♥♥edtech♥♥

In our world now, all countries are advanced in using technology, but we have some obstacles in using IT to educational practice. Here are some of the obstacles:

1. Network connectivity was poor- The network connectivity was poor especially in our country. It is not reliable and it could be disconnected anytime without our prior notices. The one reason for a network being disconnected could be virus or hacker attack, or cabling problem. This gives us frustration not pursue our educational practice through handling technology gadgets.

2. IT tools are getting too fast- We all know that technology is one of the fastest changing fields as compared to other field. The new model of hardware are have the higher processing power and with new enhance features. In our country, we have a slow changing of technology.

3. Lack of equipment- The equipment should also be available in students' computer lab so that they can access to the equipment conveniently.

4. Higher electricity consumption

5. Poor technical support- It would make negative impact on learners' desire to integrate IT tools in teaching. Support from technical staff is important to ensure learners can concentrate.

6. Lack of finance- Inappropriate of financial support.

7. Inadequate Infrastructure



We must admit that the problems are too hard to expensive. Lots of issues and challenges are involved but as soon, it will overcome our obstacles. We can overcome this obstacles in IT educational practice by improving quality of services, accountability and efficiency. In this study we can explore IT to enhance government-to-employee interactions in a government organization in a developing country. We have to develop organizational learning and teaching strategy. Training staff and students' in the use of technology and providing technical support. We must be responsible to enhance our IT educational practice by helping hand-in-hand. Also have modern IT facilities. We hope that our IT educational practice can make new opportunity and make our education in competent for the world.



http://cyber.law.harvard.edu/media/files/copyrightandeducation.html
http://ccis2k.org/iajit/PDF/vol.3,no.3/3-Mee.pdf

In new zealand, hongkong, malaysia, australia and singapore ICT policies are helping people and organizations to adapt to new circumstances and providing tools and models to respond rationally to challenges posed by ict and also they are supporting the concept of Lifelong Learning. They allow users to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technologies. ICT can be employed to give users quick access to ideas and experiences from a wide range of people, communities, cultures and political issues. The new zealand has the world's highest access to telecommunications. Extending and deepining educational expriences and sharing those experiences to work towards further developing an innovative and thriving society. They are developing leadership skills, because leaders and facilitators with a sound of understanding of ICT and its use in teaching and learning are crucial to successful professional development. Supporting partnerships and community initiatives. The broad goal of the ICT strategy is to enhance the development of student's knowledge, undestandings, skills and attitudes through the appropiate and effective use of ICT. In hongkong, they are 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. The components of the strategy are teacher enablement, curriculum and focus on software, hardware provision and the extension of infrastructure. In malaysia, 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 programs. 'Vision 2020, Malaysia's long term vision, calls for sustained, productivity-driven growth, only possible with a technologically literate, critically thinking workforce, prepared to participatefully in the global econamy of the 221st century. In australia, they provide education to those wholive in remote places in the outback. Australia has become a pioneer in using ICT for educational purposes. They are responsible for formulating national school education policy, including developing and implementing ICT policy and plans in education and improve student learning, opprtunities to offer flexible and to improve effieciency in business. Strategies include strethening programmes for school to adopt new paradigms of learning using ICTs and committing resources to the three key areas of professional development. In singapore, they develop an integrated and sustained model of professional development for IT in Education, promote an e-learning culture and create enabling structures to recognise and sustain teachers. In Philippines, they begun to re-conceptualize the policies and strategies of ICT in education towards life-long learning, in its Information and Communication Technology Plan. The Government believes that basic education should "evolve and nurture an ICT framework designed to enhance, broaden, strengthen and transform learning to develop the Filipino learner into a person who is excellence-driven. We can achieve our ICT by attaining a specified minimum level of information technology resources for educational institutions and government agencies and improving the quality of services and products. Our goal is within reach!







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