信息通信技术政策在加纳智慧教育提升方面的应用

发布时间：2021-02-08 23:25

　　全球大多数国家已经认识到以信息和通信技术（ICT）为特征的新兴信息时代的发展机遇。这些技术正在推动全世界的国家发展努力,不仅仅在教育方面,而且在整个所有部门。发达国家和发展中国家正在探索通过在其经济和社会特别是教育部门内开发,部署和利用信息通信技术促进其发展进程的方式。尽管如此,即使世界正在进入教育领域充满技术（技术时代）的国家,加纳仍然采用旧的教学体系。2011年财政和经济计划部的一份报告指出,在整个各个机构的信息通信技术（ICT）发展方面,该国面临着严峻的挑战。这些基础设施建设是县域经济发展的支柱,需要解决这个问题。尽管如此,加纳政府高度重视信息和通信技术在促进该国经济中的作用。加纳减贫战略文件（GPRS I&II）和2003-2015年教育战略计划中列出的该国中期发展计划都表明利用信息通信技术作为接触加纳穷人的手段。2004年,议会通过了加纳的ICT加速发展（ICT4AD）政策,该政策目前处于不同的实施阶段。这项政策代表了加纳在信息时代的愿景,并处理了14个优先重点领域或支柱。十四大支柱中的大部分都集中在教育部门。这些包括;促进信息通信技术在教育领域的应用-信息通信技术在... 

【文章来源】：电子科技大学四川省 211工程院校 985工程院校 教育部直属院校

【文章页数】：84 页

【学位级别】：硕士

【文章目录】：
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



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