간행물
Asia-Pacific Collaborative education Journal
- 발행기관 APEC국제교육협력원
- 자료유형 학술지
- 간기 반년간
- ISSN 2092-674X (Print)2092-6758 (Online)
- 수록기간 2004 ~ 2021
- 주제분류 사회과학 > 교육학 사회과학 분류의 다른 간행물
- 십진분류KDC 371DDC 379
권호리스트/논문검색
Volume 10 Number 2 (2014년 12월) 4건
1.
2014.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to discuss and analyze the trends in ICT in education informatization and the need for more scholarly research and dialogue done between Korea and Chile due to their similar ideals in furthering ICT in education in their respective economies. In result of this, 29 individual and team reports submitted by Chilean trainees in the APEC eLearning Trainee Program from 2006-2014 were analyzed. From this study, the results based on the reports were as follows. 1) The need for high quality teacher training programs created by the government and motivating the teachers to participate in these programs. 2) Implementation of more cooperation and collaboration between teacher-student, teacher-expert, and publicprivate partnership programs. 3) Improving students’ aptitude in utilizing ICT, especially in education. 4) Due to the majority of the trainees’ coming from the teaching profession, more research is needed to be done by other stakeholders involved in education informatization, such as government officials, learners, and professors, in order to enhance the totality of this study.
4,000원
2.
2014.12
구독 인증기관 무료, 개인회원 유료
The purpose of this research was to identify the situation of ICT use in education in the Russian region, its reasons, and possible problems and solutions. In order to achieve the attempted purpose, analysis was done on thirteen individual and collaborative final presentations of 34 Russian (Sakha) trainees who attended the APEC e-Learning Training Program during 2007-2013 and Russian government project on ICT in education. The results of the research are as follows. First, the most mentioned problem and need to the Russian education informatization was identified as a shortage of ICT equipment. The next two problems identified were the problem of the insufficiency of educational resources and lack of teacher motivation in using ICT. Third, the implementation of ICT in Russian schools should become one of the important objectives of the region’s education administration and school administration. Thus, Russian regional government officials, who are responsible for education, need training to implement better policies and measures for improvements of ICT use in education. Also it’s important for them to learn the best foreign experience in using ICT in Education and adapt it by taking into consideration culture, geographical and other regional features.
5,500원
3.
2014.12
구독 인증기관 무료, 개인회원 유료
As an economy with archipelago contour and one of the largest populations in the world, Indonesia faces specific challenges in utilizing ICT for education nationwide. The present study provides a systematic categorization of such challenges into four categories based on Kim YoungHwan’s categorization of ICT utilization challenges, and then breaks down such categories into more explanatory sub-categories, along with order of frequency. Hence, this study aims at systematically describing challenges in utilizing ICT in Indonesia.
4,000원
4.
2014.12
구독 인증기관 무료, 개인회원 유료
Seyoung Park, Ki-Sang Song, Abdul Md Mokter Hossain, Aboubacaar Jallow, Aristarick Lekule, Mohammed Kamara, Ramvinay Singh, Salma Begum
Regional education experts from various developing countries (Bangladesh, Nepal, Sierra Leone, Tanzania, The Gambia) of west Africa and Asia-Pacific regions and experts in ICT in education from Korea cooperated to analyze the current situation of ICT utilization for schools in developing countries. From their research and reflections of participants' countries situation following things are recommended to be considered with priorities. Firstly, the expected problems and difficulties of introducing ICT in developing country schools from six levels including (teachers level, schools level and communities level). Then, solutions thereto are derived for the following six aspects: motivation of teachers, awareness building, Funds, ICT training for teachers, ICT equipment for the teachers, transparency and accountability.
4,000원
