信息通信技術(shù)政策在加納智慧教育提升方面的應(yīng)用
發(fā)布時間：2021-02-08 23:25
全球大多數(shù)國家已經(jīng)認識到以信息和通信技術(shù)（ICT）為特征的新興信息時代的發(fā)展機遇。這些技術(shù)正在推動全世界的國家發(fā)展努力,不僅僅在教育方面,而且在整個所有部門。發(fā)達國家和發(fā)展中國家正在探索通過在其經(jīng)濟和社會特別是教育部門內(nèi)開發(fā),部署和利用信息通信技術(shù)促進其發(fā)展進程的方式。盡管如此,即使世界正在進入教育領(lǐng)域充滿技術(shù)（技術(shù)時代）的國家,加納仍然采用舊的教學(xué)體系。2011年財政和經(jīng)濟計劃部的一份報告指出,在整個各個機構(gòu)的信息通信技術(shù)（ICT）發(fā)展方面,該國面臨著嚴峻的挑戰(zhàn)。這些基礎(chǔ)設(shè)施建設(shè)是縣域經(jīng)濟發(fā)展的支柱,需要解決這個問題。盡管如此,加納政府高度重視信息和通信技術(shù)在促進該國經(jīng)濟中的作用。加納減貧戰(zhàn)略文件（GPRS I&II）和2003-2015年教育戰(zhàn)略計劃中列出的該國中期發(fā)展計劃都表明利用信息通信技術(shù)作為接觸加納窮人的手段。2004年,議會通過了加納的ICT加速發(fā)展（ICT4AD）政策,該政策目前處于不同的實施階段。這項政策代表了加納在信息時代的愿景,并處理了14個優(yōu)先重點領(lǐng)域或支柱。十四大支柱中的大部分都集中在教育部門。這些包括;促進信息通信技術(shù)在教育領(lǐng)域的應(yīng)用-信息通信技術(shù)在...
【文章來源】：電子科技大學(xué)四川省 211工程院校 985工程院校 教育部直屬院校
【文章頁數(shù)】：84 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
abstract
Chapter 1 Introduction
1.1 Research Background
1.2 Problem Statement
1.3 Research Objectives and Research Questions
1.4 Significance of the Study
1.5 Conceptual Framework
1.6 Delimitation of the Study
1.7 Limitation of the Study
Chapter 2 Literature Review
2.1 Core Concepts
2.1.2 Smart Education
2.1.3 Smart Learning Environment
2.1.4 Smart Teaching Methods
2.1.5 Smart Learners
2.1.6 Information Communication Technology （ICT）
2.2 Theoretical Review
2.2.1 Classical Organizational Theory
2.2.2 Modern Theory
2.2.3 Technology Acceptance Theory
2.3 ICT in Ghana
2.4 The Evolution of Smart Education
2.5 Smart Technology
2.6 Policy Reviews on ICT in Ghana and Abroad
2.6.1 Ghana ICT for Accelerated Development （ICT4AD） Policy Review
2.6.2 Policy Reviews on ICT in Abroad
2.6.2.1 United Nations Educational, Scientific and Cultural Organization,
2.6.2.2 European Commission’s 2006 survey on Irish Smart Education
2.6.2.3 Ministry of Education of the People’s Republic of China
2.6.2.4 Survey of ICT and Education in Africa: Zambia Country Report
Chapter 3 Methodology of the Study
3.1 Research Design
3.2 Data Type and Sources
3.2.1 Participants
3.2.2 Materials
3.2.3 Procedure
3.3 Data Analysis
3.3.1 Descriptive Statistical Technique
Chapter 4 Status quo, Problems and ICT Policies in Ghana
4.1 Status Quo of ICT in education in Ghana from 2003-2015
4.2 Observed Problems of ICT and ICT in Education before Actual Data Survey
4.2.1 Ghana Telecom （GT） Struggling to Keep up with the Times
4.2.2 High Cost of Internet Usage
4.2.3 The Brain Drain Syndrome
4.2.4 There are Inadequate Partnerships and Collaboration between the Ministry and the Private Sector
4.3 Improving the Existing ICT Policy to Enhance Smart Education
4.3.1 Create the Necessary Awareness in all the Organs of Government namely the Executive, Legislature, Judiciary and the Press
4.3.2 Create an Open and Supportive Economic Environment
4.3.3 Aggressive Human Capacity Building
4.3.4 Some Specific Institutions in Ghana Should be Responsible for Development of Scientific and Technological Capabilities
