MARC record from Internet Archive

LEADER: 03841cam 2200517Ia 4500
001 ocm54498346
003 OCoLC
005 20210714004020.0
008 040227r20012001enk o 000 0 eng d
006 m o d
007 cr cn|||||||||
040 $aCGU$beng$epn$cCGU$dOCLCQ$dVOD$dOCLCQ$dCOO$dOCLCQ$dOCLCF$dOCLCQ$dUAB$dOCLCQ$dSINTU$dOCLCQ$dOCLCA$dOCLCQ$dLUN$dOCLCQ
019 $a986971944$a993100845$a1167294179
020 $a9264196528
020 $a9789264196520
020 $a9789264195714
020 $a9264195718
024 7 $a10.1787/9789264195714-en$2doi
035 $a(OCoLC)54498346$z(OCoLC)986971944$z(OCoLC)993100845$z(OCoLC)1167294179
050 4 $aLB1707$b.L43 2001eb
082 04 $a371.3/34$221
245 00 $aLearning to change :$bICT in schools /$cOECD Centre for Educational Research and Innovation.
246 30 $aICT in schools
260 $aParis :$bOECD,$c2001.
300 $a1 online resource (117 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
490 1 $aSchooling for tomorrow
520 3 $aEnormous investments are being made in computers and Internet connectivity for schools. The aim is to provide high-quality learning and teaching and equip young people for the knowledge society. But how are the benefits of this educational investment to be realised? It calls for much more than installing the hardware, and is not simply a matter of using ICT to do traditional things in different ways. Schools have to learn to change and to change to new ways of learning. There is an urgent need for quality software and digital materials for use in schools. Teachers - and students - must become discerning and knowledgeable ICT users. The school environment has to be fully supportive of ICT, making available expert assistance and advice to the teacher in this rapidly-changing field. New forms of curriculum and assessment are called for, new ways of organising schools, if the dramatic educational potential of ICT is to be delivered and realised. Such a demanding "learning to change" agenda is the subject of this international report. It is illuminated by the views of individual students, who used ICT enthusiastically in their own learning, and shared their experiences in an OECD international network. The report looks at the vast educational possibilities arising from the Internet, bringing together the school, the home and the wider community. It examines how ICT, which is the subject of teacher professional development, can largely be the means for its delivery. There are numerous examples of promising practice and principles for the future
505 0 $aExecutive Summary -- Chapter 1. Exploring the Concept of Demand -- Chapter 2. Public and Parental Perceptions of Schooling -- Chapter 3. Parental Choice and Diversity of Provision -- Chapter 4. Parent and Community "Voice" in Schools -- Chapter 5. What Do the Students Say? -- Chapter 6. The Demand Dimension: Concluding Issues and Directions -- Annex: The Framework of Questions for the Country Reports.
588 0 $aPrint version record.
650 0 $aTeachers$xTraining of.
650 0 $aTeachers$xIn-service training.
650 0 $aInformation technology.
650 7 $aInformation technology.$2fast$0(OCoLC)fst00973089
650 7 $aTeachers$xIn-service training.$2fast$0(OCoLC)fst01144294
650 7 $aTeachers$xTraining of.$2fast$0(OCoLC)fst01144404
710 2 $aOrganisation for Economic Co-operation and Development.
830 0 $aSchooling for tomorrow.
856 40 $3OECDiLibrary$uhttps://doi.org/10.1787/9789264195714-en
856 40 $uhttp://new.sourceoecd.org/9264196528
029 1 $aAU@$b000023288052
029 1 $aAU@$b000041547281
994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 76 OTHER HOLDINGS