jessa mea: 2010

Obstacles in IT and How to Overcome This
We all know that Telecommunication Technologies have created opportunities whereby educators in higher education. Today we are in a generation of technology which give influence in us specially the students. There are lots of advantages as well as disadvantages in technology which can help us and also affects us.
This page we were taking about the Educational obstacles in IT. Obstacle is something that impedes,stands in the way of ,or holds up progress which commonly called as "problem"-the problem applying in IT in the field of education. What will be this obstacles and how it overcome overview in education. Here are some obstacles that i search and based in a internet that is best practice and the possible its possible solution:

1. Every minute a person spends learning how to use computers is a minute that they're not devoting to learning the content of their field.
>This is common obstacle that we encountered of course we are here in this subject to learn more about technology and how to use it but sometimes we don't take it seriously because some us hang with our computers not in learning but fun, instead of searching we take games and sites. Most common today is the FACE BOOK. How to does the teacher or the facilitator overcome this problem. The teacher or the facilitator would be very strict to his/her policies, they must show and teach us how this site is interested,instead of having this we think that our students is learning.Focus on what site that you are assigning them.

2. There is a tremendous amount of bad information available on the Internet, posing as good information. It takes a relatively mature person to be able to tell the difference.
>For students, this can be a major problem, because their motivation is often to get the assignment done as quickly as possible .To overcome this:make sure of what you are searching and then find a simple meaning that is easily you to understand. The teacher should also taught the his/her students in best site of searching.
3. Computer presentations can be made quite "glitzy" without adding any benefit beyond what one could have had with a simple overhead.
>These "glitzy" features most often serve to distract the audience, rather than focus their attention on the subject at hand.
4. The seductive nature of CT easily leads to its mis-use.
>For example, one can obtain a CD containing images of great works of art, and with the right "gizmos" present that to an audience. This would seem to be an advance over slides and slide projectors. But the computer projected images are much poorer than slide projection. Our answer? Work to make the "gizmos" for computer projection better so they might some day be as good as the simpler and better slide technology we've abandoned.
>For me the best solution with this problem is you should stick to what slide you use so that it simple to do and its attracts with the slides you made.

This is what i research.......

ICT Policies and Strategies in Asia Pacific

In this generation we are now facing a fully equipment and fully new technology. When we say technology the first country who is now guided by technology is Japan. But today we are going to know the ICT Policy and Strategies in Asia namely: New Zealand, Australia, Hongkong, Singapore,Malaysia and Philippines.

New Zealand

New Zealand has the world's highest access to telecommunications per capita, with the cost of accessing the Internet being almost as low as it is in the United States. Research shows that New Zealanders are usually quick to embrace new technology. New Zealanders have been buying computers, signing up to Internet Service Providers (ISPs), and going online at an internationally impressive rate.

Insights for future ICT developments

Informed, high-quality leadership is essential. School leaders need to be committed to change and to support collaboration among teachers and the school community.
Bringing about improvements, and embedding those improvements into day-to-day practices, takes time. However, short programmes are important because they raise awareness of ICT, generate enthusiasm, and clarify the roles of educational leaders in enhancing their school's teaching and learning. Short programmes are also valuable because they promote collegial support and the development of networks.
When approaching ICT, teachers are sometimes oriented towards skill development. However, the acquisition of technical skills does not necessarily lead to critical and creative thinking or improved pedagogy. When identifying purposes for their ICT developments, successful schools appear to go beyond technology, drawing on their knowledge of how people learn, higher-order thinking, effective knowledge management, information literacy, teamwork, and self-evaluation.
To transform their practice, teachers must have ready access to technology and be active, confident technology users with a desire to learn. They need to become researchers of their own practice.
Teachers are most open to change when they have collegial support. The greatest benefits for teaching and learning appear to occur when teams of people work together, learn from each other, and have access to sustained support as they integrate ICT into their teaching.
The "school-cluster" model has proved effective. Schools determine the model they will use, their needs and priorities, and their pace of work. Schools appreciate their autonomy, and this engenders a sense of ownership and responsibility.
The amount of readily available information about how teachers include ICT within their classroom programmes is limited.
The amount of readily available information about how students use ICT in their learning processes is limited.

Australia

Here are the ICT policies taking in Australian country. Were Australia with its vast territories and dispersed population has long been known for its successful distance education programmes to provide education to those who live in remote places in the outback.

>The Database Catalogue

>Jurisdictions

>Reports

>Project Archive

Strategies

Learning for the knowledge society: An education and training action plan for the information economy

To achieve this, strategies include strengthening programmes for schools to adopt new paradigms of learning using ICTs and committing resources to the three key areas of professional development, infrastructure and curriculum content in a balanced and integrated way. A number of professional development projects are underway, focusing on student outcomes and on the most effective use of ICT to improve them, while EdNA Online will support access by educators and students to high quality public domain online resources and services relevant to Australian curricula. Furthermore, research will be undertaken and disseminated related to the links between the use of ICTs and learning outcomes.

