【完整足球指数】欧赔

In the 1990s, the potential for ICTs to improve schools emerged as part of the education policy agenda in many OECD countries. Initially, the focus was on capacity: providing schools with hardware and software for learning and administration. Since then, much progress has been made in some areas.

 

However, the enormous investment in computers and Internet connectivity for schools in some areas raises many questions, including the question of how the potential benefits of this investment are to be realised. For those schools with access to technology, the emphasis is shifting away from increasing ICT capacity to maximising the benefits of the existing capacity. The following sections discuss the use of ICT in schools for both learning and administrative tasks, as well as issues that surround ICT in education. One of these issues is the inequality of access to technology, also known as the "digital divide."

 

Schools are confronted with opportunity and increasing complexity: They not only need to choose and implement some of the possibilities that ICT has to offer, from forms of management to innovation in learning settings. They also need to prepare students for a life marked by rapid technological change.

 

 

Introduction

Bridging the Digital Divide

Country Examples

The Role of ICT in Each SfT ScenarioMigration

 

 

【完整足球指数】欧赔 恩波利亚州立大学官网 龙之宝座登陆 体育 1996亚特兰大 36选7开奖号码 老快3开奖结果 中国足彩网官网手机 秒速时时彩最精准人工计划 单机捕鱼破解版 吴磊西班牙人进球