Journal articles: 'ICT and education'

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Bezawada, Dr Ramaiah. "Women Entreprenuership: Importance of Ict Education." Global Journal For Research Analysis 3, no. 8 (2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/146.

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Dubey, Akash D. "ICT in Education." International Journal of Information and Communication Technology Education 12, no. 4 (2016): 37–50. http://dx.doi.org/10.4018/ijicte.2016100104.

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In recent times, most of the developing countries have concentrated themselves on evolving with the help of Information and Communication Technologies, Republic of Fiji being one of them. Fiji National University, one of the leading universities in Fiji has been playing a very important role for the development of the country. In this paper, the author has evaluated and analyzed the concerns of the in-service students who are studying in Fiji National University. This paper follows the Concern-Based Adoption Model (CBAM) model to evaluate the stages of concern of 109 in-service students who are pursuing Bachelor of Education degree and also teach in primary and secondary schools in Fiji. The results showed that the in-service students have high concerns on the self-oriented levels. The results also exhibited a pattern between teaching experience of these in-service students and their stages of concern. Based on the analysis of results, the necessary steps have been recommended for the development of ICT in education.

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Lavy, Ilana, and Rachel Or-Bach. "ICT literacy education." ACM Inroads 2, no. 2 (2011): 67–76. http://dx.doi.org/10.1145/1963533.1963552.

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Kuusisto, Finn. "ICT for education." XRDS: Crossroads, The ACM Magazine for Students 19, no. 2 (2012): 63. http://dx.doi.org/10.1145/2382856.2382878.

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van der Westhuizen, Duan. "ICT in education." Education as Change 9, no. 2 (2005): 1–4. http://dx.doi.org/10.1080/16823200509487113.

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Perez, Paloma Diaz, and Telmo Zarraonandia Ayo. "Editorial ICT for Education on no ICT." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 13, no. 3 (2018): 101. http://dx.doi.org/10.1109/rita.2018.2862720.

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Victor, Samson R., and Dr S. Srikanta Swamy. "Present Scenario Of ICT In Teacher Education." Indian Journal of Applied Research 1, no. 2 (2011): 26–28. http://dx.doi.org/10.15373/2249555x/nov2011/8.

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C, Monisha. "ICT Role in Womens Education and Development." International Journal of Research in Arts and Science 5, Special Issue (2019): 211–21. http://dx.doi.org/10.9756/bp2019.1001/22.

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Dr. D. Hassan, Dr D. Hassan. "Ict in Higher Education: Opportunities and challenges." Global Journal For Research Analysis 3, no. 4 (2012): 45–47. http://dx.doi.org/10.15373/22778160/apr2014/16.

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Kim, Bo-Hyun. "Current Status of Childhood ICT Education by Teacher ICT education experience." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 4 (2019): 771–96. http://dx.doi.org/10.22251/jlcci.2019.19.4.771.

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Singh Buttar, Sandeep. "ICT IN HIGHER EDUCATION." PEOPLE: International Journal of Social Sciences 2, no. 1 (2016): 1686–96. http://dx.doi.org/10.20319/pijss.2016.s21.16861696.

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Hubackova, Sarka, and Marketa Ruzickova. "ICT in Lifelong Education." Procedia - Social and Behavioral Sciences 186 (May 2015): 522–25. http://dx.doi.org/10.1016/j.sbspro.2015.04.176.

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Muntjewerff, Antoinette J. "ICT in Legal Education." German Law Journal 10, no. 6-7 (2009): 669–716. http://dx.doi.org/10.1017/s2071832200001292.

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The Bologna Declaration (1999) started a process of reforming European higher education. The major aim of the declaration was to construct a single European Higher Education Area by 2010,“‥through increased compatibility and comparability of higher education systems in order to facilitate internal mobility for students, graduates and higher education institution staff members, but also to make European higher education more recognisable and attractive to students and scholars from outside Europe.”

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Chaidi, Irene, Athanasios Drigas, and Charalampos Karagiannidis. "ICT in special education." Technium Social Sciences Journal 23 (September 9, 2021): 187–98. http://dx.doi.org/10.47577/tssj.v23i1.4277.

