I made an essay from five sources that have same
topic. It is about GET or Global Education Technology. Rapid technological improvements, heightened interest and
increased affordability have created a bridge to for information access and
worldwide transparent communication among the people of the world (World Bank,
1998/99). These developments represent a watershed of opportunity.
Access to information, and therefore knowledge, is becoming increasingly
available to citizens in many countries where access was formerly enjoyed only
by a privileged few. They also present challenges in many forms (Hallberg and
Bond, 1996).
Most observers acknowledge that there are barriers
associated with technology acquisition and use. Cultural conventions often do
not value outside information. A lack of knowledge of the possibilities
associated with technology often prevents acquisition. Many of the world's
economic systems are deeply steeped in a principle of tradition that
discourages access to technology. Those political, cultural and economic
institutions that do seek access to information generally do so in pursuit of
economic development. Individuals who seek access may do so for personal,
professional or educational growth.
The Milken Foundation identifies five criteria that
characterize a scenario for technology acquisition, informed use, productive
output, and contributions to development. Those considering acquiring new or
additional technology should consider these questions as a framework.
- First,
what is it that technology will do for students and educators that is
compelling enough to make all the effort worthwhile? (The Incentives)
- Second,
what is it that communities need in order to make informed decisions and
wise use of technology and telecommunications for improvements in
learning? (Capacity building)
- Third,
what is getting in the way of educators and students effectively using
technology and how can we fix the system to get rid of these barriers?
(System Changing)
- Fourth,
what is it that we need in order to ensure that all students have the
opportunity to learn in a technology-enriched learning environment?
(Mandates)
- Fifth, how will we know it when we see it? What does success look like in terms of student performance? What indicators will we be using? How will the data be collected? What evidence will be analyzed and evaluated against which benchmarks? (Benchmarking) (Milken Foundation, 1998.)
These questions have been developed for
western-oriented consumption and represent a conceptual framework for
policy-makers as they consider the role of technology in providing educational
services to a community of learners.
The rapid development of global technological
capacity and abilities create opportunities for students worldwide. Where
institutions and individuals recognize the importance of education to national
economic development, available opportunities are plentiful.
A very brief scan of available resources reveals
that public and private agencies in industrialized and in developing countries
are moving in a direction that is at least partially consistent with Milken
criteria.
World Links for Development program links students
and teachers in secondary schools in developing countries with students and
teachers in industrialized countries for collaborative research, teaching and
learning programs via the Internet.
Over a four-year period (1997-2000), the WorLD
Program will link 1200 secondary schools in 40 developing countries in South
American, Africa, Eastern Europe and the Middle East with partner schools in
Australia, Canada, Europe, Japan and the United States. Currently, there are
150 pilot schools connected in 14 developing countries, partnered with schools in
22 other countries. 780 Teachers have been trained to date. The program is
active in Brazil, Chile, Colombia, Ghana, Lebanon, Mauritania, Mozambique,
Paraguay, Peru, Senegal, South Africa, Turkey, Uganda, and Zimbabwe (World
Bank, 1999). As a result, World has linked with two organizations, Schools
Online and I*Learn to form the Alliance for Global Learning (AGL), which
creates sustainable school networking models in developing countries by
providing technology, training and support for collaborative educational
projects with peers around the world. AGL enhances teaching and learning,
promotes equity of access to communication and information technologies, and
fosters global citizenship and understanding. So demanding has been the
response to the program that capacity of the World Bank has been exceeded (McGinnis,
1999). As a result, World has linked with two organizations, Schools Online and
I*Learn to form the Alliance for Global Learning (AGL), which creates
sustainable school networking models in developing countries by providing
technology, training and support for collaborative educational projects with
peers around the world.
The Associated Educational Institutions for Distance
Education is located in Sofia, Bulgaria. Members include the University of Twente
in Holland; The University of Exeter in the United Kingdom; Kaunas University
of Technology in Lithuania; and Glushkov Institute of Cybernetics in the
Ukraine (AIDE, 1999.)
American public institutions of higher education
are also beginning to address means by which to accommodate increasing domestic
and worldwide demand for distance education. For high school students, several
"cyber-schools" provide educational opportunities for students that
transcend American soil. CyberSchools.NET is a global network that exists to
fulfill the two-fold mission of strengthening school and global communities
while developing real life experiences that teach children vital technological
skills (CyberSchools NET, 1998).
There are unquestionably endless possibilities associated
with technology. Many initiatives, as noted above, exist and will ultimately
provide educational opportunities to tens of millions of people. The resulting
information, knowledge and economic development are positive benefits. These
initiatives reflect a political, cultural and economic will on the part of
participating institutions and individuals.
Where individual students and local populations
desire an education, but where governmental or educational institutions are
unable or unwilling to provide that service, individual success nonetheless
remains possible. There is little that prevents an individual from online
access to the resources noted here. For a practicing school administrator in an
established foreign school in a developed or developing country--there is
little that prevents the development of online courses offered by that school.
In this way, local students who wish to experience an American or international
curriculum, or elements thereof, may well constitute a population of learners
for these schools that is as yet untapped.
In addition, both students and teacher may have
Easier access to read online journal. For example, The Journal of Technology
Education is a fruitful starting point (JTE, 1999). The Agency for
Instructional Technology Quarterly publishes Technos, the which examines the
policies and pedagogical implications of the electronic revolution (AIT, 1998).
Review Educom monitors computer and communications developments (Educause,
1999). The Journal of Information Technology for Teacher Education is a
refereed international journal concerned with the implications of teacher
education of all aspects of information technology (JIT, 1999). The University
of Wisconsin's Center for Materials and Computing offers a free database of
educational journal annotations, many of the which are available online (CIMC,
1996), and many more.
Technology can ease and give new and interesting
experience of learning activities for both students and teachers. As a teacher
I think incorporate the technology into the learning process is important
because students can understand more about the material and students will be
better prepared to face future globalization
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