Economies covered

  • 2009-2010 Edition dr_dot2009-2010
  • 2007-2008 Edition dr_dot2007-2008
  • 2005-2006 Edition dr_dot2005-2006
  • 2003-2004 Edition dr_dot2003-2004

Click the dot to read the chapters. 

.af Afghanistan dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.au Australia dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.bd Bangladesh dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.bn Brunei Darussalam dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.bt Bhutan dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.cn China dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.hk Hong Kong dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.id Indonesia dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.in India dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.ir Iran dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006
.jp Japan dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.kh Cambodia dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.kp North Korea dr_dot2009-2010 dr_dot2007-2008

.kr South Korea
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.la Lao PDR
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.lk Sri Lanka
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.mm Myanmar
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.mn Mongolia
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.mo Macau
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.mv Maldives
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006
.my Malaysia
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.np Nepal
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.nz New Zealand
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.ph Philippines
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.pk Pakistan
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.sg Singapore
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.th Thaïland
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.tl / .tp Timor-Leste
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.tw Taiwan
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
.vn Vietnam
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006 dr_dot2003-2004
SAARC dr_dot2009-2010 dr_dot2007-2008
ASEAN
dr_dot2009-2010 dr_dot2007-2008 dr_dot2005-2006
APEC dr_dot2009-2010
dr_dot2005-2006

Education for All in the Digital Age

Article Index
Education for All in the Digital Age
Dakar Framework for Action
New Technology
Eight Factors to Consider
Trends in The Use of Technologies in the Educational Sector
Bibliography
In The Death of Distance, Frances Cairncross (1998) postulated a set of trends in the new communications environment that would influence the way we live, work, and play. While the dot-com boom and bust experience of the late 1990s required a review of these postulations, many still have relevance in the context of educational services. One of these is that the size of an organization does not matter, as small or specialized organizations and even individuals can create and transmit knowledge products to many users (at the users" call) using the power of technology. The other trends that have relevance to the increased use of new technologies in the educational sector are as follows:

 

  • The death of distance: The cost of communication will not be determined by distance even in the most regulated environments. Reaching out to students through the electronic highway will be determined more by the willingness of educational providers to utilize the newer technologies than by considerations of cost, as demonstrated by the application of satellite and Web technologies in India and the South Pacific.
  • The cost of appliances: Such costs will continue to drop even as their computing capacities increase.
  • Location does not matter: Providers of educational services can be located anywhere on earth and still reach learners wherever they may be as long as there is a basic communication infrastructure. For example, students in India have access to courses in North America without having to be in North America. Similarly, courses in educational institutions in India can and should travel across the globe.
  • Content customization: Learning can be a multi-channel or a mono-channel experience. The final authority on customization will be the target learning outcomes for the subject and the learning preference of the learner.
  • People as the ultimate scarce resource: The really difficult challenge for institutions will be to recruit people with the necessary skills to perform the tasks required, as well as to train and retrain those already in service to work in the new environment.
  • Emergence of a global language: The emergence of English as a dominant second language of science, technology, business, and international relations, as well as education and training, will mean the availability of globally usable knowledge products. There will be an increase in the choice of educational and training courses.
  • Communities of culture: The opportunity to make available content in languages other than English will become feasible. Declining costs and ease of use of the communication tools will make possible the creation and preservation of cultural products and traditions.

As we look ahead to the future of technology-supported learning in the Asia Pacific region, the challenge will not be the availability, cost, maintenance, and versatility of technologies. Rather, the challenge will be about the capabilities, capacities, imagination, and aspirations of our institutions of learning and pedagogues to use technologies to their full potential.



 

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