Knowledge Map : Impact of ICTs on Learning and Achievement

It is generally believed that information and communication technologies (ICTs) can empower teachers and learners, promote change and foster the development of '21st century skills, but data to support these beliefs are still limited. There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.

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Bibliographic Details
Main Author: World Bank
Format: Brief biblioteca
Language:English
Published: World Bank, Washington, DC 2008-11
Subjects:CAI, CLASSROOM, CLASSROOMS, COMMUNICATION TECHNOLOGIES, COMMUNICATIONS TECHNOLOGIES, COMPUTER AIDED INSTRUCTION, COMPUTER AT HOME, COMPUTER LABORATORIES, EDUCATION INITIATIVES, EDUCATIONAL CHANGE, EDUCATIONAL PLANNERS, EDUCATIONAL QUALITY, EDUCATIONAL RESEARCH, EDUCATIONAL TECHNOLOGY, EMPLOYMENT, HUMAN CAPITAL, INFORMATION TECHNOLOGY, INSTRUCTION, INSTRUCTIONAL TECHNOLOGY, INTERVENTIONS, KNOWLEDGE BASE, LEARNERS, LEARNING, LEARNING ACTIVITIES, LEARNING OUTCOMES, LEARNING PROCESS, LEARNING PROCESSES, LITERACY, MATH SKILLS, NUMERACY, PEDAGOGIES, PEDAGOGY, PERFORMANCE INDICATORS, READING, REASONING, RESEARCH LITERATURE, SCHOOL FACILITIES, SCHOOL HOURS, SCHOOL SUBJECTS, SCHOOLS, SMALLER NUMBER, STANDARDIZED TESTS, STUDENT ACHIEVEMENT, STUDENT LEARNING, STUDENT MOTIVATION, STUDENT PERFORMANCE, TEACHER, TEACHER TRAINING, TEACHERS, TEACHING, TECHNOLOGIES IN EDUCATION, TEST SCORES, TUTORIALS, WORD PROCESSING,
Online Access:http://documents.worldbank.org/curated/en/2008/11/10055088/knowledge-map-impact-icts-learning-achievement
http://hdl.handle.net/10986/10578
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