infoDev Knowledge Maps

8 items available

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infoDev’s Knowledge Maps on ICTs in education are intended to serve as quick snapshots of what the research literature reveals in a number of key areas. They are not meant to be an exhaustive catalog of everything that is known (or has been debated) about the use of ICTs in education in a particular topic; rather, taken together they are an attempt to summarize and give shape to a very large body of knowledge and to highlight certain issues in a format quickly accessible to busy policymakers. The infoDev knowledge mapping exercise is meant to identify key general assertions and gaps in the knowledge base of what is known about the use of ICTs in education, especially as such knowledge may relate to the education-related Millennium Development Goals (MDGs).

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  • Publication
    Knowledge Map : Impact of ICTs on Learning and Achievement
    (World Bank, Washington, DC, 2008-11) World Bank
    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.
  • Publication
    Knowledge Map : Teachers, Teaching and ICTs
    (Washington, DC, 2005-03) World Bank
    Teacher training and on-going, relevant professional development are essential if benefits from investments in information and communication technologies (ICTs) are to be maximized. A shift in the role of a teacher utilizing ICTs to that of a facilitator does not obviate the need for teachers to serve as leaders in the classroom; traditional teacher leadership skills and practices are still important (especially those related to lesson planning, preparation, and follow-up). ICTs seen as tools to help teachers create more 'learner-centric' learning environments in Organization for Economic Co-operation and Development (OECD) countries, research consensus holds that the most effective uses of ICT are those in which the teacher, aided by ICTs, challenge pupils' understanding and thinking, either through whole-class discussions or individual/small group work using ICTs. ICTs are seen as important tools to enable and support the move from traditional 'teacher-centric' teaching styles to more 'learner-centric' methods. Pedagogical practices of teachers using ICTs can range from only small enhancements of teaching practices, using what are essentially traditional methods, to more fundamental changes in their approach to teaching. ICTs can be used to reinforce existing pedagogical practices as well as to change the way teachers and students interact.