Hongkong

The Hong Kong Council of Social Service (HKCSS)

is a council coordinating NGOs in the social service field in Hong Kong, established in 1947. The Hong Kong Council of Social Service, an umbrella organization of over 340 social service organizations, is committed to promoting the development of social welfare, and in close collaboration with various sectors building a just, caring and inclusive society.

The strategy outlines Hong Kong's aims to harness the power of ICT to turn schools into dynamic and innovative learning institutions, where students can become more motivated, inquisitive, creative and independent lifelong learners.

Key components of the strategy are teacher enablement, focus on curriculum and software, hardware provision and the extension of infrastructure. Teachers will be trained at four different levels to become effective facilitators, guiding the students to play a more active role in learning. The objective is for 75 per cent of teachers to feel comfortable with ICT and for 25 per cent to be competent ICT users who have undergone in-depth training by the 2002/03 school year.

ICT elements will be incorporated in the school curriculum, aiming to have at least 25 per cent of the curriculum taught through ICT by 2002/03. The government will provide schools with a threshold level of hardware, technical support and an appropriate network infrastructure for collaboration and communication between the educational sectors and the community. ICT facilities will be progressively increased and the provision of educational software will be more structured.

Singapore

Singapore is spearheading this initiative as it realises that ICT development in this fast-changing digital age can pose a formidable challenge for developing states. While the proposed learning model will be based on Singapore's own Infocomm experience - the issues, the challenges and the successes, the intention is not to promote a single model of ICT development. Rather, the purpose would be to help participants better appreciate the complexities and challenges all countries face in drawing up their own ICT masterplan.

As teachers and pupils will increasingly be accessing rich online resources, access should be readily available as and when needed. The infrastructure should be able to support the delivery of rich multimedia instructional content.

Increasingly, schools are also making requests for an IT-enriched learning environment with full capabilities and easy access to computing devices and power to support a range of teaching and learning needs. When schools are provided with more and varied IT equipment, there will also be the need for more and relevant technical support to maintain the system.

Malaysia

Since Malaysia implemented the first computer system in 1966, the Government has introduced various initiatives to facilitate the greater integration of ICT to improve capacities in every area of life, including the enhancement of education and training programmes.

Strategies

In order to support the country’s ICT master plan and fulfil Vision 2020, the education system is in the process of being transformed, to create a new generation of more creative and innovative Malaysians who are adept with new technologies and able to access and manage the information explosion. ICT-enabled Smart Schools act as a catalyst within this process. The first phase of implementation began in 1999 with 90 schools. These constitute the pilots, a sampling of the array of schools in Malaysia. Broad deployment to the remaining schools started from January 2000 using a phased approach.

Smart Schools are not only characterised by the introduction of technology but by their ability to deliver education in a better way. The Government envisages that all schools will be converted into Smart Schools by the year 2010. Multimedia technologies will create the enabling infrastructure for new teaching-learning and management processes, the connectivity to the external constituencies, and the educational network to link all Smart Schools. The three pilot applications are teaching learning materials, a more accurate assessment system and an integrated management system.

Other ICT-related projects involve the pre-service and in-service training of teachers, along with the training of school administrators and other school staff. Innovative projects such as the use of electronic books and e-learning are also being piloted.

In addition, non-governmental agencies are very much involved in the drive to introduce ICT into schools, with The Chinese Smart Schools project, aiming to set up computer laboratories in more than 100 selected Chinese stream primary schools throughout the country, and Private Smart Schools, incorporating multimedia technology and worldwide networking, in addition to using ICT as part of the teaching-learning environment and as a subject in its own right.

Philippines

The Philippines has begun to re-conceptualize the policies and strategies of ICT in education towards life-long learning, in its Information and Communication Technology Plan. With IT involved in education as an enabling and productivity tool that will enhance learner performance, educational efforts will be re-focused on the requirements of the learners and the job market through ICT.

ICT Policy issues generally revolve around three main areas: telecommunications, broadcast, and the Internet.

In the context of the Philippines ICT Policy, it is further broken down into six specific ongoing issues: .

>PH ccTLD,

>Telecoms,

>Universal Access,

> Free and Open Source Software,

>IPR and Open Content,

>e-Governance.

Based on:

http://www.unescobkk.org/education/ict/themes/policy/regional-country-overviews/the-philippines/

http://www.unescobkk.org/education/ict/themes/policy/regional-country-overviews/malaysia/

http://www.unescobkk.org/en/education/ict/themes/policy/regional-country-overviews/singapore/