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In recent years, worldwide and in our country, the view has been established that all students, regardless of any element of differentiation, special need or characteristic related to national, cultural or social identity, should have equal learning opportunities in one school for all. The use of Information and Communication Technologies (ICT) contributes significantly to the learning process. Especially for students with special educational needs, ICT provides rich educational experiences. The following work refers to ICT in the field of application of Special Education, in assistive technology, educational sortware, which provides opportunities to approach knowledge, socialization of individuals and removal of physical barriers to access to knowledge of students with special educational needs .

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Bostan, Atila. "Impact of education on security practices in ICT." Tehnicki vjesnik - Technical Gazette 22, no. 1 (2015): 161–68. http://dx.doi.org/10.17559/tv-20140403122930.

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Johnson, T. David. "Need of Ict Education in Empowering Women Entrepreneurs." Global Journal For Research Analysis 3, no. 8 (2012): 1–3. http://dx.doi.org/10.15373/22778160/august2014/183.

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Kaur, Supreet, and Meenu . "Importance of ICT in Education for Gifted Students." Issues and Ideas in Education 1, no. 2 (2013): 211–19. http://dx.doi.org/10.15415/iie.2013.12016.

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RABE, Vlasta, and Jan ŠLÉGR. "ICT APPLICATION IN NATURAL SCIENCE EDUCATION." Journal of Technology and Information 2, no. 2 (2010): 13–15. http://dx.doi.org/10.5507/jtie.2010.027.

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KUBRICKÝ, Jan. "ICT IN EDUCATION - WEB PAGES TODAY." Journal of Technology and Information 3, no. 3 (2011): 30–33. http://dx.doi.org/10.5507/jtie.2011.038.

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J. Yellaiah, J. Yellaiah, and Sushila A. Sushila. A. "ICT Education for Rural Women and Girls: A case of Computer Education." Indian Journal of Applied Research 3, no. 3 (2011): 69–71. http://dx.doi.org/10.15373/2249555x/mar2013/25.

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Daiha Cho. "ICT Literacy Education in Japanese Language Education." Journal of the society of Japanese Language and Literature, Japanology ll, no. 76 (2017): 143–66. http://dx.doi.org/10.21792/trijpn.2017..76.007.

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James Mukhula, Gideon, Deborah Manyiraho, Dennis Zami Atibuni, and David Kani Olema. "ICT Adoption Readiness and ICT Policy Implementation in Secondary Schools in Mayuge District, Uganda." American Journal of Educational Research 9, no. 8 (2021): 479–87. http://dx.doi.org/10.12691/education-9-8-3.

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Yusuf, Adie E. "The Implementation of Ict Based Education in Elementary Teacher Education (PGSD) in Indonesia." Humaniora 7, no. 1 (2016): 8. http://dx.doi.org/10.21512/humaniora.v7i1.3391.

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In fact, Information Communication and Technology (ICT) have been utilized in schools even though relatively small in numbers. At present, there is a program for Elementary Teacher Education called PGSD program in Indonesia. The PGSD program is an in-service teacher training program especially for elementary school teachers in Indonesia, to improve their qualifications from Diploma-2 to Strata-1 level, conducted through ICT-based distance learning mode. This study uses survey method to examine the accessibility of ICT infrastructure and networks, and the effectiveness of using ICT for teaching and learning in six university member of PGSD program in Indonesia. The results of the study show that the PGSD program needs to improve the ICT infrastructure and networks as well as apply ICT based teaching and learning skills.

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Dr. M. Rajeswari, Dr M. Rajeswari, and Dr A. R. Saravanakumar Dr. A R. Saravanakumar. "Computing and ICT As a Change Agent For Education." International Journal of Scientific Research 2, no. 12 (2012): 134–35. http://dx.doi.org/10.15373/22778179/dec2013/44.

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Tikam, Madhuri V. "Impact of ICT on Education." International Journal of Information Communication Technologies and Human Development 5, no. 4 (2013): 1–9. http://dx.doi.org/10.4018/ijicthd.2013100101.

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Information and communication technologies (ICT) are extremely influencing every discipline under the sun including Education. It is affecting every aspect of education from teaching-learning to assessment and evaluation. It improves the effectiveness of education. It aids literacy movements. It enhances scope of education by facilitating mobile learning and inclusive education. It facilitates research and scholarly communication. Impact of ICT and its potential for the education field is manifold. It positively affects all the stakeholders of the education field. The current papers discuss the same along with the various challenges posed by ICT. The challenges include economical issues, educational and technical factors. Appropriate content, Design and workability of ICT also play a crucial role in adoption of ICT in the education field. The paper delineates in brief the challenges and probable solutions.