4.3.5 The Dilemma Ghana Telecom （GT） Finds Itself Needs to be Given a Second Look
4.3.6 Private Sector Support
4.3.7 Role of the Press
Chapter 5 Analyses of ICT in education Policies in Ghana
5.1 Description of Study Area
5.2 Characteristics of the Respondents
5.3 Policy Implementation Analyses of ICT in Education of Ghana
5.4 Impacts of ICT Policies on Education
5.4.1 Positive Impacts of ICT Policies on Education
5.4.2 Negative Impacts of ICT Policies on Education
Chapter 6 Result and Discussion
6.1 Findings of the Study
6.1.1 Policy Gaps of ICT in Ghana
6.1.2 Problems in Policy Implementation Effectiveness and Efficiency
6.1.3 Implementing ICT in Education to Enhance Smart Education: What Helps and What Hinders?
6.1.4 Constraints Affecting ICT Policy Implementations
6.2 Recommendations
Chapter 7 Conclusion
Acknowledgements
References
Academic Achievements
Appendices
Appendix A
Appendix B
本文編號：3024663
【文章來源】：電子科技大學(xué)四川省 211工程院校 985工程院校 教育部直屬院校
【文章頁數(shù)】：84 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
abstract
Chapter 1 Introduction
1.1 Research Background
1.2 Problem Statement
1.3 Research Objectives and Research Questions
1.4 Significance of the Study
1.5 Conceptual Framework
1.6 Delimitation of the Study
1.7 Limitation of the Study
Chapter 2 Literature Review
2.1 Core Concepts
2.1.2 Smart Education
2.1.3 Smart Learning Environment
2.1.4 Smart Teaching Methods
2.1.5 Smart Learners
2.1.6 Information Communication Technology （ICT）
2.2 Theoretical Review
2.2.1 Classical Organizational Theory
2.2.2 Modern Theory
2.2.3 Technology Acceptance Theory
2.3 ICT in Ghana
2.4 The Evolution of Smart Education
2.5 Smart Technology
2.6 Policy Reviews on ICT in Ghana and Abroad
2.6.1 Ghana ICT for Accelerated Development （ICT4AD） Policy Review
2.6.2 Policy Reviews on ICT in Abroad
2.6.2.1 United Nations Educational, Scientific and Cultural Organization,
2.6.2.2 European Commission’s 2006 survey on Irish Smart Education
2.6.2.3 Ministry of Education of the People’s Republic of China
2.6.2.4 Survey of ICT and Education in Africa: Zambia Country Report
Chapter 3 Methodology of the Study
3.1 Research Design
3.2 Data Type and Sources
3.2.1 Participants
3.2.2 Materials
3.2.3 Procedure
3.3 Data Analysis
3.3.1 Descriptive Statistical Technique
Chapter 4 Status quo, Problems and ICT Policies in Ghana
4.1 Status Quo of ICT in education in Ghana from 2003-2015
4.2 Observed Problems of ICT and ICT in Education before Actual Data Survey
4.2.1 Ghana Telecom （GT） Struggling to Keep up with the Times
4.2.2 High Cost of Internet Usage
4.2.3 The Brain Drain Syndrome
4.2.4 There are Inadequate Partnerships and Collaboration between the Ministry and the Private Sector
4.3 Improving the Existing ICT Policy to Enhance Smart Education
4.3.1 Create the Necessary Awareness in all the Organs of Government namely the Executive, Legislature, Judiciary and the Press
4.3.2 Create an Open and Supportive Economic Environment
4.3.3 Aggressive Human Capacity Building
4.3.4 Some Specific Institutions in Ghana Should be Responsible for Development of Scientific and Technological Capabilities
4.3.5 The Dilemma Ghana Telecom （GT） Finds Itself Needs to be Given a Second Look
4.3.6 Private Sector Support
4.3.7 Role of the Press
Chapter 5 Analyses of ICT in education Policies in Ghana
5.1 Description of Study Area
5.2 Characteristics of the Respondents
5.3 Policy Implementation Analyses of ICT in Education of Ghana
5.4 Impacts of ICT Policies on Education
5.4.1 Positive Impacts of ICT Policies on Education
5.4.2 Negative Impacts of ICT Policies on Education
Chapter 6 Result and Discussion
6.1 Findings of the Study
6.1.1 Policy Gaps of ICT in Ghana
6.1.2 Problems in Policy Implementation Effectiveness and Efficiency
6.1.3 Implementing ICT in Education to Enhance Smart Education: What Helps and What Hinders?
6.1.4 Constraints Affecting ICT Policy Implementations
6.2 Recommendations
Chapter 7 Conclusion
Acknowledgements
References
Academic Achievements
Appendices
Appendix A
Appendix B
本文編號：3024663
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