From: Mustafa Akgul (akgul@Bilkent.EDU.TR)
Date: Thu 15 Mar 2007 - 12:48:45 EET
Ilginizi cekebilecek Yeni cikan 2 rapor :
---------
*ITIF Releases “Digital Prosperity”
<http://i-policy.typepad.com/informationpolicy/2007/03/itif_releases_d.html>*
The Information Technology and Innovation Foundation today released a
report that finds that information and communications technologies (IT)
have been the primary engine of economic growth.
The report, entitled “Digital Prosperity,” examines the impact of IT in
five key areas: 1) productivity; 2) employment; 3) more efficient
markets; 4) higher quality goods and services; and 5) innovation and new
products and services. According to the study, the integration of IT
into virtually all aspects of the economy and society is creating a
digitally-enabled economy that is responsible for generating the lion’s
share of economic growth and prosperity, both here and abroad, including
in developing nations. The “IT engine” does not appear likely to run out
of gas anytime soon, and should power robust growth for at least the
next decade, provided that policy makers take the right steps. Toward
that end, the report outlines five key public policy principles for
driving digital prosperity.
http://www.itif.org/files/digital_prosperity.pdf
http://akgul.bilkent.edu.tr/digital_prosperity.pdf
-------------
ICT in Education - eprimer-edu.pdf
*How have radio and TV broadcasting been used in education?
<http://i-policy.typepad.com/informationpolicy/2007/03/how_have_radio_.html>*
This article is being part of a wider Web site which content is derived
from "ICT in Education", a book written by Victoria Tino. It's
generously downloadable on this Web site. Introduction: "Radio and
television have been used widely as educational tools since the 1920s
and the 1950s, respectively. There are three general approaches to the
use of radio and TV broadcasting in education: direct class teaching,
where broadcast programming substitutes for teachers on a temporary
basis; school broadcasting, where broadcast programming provides
complementary teaching and learning resources not otherwise available
general educational programming over community, national and
international stations which provide general and informal educational
opportunities. The most notable and best documented example of the
direct class teaching approach is Interactive Radio Instruction
(IRI).This consists of "ready-made 20-30 minute direct teaching and
learning exercises to the classroom on a daily basis. The radio lessons,
developed around specific learning objectives at particular levels of
maths, science, health and languages in national curricula, are intended
to improve the quality of classroom teaching and to act as a regular,
structured aid to poorly trained classroom teachers in under-resourced
schools." IRI projects have been implemented in Latin America and
Africa. In Asia, IRI was first implemented in Thailand in 1980;
Indonesia, Pakistan, Bangladesh and Nepal rolled out their own IRI
projects in the 1990s. What differentiates IRI from most other distance
education programs is that its primary objective is to raise the quality
of learning - and not merely to expand educational access - and it has
had much success in both formal and non-formal settings. Extensive
research around the world has shown that many IRI projects have had a
positive impact on learning outcomes and on educational equity. And with
its economies of scale, it has proven to be a cost-effective strategy
relative to other interventions. Mexico’s Telesecundaria is another
notable example of direct class teaching, this time using broadcast
television. The programme was launched in Mexico in 1968 as a
cost-effective strategy for expanding lower secondary schooling in small
and remote communities. "Centrally produced television programs are
beamed via satellite throughout the country on a scheduled basis (8 am
to 2 pm and 2 pm to 8 pm) to Telesecundaria schools, covering the same
secondary curriculum as that offered in ordinary schools. Each hour
focuses on a different subject area and typically follows the same
routine - 15 minutes of television, then book-led and teacher-led
activities. Students are exposed to a variety of teachers on television
but have one home teacher at the school for all disciplines in each grade".
http://www.uva-weblearn.net/radio_and_tv_in_education.asp
http://akgul.bilkent.edu.tr/egitim/eprimer-edu.pdf
Saygilar
Mustafa Akgul