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Nair, Geeta, and Robert Hindle. "Use of ICT in Education." International Journal of Information Communication Technologies and Human Development 5, no. 4 (2013): 10–19. http://dx.doi.org/10.4018/ijicthd.2013100102.

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The present research paper discusses the use of Information and Communication Technology (ICT) in education which is gaining currency in the new era of globalism as the telecom revolution has hastened the pace of globalization and vice-versa; along with the catalyst role ICT-enabled education plays in promoting inclusive growth and human development for all. These smart tools of the emerging smart economy would help to promote mass literacy and also narrow inter, as well as intra-generational gaps. Most importantly, it will provide ‘second opportunities’ to the generation that missed them in the first place, thus helping adult learners, particularly the employed and women; thus attempting to reduce gender inequities. The paper attempts to map the trajectory of ICT and its increased usage across the world in an era of globalism, spanning Asia with a focus on India. Technology helps update, modernize, and revolutionize knowledge, information teaching-learning processes et al that help to bridge the digital divide on multi levels-between the rich and poor nations, between the rich and poor classes within a nation, between the rural and urban areas, between the young and old population, between the first and second generation learners and teachers that have become the essence of the new knowledge economy comprising smart students, teachers, policy makers, and communities all woven together through the yarn of the world wide. Like any other innovation, this one too is a double-edged coin with its intrinsic advantages and disadvantages. It is for us to harness modern technologies and utilize the ICT revolution in education for modern global growth, interconnectedness, and inclusiveness that create ‘win-win’ situations for all stakeholders.

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Savage, Jonathan. "Reconstructing Music Education through ICT." Research in Education 78, no. 1 (2007): 65–77. http://dx.doi.org/10.7227/rie.78.6.

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Douglas, Graeme. "ICT, Education, and Visual Impairment." British Journal of Educational Technology 32, no. 3 (2001): 353–64. http://dx.doi.org/10.1111/1467-8535.00204.

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Fillion, Gérard, Moez Limayem, Thérèse Laferrière, and Robert Mantha. "Integrating ICT into Higher Education." International Journal of Web-Based Learning and Teaching Technologies 3, no. 2 (2008): 48–72. http://dx.doi.org/10.4018/jwltt.2008040104.

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Rodriguez Casal, Carlos. "ICT for education and development." info 9, no. 4 (2007): 3–9. http://dx.doi.org/10.1108/14636690710762093.

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Morgan, Alun. "Argumentation, Geography Education and ICT." Geography 91, no. 2 (2006): 126–40. http://dx.doi.org/10.1080/00167487.2006.12094158.

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Rani, Rinku, and Ritu Rani. "Reorienting Teacher Education with ICT." Shikshan Anveshika 7, no. 2 (2017): 121. http://dx.doi.org/10.5958/2348-7534.2017.00024.1.

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Li, Xiaobin. "Information and Communication Technology in Education." International Journal of Information and Communication Technology Education 9, no. 1 (2013): 1–11. http://dx.doi.org/10.4018/jicte.2013010101.

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This article provides an overview of the current development of information and communication technology (ICT) utilized in Chinese education. Specifically, the article describes and discusses the impact contemporary ICT has on Chinese elementary and secondary education, as well as the existing challenges in ICT application. The article also examines ICT’s application in higher education, particularly in distance education, and the issues that have to be dealt with. The article discusses the potential for further developing education with ICT. In addition, it makes recommendations with regard to providing better education with ICT in China.

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Griffiths, Matthew. "Access to ICT." British Journal of Educational Technology 37, no. 2 (2006): 313–15. http://dx.doi.org/10.1111/j.1467-8535.2006.00602_9.x.

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Samarakoon, Shanil, Amé Christiansen, and Paul G. Munro. "Equitable and Quality Education for All of Africa? The Challenges of Using ict in Education." Perspectives on Global Development and Technology 16, no. 6 (2017): 645–65. http://dx.doi.org/10.1163/15691497-12341454.

