What are the critical issue in the uses of Information Communication Technology in Non-Government Organisation. Case Study “UNICEF”
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In this study we try to explore the concept of “Information Communication Technology in UNICEF” in a holistic context. The main focus of the research is on “Information Communication Technology” and its relation with “Subtopic”. The research also analyzes many aspects of “UNICEF” and tries to gauge its effect on “UNICEF”. Finally the research describes various factors which are responsible for “UNICEF” and tries to describe the overall effect of “Information Communication Technology” on “UNICEF”
Table of Contents
CHAPTER 01: INTRODUCTION1
CHAPTER 02: LITERATURE REVIEW3
Information Communication Technology (ICT) in the UNICEF education context3
The EdQual project5
Theorising the introduction of ICTs for teaching and learning7
Introducing ICTs into schools in UNICEF10
Young people's out-of-school use of ICT in UNICEF14
Use and engagement with ICTs in NEPAD schools in UNICEF16
Multilevel instructional, learning, and ICT concepts26
CHAPTER 03: METHODOLOGY28
CHAPTER 04: RESULTS AND DISCUSSION31
Access to ICTs resources31
Support to teachers35
Teachers professional development37
Principals' pedagogical vision45
Teaching and learning practices47
National policies on ICT in education56
CHAPTER 05: CONCLUSIONS65
CHAPTER 01: INTRODUCTION
The Second Information Technology in Education Study (SITES) was a research program conducted between 1999 and 2006 under the auspices of The International Association for the Evaluation of Educational Achievement (IEA) (Pelgrum & Law, 2008). This study consisted of three separate modules that explored the relationship between Information and Communication Technology ( ICT) and educational changes. The first module of SITES, a large quantitative study carried out between 1997 and 1999, was an international cross-section survey of principals and technology coordinators in schools of 26 countries (South Africa, among them). Module 1 focused on ICT resources and the extent to which schools have adopted and implemented pedagogical practices essential to education in the information society. The second module of SITES was an international qualitative study of innovative pedagogical ICT practices, conducted between 2000 and 2002 in 28 countries (including Chile and South Africa) according to a selection of mutual criteria that identified 174 innovative classrooms. National research teams followed case study methods to collect data on the pedagogical practices of teachers and learners, the role that ICT played in these practices, and the contextual factors that supported and influenced them (Pelgrum & Law, 2008).
The third module of SITES implemented in 2006 collected data from 22 countries (20 from the Northern hemisphere, and two from the Southern hemisphere: South Africa and Chile). Three questionnaires targeted mathematics and science teachers, principals and technology coordinators to determine teachers' pedagogical practices and use of ICT in teaching and learning. This survey probed respondents on their perceptions of important school or system level ...