Life is hard but God provides;
Unpredictable but God guides;
Unfair but God cares;
A challenge but God watches!
May you be blessed with the things you pray for...
Granted the things you work for....
And rewarded with the things you wish for...
Thursday, June 24, 2010
Saturday, June 19, 2010
phoebe rosete
The national information and communication technology (ICT) of Australia,hongkong,malaysia,singapore and newzealand is to create an education system in which the students learn to be more productive and successful in the future.they believe that by teaching the student they developed leadership skills and facilitators with a sound understanding of ICT and its use in teaching and learning are crucial to successful professional development;focusing on long-term goals and solutions rather than on short-term improvements.
Australia it self's Improving student outcomes through
effective use of ICT in the classroom.Supporting the progressive transformation
of schools within an evolving knowledge
society,Providing equal access to the benefits of
learning technologies,Ensuring that educational goals determine
the choice and use of technologies and guaranteeing productive investments in
infrastructure, professional development
and curriculum.
Hongkong Since 1998, the Digital 21 Strategy has set out the Government's vision of developing Hong Kong into a leading digital city. Its success can be measured by an impressive set of statistics, which demonstrates Hong Kong's advancement in various areas of ICT over the years.
Reviewed and updated regularly, the Digital 21 Strategy will continue to guide Hong Kong's
development on the ICT front, catering for the evolving needs of the Government, businesses and the general public and sustaining the strengths of Hong Kong as one of the worlds' most
competitive economies.
Malaysia also has a long-term vision, usually referred to as “Vision 2020” which calls
for sustained, productivity-driven growth, which will be achievable only with a
technologically literate, critically thinking workforce prepared to participate fully in
the global economy of the 21st century. At the same time, Malaysia’s National
Philosophy of Education calls for “developing the potential of individuals in a holistic
and integrated manner, so as to produce individuals who are intellectually, spiritually,
emotionally, and physically balanced and harmonious.”Technology is not seen as a
“vitamin” whose mere presence in schools can catalyze better educational outcomes.
Technology is also not seen as simply another subject in the curriculum, suited
primarily for teaching students to use tools they may encounter as adults.
New Zealand In 2001 the Minister of Higher Education set up a group to
advise him on the development of e-learning. The final
report of the group10 represents a balance between the need
for clearer direction for the sector and the reality of New
Zealand’s highly competitive tertiary environment. The
group was representative of the whole tertiary sector
including the colleges of education, the polytechnic sector,
industry training organizations (ITOs), and whare wananga
as well as the universities. The report recommended the
following.A strong role for the new Tertiary Education
Commission in developing a national strategy for
ICT in tertiary education.
Australia it self's Improving student outcomes through
effective use of ICT in the classroom.Supporting the progressive transformation
of schools within an evolving knowledge
society,Providing equal access to the benefits of
learning technologies,Ensuring that educational goals determine
the choice and use of technologies and guaranteeing productive investments in
infrastructure, professional development
and curriculum.
Hongkong Since 1998, the Digital 21 Strategy has set out the Government's vision of developing Hong Kong into a leading digital city. Its success can be measured by an impressive set of statistics, which demonstrates Hong Kong's advancement in various areas of ICT over the years.
Reviewed and updated regularly, the Digital 21 Strategy will continue to guide Hong Kong's
development on the ICT front, catering for the evolving needs of the Government, businesses and the general public and sustaining the strengths of Hong Kong as one of the worlds' most
competitive economies.
Malaysia also has a long-term vision, usually referred to as “Vision 2020” which calls
for sustained, productivity-driven growth, which will be achievable only with a
technologically literate, critically thinking workforce prepared to participate fully in
the global economy of the 21st century. At the same time, Malaysia’s National
Philosophy of Education calls for “developing the potential of individuals in a holistic
and integrated manner, so as to produce individuals who are intellectually, spiritually,
emotionally, and physically balanced and harmonious.”Technology is not seen as a
“vitamin” whose mere presence in schools can catalyze better educational outcomes.
Technology is also not seen as simply another subject in the curriculum, suited
primarily for teaching students to use tools they may encounter as adults.
New Zealand In 2001 the Minister of Higher Education set up a group to
advise him on the development of e-learning. The final
report of the group10 represents a balance between the need
for clearer direction for the sector and the reality of New
Zealand’s highly competitive tertiary environment. The
group was representative of the whole tertiary sector
including the colleges of education, the polytechnic sector,
industry training organizations (ITOs), and whare wananga
as well as the universities. The report recommended the
following.A strong role for the new Tertiary Education
Commission in developing a national strategy for
ICT in tertiary education.
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