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Abstract Technological advances are increasing interest in the potential role of information and communication technologies (ict) in enabling quality education outcomes in Africa. At present, however, the geographies of ict use in Africa is poorly understood, and ict education policy development has occurred in a relative empirical void. Relevant studies have largely been focused on wealthier African nations, largely neglecting poorer regions where education issues are most acute. This article works to address this lacuna. Drawing upon extensive fieldwork, it provides a detailed snapshot of ict use in education in the northern Sierra Leonean district of Koinadugu. We subsequently argue that a lack of access to electricity, along with limited numbers of qualified teaching staff, presents fundamental barriers for realizing ict use in classroom settings. Nevertheless, we also identify some promising trends with respect to the informal use of mobile Internet by teachers and students to augment learning in the classroom.

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Iftekhar, Syed Nitas, and Hyeon Jihye. "ICT Based Education for Literacy in India: Vision Beyond 2015." International Journal of Information and Education Technology 6, no. 5 (2016): 388–93. http://dx.doi.org/10.7763/ijiet.2016.v6.719.

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Ratheeswari, K. "Information Communication Technology in Education." Journal of Applied and Advanced Research 3, S1 (2018): 45. http://dx.doi.org/10.21839/jaar.2018.v3is1.169.

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Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information communication technologies. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. ICT improves teaching and learning and its importance for teachers in performing their role of creators of pedagogical environments. ICT helps of a teacher to present his teaching attractively and able to learn for the learners at any level of educational programmes. Today in India teaching training programmes making useful and attractive by the term of ICT. Information and Communication Technologies (ICTs) exemplified by the internet and interactive multimedia are obviously an important focus for future education and need to be effectively integrated into formal teaching and learning – especially in a teacher education institution.

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Oye, N. D., and M. A. Shakil . "The Use of ICT in Education: Focus on Nigeria." Information Management and Business Review 3, no. 3 (2011): 185–92. http://dx.doi.org/10.22610/imbr.v3i3.932.

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The use of ICT in educational settings is a catalyst for change. The paper has sought to explore the role of ICT in education as we progress into the 21st century. The first phase focuses on the conceptual framework of the use of ICT in education. In this model the dependent variable is education and its sub variables are educational level of teachers and students which is directly affected by the independent variables which are the use of ICTs, ICT infrastructure and staff development. The second phase is the pilot study to answer two major questions: (i) Is ICT mandatory or voluntary at your institutions? (ii) What are the greatest barriers to using ICT to you as an academician? The results show that majority of the academic staff (86%) responded that ICT is mandatory. However, the survey revealed that most of the part-time lecturers ticked the use of ICT as voluntary. Some of these part-time lecturers in the cadre of professors, responded to Q32 as (do not fit my program). Actually in their dispensation, lecturing was done using the chalk board only. The research confirms that two major barriers affect the use of ICT; they are lack of time to use ICT the systems and training opportunities. Respondents on these are 38% and 32% respectively. Based on these findings, the paper recommended that, all employed teachers in Federal, State and Private institutions should undertake mandatory training and retraining on ICT programmers. The government should develop ICT policies and guidelines for the application of ICT in education.

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Alqahtani, Rabee, and Mohammed Alqahtani. "A Review of the Use of ICT Techniques for Teaching Gifted Students." Revista Gestão Inovação e Tecnologias 11, no. 4 (2021): 2358–67. http://dx.doi.org/10.47059/revistageintec.v11i4.2283.

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The issue examined in this systematic review was the current status of research on the use of ICT techniques in the education of gifted children. After defining gifted children, the need for separate consideration of educating them and the appropriate method of educating them led to considering ICT as a promising method to teach them. The review found that some recent research has reported models of appropriate education using ICT. However, mere models are not going to achieve anything. Facilitation of ICT at the school level and training of teachers to teach gifted children using ICT is also important. As with any other case, factors and challenges determine the success of ICT use in educating gifted children. Early identification of gifted children, self-regulation and self-efficacy of gifted children to focus on the relevant topics, individualised programmes and lastly, the impact of the current Covid-19 pandemic have been discussed by the other papers that were reviewed. Overall, it can be deduced that ICT is indeed a useful avenue to teach gifted students, but it needs to be used in conjunction with other educational interventions/programs to ensure its effectiveness. These findings have practical implications for improving the education of gifted students.

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Heemskerk, Irma, Monique Volman, Wilfried Admiraal, and Geert ten Dam. "Inclusiveness of ICT in secondary education: students’ appreciation of ICT tools." International Journal of Inclusive Education 16, no. 2 (2012): 155–70. http://dx.doi.org/10.1080/13603111003674560.

