for schools throughout the country in terms of hardware, software and internet connectivity. However, schools still do not have ICT technicians that we have at colleges and universities. THE HUMAN FACTOR makes a lot of difference. When things go wrong, our technicians are just a call away.
Here is a paper that I managed to get for you. Good luck.
http://www.journalijar.com/article/870/constraints-to-the-integration-of-ict-in-the-teaching-learning-process:a-case-of-tambach-teachers-training-college,keiyo-marakwet-county,kenya/
ICT- infrastructure, resources, services and standards supports the delivery in Australia
http://www.esa.edu.au/sites/default/files/files/Education%20Services%20Australia%20Annual%20Report%202010-11%20(2%205MB)(1).pdf
For Thailand the situation is improving. Some years the former government started a campaign to provide tablets to grade 1 students in public schools. We currently edycate computer teacher students who can work as admins & technicians.
This problem could be solved by the government putting in place education support funds and policies that would make it mandatory for big organizations to support the funding of the educational technological system The use of interactive boards with standby generator, technical personnel and internet facilities would go a long way in improving the ICT in our educational system instead of the use of individual computers, laptops, tablets and so on which may actually serve as distracters rather than agents of education.
Dear Sotero Malay Ontal Jr.
In developing countries like mine (Mexico) there are two poles, one rich infrastructure and large deployment of Information Technology and Communication and the other with the same lack of resources. This happens in my country, a pole or more developed region (North-Central) and another lacking (southeast).
That is, in the north central region (DF, Nuevo Leon, for example) in basic education, such as secondary and higher, you have access to all the technology, including broadband Internet, computers, tablets and mobile phones, which They help students in their training. Of course in colleges and private schools it is now common to have ICT as a tool for teaching support. On top, public and private education, it also features teleconferencing, telemedicine, virtual classrooms.
In the southeast (Oaxaca, Guerrero, Tabasco, Chiapas, for example), it is rare to have in rural villages to the Internet, computers and everything else mentioned. Even a Tele-secondary program was canceled and became obsolete for lack of television, no electricity and stopped supporting content for education occur. Often they had no teachers, or those still working, owed them part of his salary.
No more for now, hoping to contribute to the discussion with this outline of the situation in my country.
Sincerely
Dr. Jose Luis Garcia Vigil
In Lebanon, back in 1994 a government project was initiated to implement a major ICT solution in the public sector accompanied by an aggressive educational campaign to all public sector officials. Such an initiative was extended to the schools networks and the initiative still extending. With time the aforementioned initiative was packaged to include eGovernment solutions. The progress is slow but the problem is in the maintenance of the infrastructure and the connectivity of the networks across the country. As Jose mentioned in his writing, the private sector in Lebanon is also much richer as compared to the public sector in the extensive use of technology to support education.
Technology in education settings can help promote greater equity among students of different racial and socioeconomic back-grounds by increasing access to information and information technology as a common platform for all groups.
Agree that technology in education, whatever it is and available in our countries, promote greater equity among students and between teachers and education managers. Would likely even greater personal distance, dialogic, horizontal and, if possible, democratic relationship.
I like your last point Jose, electronic democracy probably is something not too many think about, since when students are empowered and enabled with technology in their education, they will feel equally distanced from their instructor and equally assessed. Sure, provided the instructor provides such a platform while teaching.
True ICT adequately designed, developed and evaluated by the teachers responsible for distance education or face, but aided technology (technological platform for teaching) would enable the students once "empowered" will advance in parallel with the formal education to the "independent learning" (self-motivated, self-directed and self-assessed). If you can make the learners to build on teachers but also depend on them to stop, he migrates group of teachers teaching to promoting learning, and the ideal, that students will equal or improve their teachers would feasible .
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