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February 1999 Special issue on Information Technology Being the largest producer of technical and professional manpower, India is an active participant in the development and use of information and communication technologies (ICTs). Despite this, the education sector is deprived of the benefits of ICTs. The analysis shows that ICTs offer vast potential for their use in educational management. There have been some developments in recent past but the major challenge is yet to be met. It calls for a clear policy perspective, a strategy for the development of ICT-related applications to be followed by a variety of programmes for capacity building at various levels. ICTs will succeed only if the administration is positive and inclined to follow norm based planning and management techniques. While every efforts should be made to promote the use of ICTs, care should be taken that the benefits of these efforts do not remain confined to a few. INFORMATION TECHNOLOGY / COMMUNICATION TECHNOLOGY / EDUCATIONAL MANAGEMENT / EDUCATIONAL TECHNOLOGY / COMPUTER USES IN EDUCATION / EDUCATIONAL SOFTWARE / DEVELOPING COUNTRIES INDIA 2070 Alloway, B.S.,ed; Mills, G.M.,ed. New directions in education and training technology. London: Kogan Page, 1985. 34 p. (Aspects of educational technology, vol. XVIII) EDUCATIONAL TECHNOLOGY / COMPUTER ASSISTED INSTRUCTION GENERAL AND INTERNATIONAL Call no. : 371.394 45 ALL 1433 Australia. National Advisory Committee on Computers in Schools. Australian school computer systems: educational user requirements; report to the Commonwealth Schools Commission. Canberra: Commonwealth Schools Commission, 1986. 27 p. COMPUTER ASSISTED INSTRUCTION AUSTRALIA Call no. : 371.394 45 AUS 22080 Bates, Tony. La cyberformation dans l'enseignement superieur : developpement de strategies nationales. Paris: Institut international de planification de l' education, 2002. 154 p. (Principes de la planification de l' education, 70) French. EDUCATIONAL PLANNING / EDUCATIONAL ADMINISTRATION / EDUCATIONAL POLICY / EDUCATIONAL DEVELOPMENT / EDUCATIONAL SYSTEMS / EDUCATIONAL FINANCE / EDUCATIONAL COSTS / DEVELOPING COUNTRIES / EDUCATIONAL EVALUATION / EDUCATIONAL STRATEGIES / EDUCATIONAL TECHNOLOGY / DISTANCE EDUCATION / TEACHING METHODS / COMPUTER ASSISTED INSTRUCTION / COMPUTER USES IN EDUCATION / RADIO / EDUCATIONAL RADIO / TELEVISION / COST EFFECTIVENESS Call no. : 371.334 B329C 14579 Bigum, Chris. Solutions in search of educational problems: speaking for computers in schools. Educational Policy. 1998. v. 12(5): p. 586-601. Computer use in schools is framed by the beliefs of users about computers and schooling. These 5
eliefs are reflected in the day-to-day practices in schools and derive from local experience, policy, opinion, and debates about computers, schools, and education. Many discourses that frame computer use in schools are based on a distinction between the human and nonhuman elements of computer use. Each of these discourses attributes essential properties to the computer, thereby broadly determining the role of the computer and consequently of the teacher and learner. Actor network theory avoids the human-nonhuman dualism and makes explicit the negotiations and alliances that are employed in particular groups speaking on behalf of computers in school and provides a basis for moving from essentialist framework toward new possibilities for computers and schools. COMPUTER USES IN EDUCATION / COMPUTER ASSISTED INSTRUCTION / PROGRAMMED INSTRUCTION / MULTIMEDIA INSTRUCTION / EDUCATIONAL SOFTWARE / EDUCATIONAL TECHNOLOGY 22335 Collis, Betty; Moonen, Jef. Flexible learning in a digital world : experiences and expectations. London: Kogan Page, 2001. 231 p. (Open and distance learning services) ICT / INFORMATION TECHNOLOGY / COMMUNICATION TECHNOLOGY / INFORMATION COMMUNICATION TECHNOLOGY / INTERNET IN EDUCATION / WORLD WIDE WEB / EDUCATIONAL REFORM / EDUCATIONAL TECHNOLOGY / HIGHER EDUCATION / DISTANCE EDUCATION / LEARNING / TEACHING / EDUCATION SCIENCE Call no. : 371.334 C713F 10147 Commonwealth Secretariat. Education Programme. Microcomputers in schools: policy and implementation guidelines. London, 1991. 26 p. COMPUTER ASSISTED INSTRUCTION / COMPUTER EDUCATION / INFORMATION TECHNOLOGY GENERAL AND INTERNATIONAL Call no. : 371.394 45 COM 21438 CSF [cd-rom] : curriculum and standards framework II. Carlton Victoria, Australia: Board of Studies, 2000. 1 cd-rom ; 4 3/4 in. EDUCATIONAL TECHNOLOGY / EDUCATIONAL PROGRAMMES / ICT / INFORMATION / COMMUNICATION / TECHNOLOGY / EDUCATIONAL INTERACTION PROCESS / INTERACTIVE COMMUNICATION / LEARNING METHODS / TEACHING MATERIALS / ARTS / SECOND LANGUAGE INSTRUCTION / HEALTH / PHYSICAL EDUCATION / LANGUAGES / MATHEMATICS / SCIENCE / SOCIAL SYSTEMS / ENVIRONMENT / RESOURCE MATERIALS AUSTRALIA Shelf no. : CD-ROM 0176 14578 De Vaney, Anne. Will educators ever unmask that determiner, technology?. Educational Policy. 1998. v. 12(5): p. 568-585. Technology enters the classroom today in a whirl of public discourses that valorize or demonize computers and the Internet. Structuring subjectivity in a bipolar fashion, these discourses offer educators only two positions: either proponents or opponents of new technology. Both positions are deterministic and construct similar romantic subjects that exhibit little agency. Because the reach of these opposite stances is so broad, this article interrogates the history and contemporary presence of 6
Page 1 and 2: Information and Communication Techn
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Page 5 and 6: Shelf no. : CD-ROM 0104 11273 Heben
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18971 CatSkill [cd-rom] : demonstra
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12357 Gach, Gary. The pocket guide
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5082 International Conference on Co
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v. 41(13): pp. 1-4. ELECTRONIC BOOK
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Call no. : 025.04 R884E 1998 17690
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Library automation for developing c
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10477 Cornu, Bernard, ed.; Ralston,
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18630 International Telecommunicati
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Call no. : 370.711 T253 18568 UNESC
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