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Jordan, Kathy. "Framing ICT, teachers and learners in Australian school education ICT policy." Australian Educational Researcher 38, no. 4 (2011): 417–31. http://dx.doi.org/10.1007/s13384-011-0038-4.

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Lubaale, Grace. "Information and Communication Technology in Higher Education of Uganda and Education Implications: A Case of Kyambogo University." Journal of Education and Training Studies 8, no. 6 (2020): 29. http://dx.doi.org/10.11114/jets.v8i6.4842.

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The emergence of knowledge society globally today has created new challenges for Higher Education (HE) particularly with the development of Information Communication Technology (ICT) at a speed that has no match in history yet HE in Uganda is still lagging behind. The paper aims at unraveling the role and challenges of using ICT in HE of Uganda and education implications in order to provide the way forward with Kyambogo University as a case. This study used a mixed methods approach that combined desk review and interviews. The paper reveals the role of ICT in HE as central in the teaching-learning process, on the learner and learning and on the academic staff and teaching while the challenges as; learners, economy, equipment and academic staff which poses as a drawback in the teaching –learning process. The paper concludes that ICT is central in the teaching-learning process as well as in the management of HE institutions. The way forward rests majorly in the newly created ICT Ministry with effective implementation of ICT Policy 2014 to improve the livelihoods of Ugandans by ensuring the availability of accessible, efficient, reliable and affordable ICT services in which HE will benefit automatically hence its effective application and use in the teaching-learning process.

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Goldstein, Olzan, and Bertha Tessler. "The Impact of the National Program to Integrate ICT in Teaching in Pre-Service Teacher Training." Interdisciplinary Journal of e-Skills and Lifelong Learning 13 (2017): 151–66. http://dx.doi.org/10.28945/3876.

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Aim/Purpose: This study examines the impact of the Israeli National Program on pre-service teachers’ skills in the integration of ICT in teaching and discusses the influential factors of successful implementation of practices in the field. Background: In the current Information Age, many countries relate to education as an im-portant factor for national growth. Teacher education plays a significant role in coping with the challenge of educating a new generation of school students to compete in a technology-driven society. In 2011, the Israel Ministry of Education initiated the National Program for transforming teacher education colleges to meet the demands of the 21st century. Methodology: The study focuses on two research questions: (1) What was the impact of the National Program on pre-service teacher training concerning the integration of ICT in their teaching? (2) What are the predictors of the pre-service teachers’ practice of ICT integration in teaching? It is a quantitative study, based on data collected in two rounds two years apart that compares several indices of pre-service teachers’ preparation to teach with ICT. Contribution: The findings offer insights regarding influential factors of successful integration of ICT in education. Findings: Analyses showed a significant increase in most of the indices of teacher training according to the National Program, in particular in the number of ICT-based lessons that pre-service teachers taught in their teaching practice at schools. Predictors of ICT integration in teaching were modeling by faculty members and school mentor teachers, the number of ICT-based lessons taught by pre-service teachers, and pre-requisite conditions at schools and colleges. Recommendations for Practitioners: The current challenge is to promote innovative ICT-based teaching methods among teacher educators, school teacher mentors, and pre-service teachers. Recommendation for Researchers: The findings underscore the importance of modelling by the school mentors as well as pre-requisite conditions at schools. Impact on Society: Being acquainted with the most influential factors of successful integration of ICT in teaching by pre-service teachers can improve teacher education as well as the education system in educating future generations. Future Research: More research is needed to learn about the dissemination of innovative models of ICT integration in teaching by pre-service teachers and their educators.

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Greenhalgh-Spencer, Heather, and Moja Jerbi. "Technography and design–actuality gap-analysis of internet computer technologies-assisted education: Western expectations and global education." Policy Futures in Education 15, no. 3 (2017): 275–94. http://dx.doi.org/10.1177/1478210317712087.

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In this paper, we provide a design–actuality gap-analysis of the internet infrastructure that exists in developing nations and nations in the global South with the deployed internet computer technologies (ICT)-assisted programs that are designed to use internet infrastructure to provide educational opportunities. Programs that specifically pinpoint females’ access to schooling are foregrounded in this paper. For our research, we aggregated data on internet infrastructure and data on where ICT-assisted educational endeavors were being deployed in order to create a technography – a series of maps – that would illustrate where there is internet infrastructure that might support ICT-assisted educational programs, where ICT-assisted educational programs are being deployed, and where there is a design–actuality gap. Our research highlights two types of design–actuality gaps: there are places where there is access to internet infrastructure, but very little access to ICT-assisted educational programs; and there are also places where ICT-assisted educational programs have been deployed, but there is very little access to the kind of internet infrastructure that is necessary to support these programs.

