Palestine is facing challenges to support its Information Communication Technology across its entire educational system. Instruction based on internet is not commonly available. In primary levels, only 21 percent is available, and 24 percent in secondary educational institutions. Both Jordan and Oman have emphasized a strong policy in providing an Information Communication Technology assisted instruction in primary and secondary schools. In Oman, 88 percent of information technology is provided in primary institution, and 97 percent in secondary education.
There are three factors which divide the Arab states digitally. Firstly, division of the Arab world as a whole against other regions, secondly,the large predominantly rural countries against small, resource rich countries, and lastly, the division of the Arab states which includes socio-economic status, urban against rural, culture, and ethnicity. Jordan has the highest rate of both female and male pupils enrolled in programmes about computer assisted instruction among the Arab states. About 84 percent of female pupils are enrolled in primary and secondary levels of education offering a computer assisted instruction.
Teachers are the most important figure on classroom learning in providing the pupils to use Information Communication Technology at its best, inside and outside of the school. They should have a significant level of training and teaching to assist students becoming creative learners through Information Communication Technology, and to an organized, effective citizens of the workforce.
In general, the Arab states have develop a significant strategy for the implementation of Information Communication Technology assisted instruction. The Governments through global initiatives are significantly enhancing the integration of Information Communication Technology, developing infrastructure, and training human resources in keeping pace with global information society.
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