The dialectics of poverty, educational opportunities, and ICTs

Mejiuni, Olutoyin; Obilade, Oluyemisi O.

doi:10.1007/1-4020-4324-4_9

Cited by 5 publications

(4 citation statements)

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“…Several foreign authors such as Meadowcroft (2006), Mejiuni and Obilade (2006) considered the definition of ICT. They have identified İCT as electronic and non-electronic technologies used for the creation, storage, manipulation, retrieval and communication or dissemination of information.…”

Section: Information and Communications Technologymentioning

confidence: 99%

Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method

Mussaa

Niyazova

2017

PROSOC

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In the context of teaching English as a foreign language in Kazakhstan, there are several problems that students come across: lack of language environment, lack of motivation and interest, age-related features in groups, language barrier, lack of practice, and interference. This paper reports on an investigation of information and communication technologies (İCT) and specifically focuses on the technology of digital education resources (DER) in classroom language teaching. In 2014, DER was adapted and further developed by Kazakhstani pedagogies for teaching school subjects. The use of İCT and DER is strongly encouraged in recent Kazakhstani and European methodological literature. We take into consideration the possibilities of experiment conduction where DER is used in teaching English speaking in the context of the active case-study method. The advantages of case-study method are considered in European studies as it promotes the process of language interaction and solving case problems both individually and in subgroups. The students with first native Kazakh and Russian languages from secondary schools in Astana took part in these experimental studies. The investigation was multi-methodological combining classroom teaching experience, cases for students' oral language practice, focus groups and questionnaires. Analyses revealed the effectiveness of proposed approach of teaching English as foreign language and combining the use of the casestudy method and DER.

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Section: Information and Communications Technologymentioning

confidence: 99%

Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method

Mussaa

Niyazova

2017

PROSOC

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“…Information and Communication Technology (ICT) is the electronic and nonelectronic technologies and infrastructure systems used to create, store, manipulate, retrieve, and communicate or disseminate information (Meadowcroft, 2006;Mejiuni and Obilade, 2006) Synchronous online learning (SOL) is online learning that applies live audio/video communication to an online class (Ward et al, 2010).…”

Section: System Usementioning

confidence: 99%

A Comparison of Saudi and United States Faculty Use of Information and Communication Technology Tools

Alshahri

2017

Handbook of Research on Individualism and Identity in the Globalized Digital Age

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Research related to differences in how Saudi and US faculty use Information and Technology Communication (ICT) tools is discussed as well as their perceptions of ICT applications and ICT use. Saudi faculty from six universities in KSA and US faculty from five US universities completed a questionnaire designed to identify the ICT tools most frequently used and their perceptions toward the use of these tools. In addition, a path analysis based on Davis's (1993) Technology Acceptance Model was conducted to investigate the relationships between faculty attitudes toward ICT applications and actual ICT use. Findings from this study suggest that both Saudi faculty social media most often while US faculty use productivity tools more often. Both Saudi and US faculty and would benefit from training in the use of these applications for use within a Learning Management System.

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“…UNDP states that ICTs are both traditional, such as radio and television, print and fax, and new media such as the Internet, the World Wide Web, electronic mail, teleconferencing, and virtual classrooms. ICTs are also electronic and non-electronic technologies, infrastructure systems, and services used to publish, store, retrieve, and transmit information, to communicate ideas, and to generate knowledge (Mejiuni & Obilade, 2006). According to the World Bank (2002), ICTs can also be defined as the convergence of activities which facilitates capturing, processing, transmission and display of information through digital electronic devices.…”

Section: Theoretical Framework: Icts In Open and Distance Learningmentioning

confidence: 99%

KNOU-UNESCO Cooperative Model for PCPD Region Development

Seol

2014

Asian Association of Open Universities Journal

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This study aims to explore KNOU's potential for supporting international education programmes and to propose a cooperative model between KNOU and UNESCO for establishing an open and distance learning (ODL) system in the ‘post conflict, post disaster’ (PCPD) regions. Coupled with UNESCO's expertise in rehabilitation programmes, KNOU will be able to initiate an international ODL programme by transferring its experience and technical and media know-how to the respective developing countries. This study examines pedagogical usage of ICTs and a possible collaborative model among institutions in three phases: an introduction stage, a development stage, and a completion stage. To strategically effect an international cooperative model, four potential action plans by KNOU are suggested. First, KNOU and UNESCO should construct a team that will choose a PCPD country as a case study and consult specific strategiesfor the implementation of the KNOU model. Second, leadership seminars and training programmes should be developed concurrently. Third, networking and cooperative systems should be set up with local universities. And, finally, student exchange programmes and overseas volunteer programmes should be designed and operated. Utilization of its advanced and systematic DE cooperative model will allow KNOU, as one of the leading ODL institutions, to carry out a meaningful international cooperative venture with UNESCO.

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The dialectics of poverty, educational opportunities, and ICTs

Cited by 5 publications

References 1 publication

Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method

Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method

A Comparison of Saudi and United States Faculty Use of Information and Communication Technology Tools

KNOU-UNESCO Cooperative Model for PCPD Region Development

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