ICT and education beyond borders

Simple item page
dc.contributor.authorMaina, Emily Wanjiku
dc.date.accessioned2016-12-05T10:43:30Z
dc.date.available2016-12-05T10:43:30Z
dc.date.issued2015-10
dc.description2nd International Annual October Conference on Education and Lifelong Learning 2015 "Post 2015 Development Agenda: Moving·'Education Forward'en_US
dc.description.abstractThis paper sets out to explore what ICT and Education Beyond Borders is and some of the areas where it has been actualized. The purpose of this exploration is to show what has been achieved in provision for Education for All in the areas of conflict in selected areas and the lessons learnt for future improvement in endeavour to achieve Education For All goal. The study is a desk review on related literature on what Education Beyond Borders is, The Vision and Mission of Education Beyond Borders, Open education and best practices. Education Beyond Borders [EBB] as a non-profit Non Governmental Organization [NGO] is devoted to closing the global education divide through teacher professional development and community education. The major focus mainly being advancing and supporting movement of education especially for students in disadvantaged regions in different parts of the world. There are 59 million teachers worldwide and 30 million more are required to achieve the goal of United Nations "Education for All" [EFA] initiative by 2015. It is on record that 104 million children in the world do not go to school at all and 50 per cent live in countries facing conflict. It has been observed that in many countries teachers seem lethargic about ICT integration especially in curriculum delivery and prefer the outdated mode of notes. As a panacea to this scenario the ever changing technology space and the philosophy behind ICT in education programme in training has been activated [Otedo,2010]. Findings from a study on analysis of assessment opportunities of learning spaces, online versus face to face methodologies, indicate that continuous assessment methodology based on ICT have a positive impact on the learning process as well as the obtained grades in the final exams. Review from a study investigating the role of open and distance learning in improving access to higher education in Kenya indicate technology related devices are more widely preferred to print by students and that e learning has a positive effect to higher education. Review has shown that traditional educational approaches to teaching are outdated and irrelevant and online education gives students a broad and diverse access to many educational opportunities. Though the concept of Education Beyond Borders is very noble, a lot still needs to be done to motivate the teachers to be more receptive to ICT and achieve the post 2015 education agenda. Keywords: e learning, Computer Based Instruction, Virtual Learning environmenten_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/15219
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectE-learningen_US
dc.subjectComputer Based Instructionen_US
dc.subjectVirtual Learning environmenten_US
dc.titleICT and education beyond bordersen_US
dc.typePresentationen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ICT and education beyond borders.pdf
Size:
6.03 MB
Format:
Adobe Portable Document Format
Description:
Full presentation
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
CW-Department of Educational Foundations