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Jha, Anila. "ICT Pedagogy in Higher Education: A Constructivist Approach." Journal of Training and Development 3 (September 27, 2017): 64–70. http://dx.doi.org/10.3126/jtd.v3i0.18232.

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Information and communication technology (ICT) has been an integral part of pedagogy in educational institutions in general and higher education in particular. My focus in this paper is to see how ICT plays a role in constructing knowledge and improving learning in the higher educational institutions. The arguments are based on the review of existing ICT related literature, and in- depth interviews with few ICT pedagogy and social constructivist related educationists. So, the method applied is qualitative. First, ICT plays a role of a means to an end in the sense that it carries messages with higher level of accuracy. Second, it makes the interactions among the target group ‘living’ and creates the environment for effective learning. Third, ICT links the performers (teachers and students) in the learning groups cognitively and affectively to transform the unit of learning among the learners. This means that ICT plays a vital role in the part of the learners in which they are liberated from their teachers’ dominance.

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Waluyo, Budi. "The Effects of ICT on Achievement: Criticizing the Exclusion of ICT from World Bank’s Education Sector Strategy 2020." Malaysian Online Journal of Educational Technology 7, no. 2 (2019): 71–87. http://dx.doi.org/10.17220/mojet.2019.02.005.

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Gündüz, Şemseddin. "Investigation of the Relationship between Pre-service Teachers’ Perceptions of Education and Support for ICT and ICT Competencies." Malaysian Online Journal of Educational Technology 8, no. 2 (2020): 28–42. http://dx.doi.org/10.17220/mojet.2020.02.003.

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Bratina, Tomaz. "Study content and motivation for using ICT in education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (2017): 105–14. http://dx.doi.org/10.18844/prosoc.v4i6.2919.

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Only a digitally competent teacher can effectively use ICT in the educational process. Teachers must be educated and adequate ICT learning contents are required. The study contents should fulfil the objectives of knowledge upgrade and motivation for use of ICT in educational processes. The aim of this study was to get better insight into the pre-service teacher’s assessment of topics’ popularity, estimations of achieved skills and motivation for implementation of ICT in education. Our research sample consists of two generations of students of elementary education that attended the ICT in Education course. The two-year time gap is considered suitable to discover differences between generations because of the rapid development of ICT. The data were statistically analysed using descriptive and inferential statistics. The results show the increased acceptance of ICT in education, but the trends for the forthcoming generations are left to future researches. Keywords: ICT in education, pre-service teacher, motivation, teaching process, digital competences.

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Bansal, Jahanvi, and Dinesh Kumar. "ICT-enabled Higher Education: An Overview." Asian Journal of Research in Business Economics and Management 8, no. 3 (2018): 45. http://dx.doi.org/10.5958/2249-7307.2018.00026.9.

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Austin, Roger. "ICT, Enterprise Education and Intercultural Learning." International Journal of Information and Communication Technology Education 7, no. 4 (2011): 60–71. http://dx.doi.org/10.4018/jicte.2011100106.

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Little attention has been paid to the role of Information Communication Technology (ICT) in enabling schools to work together in joint enterprise partnerships. This article reports on a school-based enterprise initiative which involved both primary and secondary school teachers working across an international frontier. The main findings of this research show that when ICT was used to link schools, it enabled a wide range of enterprise work to be carried out, particularly in the development of ‘soft’ skills. In primary schools, the ease of linking enterprise to the curricula in two different jurisdictions by teachers in well-established school partnerships led to high use of communication tools and strong collaborative learning. In secondary schools, in spite of timetabling difficulties and lack of prior experience between partners, links were made between a range of business studies courses and ICT helped to make enterprise far more than an academic subject. Overall, the evidence suggests that when students were working closely in teams across a national boundary, they developed a wide range of inter-personal skills that have been identified as important characteristics in enterprise work (Man & Yu, 2007) and for intercultural understanding (Deuchar, 2004).

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Journal articles on the topic 'ICT and education'

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