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Titlebook: ICT in Education and Implications for the Belt and Road Initiative; Chee-Kit Looi,Hui Zhang,Longkai Wu Book 2020 Springer Nature Singapore

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发表于 2025-3-21 19:02:52 | 显示全部楼层 |阅读模式
书目名称ICT in Education and Implications for the Belt and Road Initiative
编辑Chee-Kit Looi,Hui Zhang,Longkai Wu
视频videohttp://file.papertrans.cn/461/460201/460201.mp4
概述Presents the latest developments regarding ICT in education in countries in the context of the Belt and Road Initiative.Covers countries representing a wide spectrum of developmental stages – a microc
丛书名称Lecture Notes in Educational Technology
图书封面Titlebook: ICT in Education and Implications for the Belt and Road Initiative; Chee-Kit Looi,Hui Zhang,Longkai Wu Book 2020 Springer Nature Singapore
描述With increasing global challenges, the Belt and Road initiative seems to offer one possible platform to think about different possibilities and pathways to promote international collaboration and development covering Asia, Europe, Africa, and other countries. Information and Communication Technology (ICT) in education, as a key focus, provides  valuable perspectives for governments, inter-governmental and non-governmental agencies wanting to innovate and advance both ICT and education independently and collaboratively. This book highlights the burgeoning of ICT in education in eleven countries,  with particular emphasis placed on the context of the Belt and Road Initiative. ICT has increasingly important roles in education including improve teaching and learning qualities, as well as equity in education. The prominent contributors describe the state-of-the-art of ICT in education in eleven countries based on six major themes (policy perspectives, infrastructure, educational resources, ICT integration into practices, students’ ICT competence, and teachers’ professional development). We hope the in-depth discussions included in this book would provoke more academic and policy insight
出版日期Book 2020
关键词ICT in education; ICT integration in education; Belt and Road initiative; Policy on ICT in education; Ed
版次1
doihttps://doi.org/10.1007/978-981-15-6157-3
isbn_softcover978-981-15-6159-7
isbn_ebook978-981-15-6157-3Series ISSN 2196-4963 Series E-ISSN 2196-4971
issn_series 2196-4963
copyrightSpringer Nature Singapore Pte Ltd. 2020
The information of publication is updating

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ICT in School Education in Croatiaational resources, ICT integration into practices, students’ ICT competence and teachers’ professional development. The authors describe the role of technological innovation and its potential in transforming Croatian educational landscape, ranging from primary to secondary schools and to a lesser ex
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Information and Communication Technologies in Russian Education: Background and Outlookssian educational landscape. We first discuss how Russian public policy with respect to ICT-supported education has been transforming over time, while briefly addressing the principal phases of this ongoing digital move as reflected in evolving ICT perceptions and development priorities, deployment
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New Zealand’s ICT-In-Education Development (1990–2018)nce digital devices first appeared . in schools and other educational institutions in the late 1980s. This chapter discusses how government policy from 1990–2018 has affected the attempts of New Zealand’s education institutions to effectively integrate digital technologies into curriculum, focusing
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ICT in the Education System: A View from Slovakiaation and Communications Technology) infrastructure, open educational resources, data about ICT competencies and skills of students, teachers’ skills and professional development and finally about the outcomes and challenges. The introductory part will give an overview of the education system in Slo
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South Africa’s (Unequal) Digital Learning Journey: A Critical Reviewicy, practice and scholarship based on six themes: DL policy, DL infrastructure, digital integration in learning and teaching, digital skills and competencies of learners and teacher professional development. It combines Feenberg’s critical theoretical approach to technology with Cultural-Historical
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ICT in Education in Sri Lankaes of policymakers or funders is the latter, after nearly two decades of investments in ICT infrastructure and teacher training in Sri Lanka, ICT as a stand-alone subject to be tested through examinations is well-entrenched in the education system, but there is very little evidence for the integrati
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