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    Synthesis in Introduction

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    maricar samson
    The document discusses integrating information and communication technologies (ICTs) into education in several Southeast Asian countries. It finds that from 2004 to the present, countries like Malaysia, Singapore, Thailand, Indonesia, South Korea, and the Philippines have increasingly incorporated ICTs into teaching and learning to expand access to education, prepare students for the digital workplace, and improve the educational experience. Most countries saw over 80% of their schools successfully integrating different levels of ICT use according to assessments and policies.

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    Synthesis in Introduction

    Uploaded by

    maricar samson
    49 views4 pages
    The document discusses integrating information and communication technologies (ICTs) into education in several Southeast Asian countries. It finds that from 2004 to the present, countries like Malaysia, Singapore, Thailand, Indonesia, South Korea, and the Philippines have increasingly incorporated ICTs into teaching and learning to expand access to education, prepare students for the digital workplace, and improve the educational experience. Most countries saw over 80% of their schools successfully integrating different levels of ICT use according to assessments and policies.

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    SYNTHESIS IN INTRODUCTION.docx

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    The document discusses integrating information and communication technologies (ICTs) into education in several Southeast Asian countries. It finds that from 2004 to the present, countries like Malaysia, Singapore, Thailand, Indonesia, South Korea, and the Philippines have increasingly incorporated ICTs into teaching and learning to expand access to education, prepare students for the digital workplace, and improve the educational experience. Most countries saw over 80% of their schools successfully integrating different levels of ICT use according to assessments and policies.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    49 views4 pages

    Synthesis in Introduction

    Uploaded by

    maricar samson
    The document discusses integrating information and communication technologies (ICTs) into education in several Southeast Asian countries. It finds that from 2004 to the present, countries like Malaysia, Singapore, Thailand, Indonesia, South Korea, and the Philippines have increasingly incorporated ICTs into teaching and learning to expand access to education, prepare students for the digital workplace, and improve the educational experience. Most countries saw over 80% of their schools successfully integrating different levels of ICT use according to assessments and policies.

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    of 4

    SYNTHESIS IN INTRODUCTION

    Integrating ICTs into Education is rapidly growing through the innovative


    strategies and policy in developing the ICT based curriculum, where in the countries of Asia and
    the Pacific has been made a case studies on the use of ICT for education. This project will
    attempt to demonstrate the use of ICT in education will make a difference in improving the
    teaching and learning process. The documentation of experiences of selected countries in the
    South East Asia countries on the use of technology in order to learn in their success and failures.

    According to Victoria Tinio in her ICT in education, The ICTs help to expand access to
    education in terms of extending educational opportunities. Thus, this educational effectiveness of
    ICTs depends on how they are used and for what purpose. It prepares the current generation of
    students for a workplace where ICTs particularly computers, the internet and related
    technologies are becoming more and more ubiquitous. In comparison to the integrating ICTs into
    education, they specify that we constantly seek information, think critically and take initiative in
    pressing our fast changing world in order to obtain our vision that "Thinking schools, learning
    nations" in ICT into education.

    MALAYSIA

    • From 1997 to 2002, working in collaboration with Multimedia Development


    Corporation (MDeC), other government agencies and even the private sector, MOE
    has undertaken planning, implementation and monitoring of the Smart School Pilot
    Project.

    • About 4,000 schools have been rated and 89% have shown to be practicing various levels
    of ICT integration in teaching and learning.

    SINGAPORE

    Integrated Virtual Learning Environment, or IVLE, is a learning management system used in the
    National University of Singapore. IVLE offers a wide range of features such as discussion
    forums, chat rooms, class group setups, bookmarks, calendars, work-bins and project tools.

    THAILAND
     In September 1998, SchoolNet Thailand, create Thai language websites on secondary
    school-level mathematics, Physics, Chemistry, Biology, Engineering, the environment
    and Computer science.
     Also developed an easy-to-use web authoring application called the ‘’Digital library tool
    kit’’ that allowed teachers to create Web-based lesson in Thai.
     By May 2001, the Digital library already contained 1, 113 lessons, created mostly by
    classroom teachers.
     The government invests generously in public education, the nation at large fails to
    measure up to global academic standards.
     Despite Thailand’s universal access to education and 96.7 percent literacy rate, Thai
    students scored below the global average on PISA tests in 2014, ranking 35th out of 40
    countries. Recent reports from the Trends in International Mathematics and Science
    Study (TIMSS) also indicate that the country has fallen behind.

    INDONESIA

    • Implementation of ICT in Education in Indonesia During 2004-2017

    • Indonesia was facing the monetary crisis of 1998.

    • In 2004, curriculum 2004 (KBK) that included ICT as a compulsory subject began to be
    applied.

    • Two years later, curriculum 2004 (KBK) was replaced by curriculum 2006 (KTSP)

    • ICT is still a compulsory subject for junior and senior high schools, as well as a
    local subject for elementary schools.

    SOUTH KOREA

    South Korea currently has 15 single-mode virtual universities that offer only ICT-based courses.
    Among these are the Korea Cyber University, the Korea Digital University, and the Open Cyber
    University. These universities specialize in lifelong learning and vocational education—a
    deliberate strategy to prevent unnecessary competition with more established campus-based
    universities—and have a combined projected enrolment of 17,200 in 2002.
    The government's support for ICT development began as early as the 1990s, when Internet
    started its initial upswing. By the late 1990s, the Korea Agency for Digital Opportunity &
    Promotion (KADO) was set up to increase access to the Internet and supply digital literacy
    training to over 10 million inhabitants to be Internet-ready. The government also made direct
    investments into new technologies by dedicating a large portion of its national Gross Domestic
    Product (GDP) to Research and Development (R&D) projects.

    PHILIPPINES

    According to INFORMATION AND COMMUNICATION TECHNOLOGY USE IN


    PHILIPPINE PUBLIC AND PRIVATE SCHOOLS by Ma. Mercedes T. Rodrigo, Department of
    Information Systems and Computer Science Ateneo de Manila University, Quezon City. “The
    Philippines is one of many developing nations that have turned to information and
    communication technology (ICT) as a tool to improve teaching and learning."

    ICT in Philippine Schools, Philippine national policy has, therefore, been formulated to
    advance the use of ICT in education. In March 2001, the Senate Committee on Education in
    cooperation with the DECS launched Project CARES. Project CARES was designed to upgrade
    the use and application of ICT in public elementary and secondary schools nationwide

    To produce a critical mass of ICT professionals and ICT-literate manpower, both the
    Senate and the House of Representatives of the Philippine Legislature contemplated laws
    directing public and private institutions to incorporate ICT into the curriculum at all levels of
    education.

    In conclusion, Based on the collective case study of 6 Asian countries 89% are expanding
    the access of education that prepares the current generation to constantly seek information, think
    critically, and take initiative for a fast changing world. From 2004 up to present ICTs integration
    are more ubiquitous in terms of improving the teaching and learning process.
    Reference:

    - Tinio, V., ICT in education, Retrieved from,


    https://wikieducator.org/images/f/ff/Eprimer-
    edu_ICT_in_education.pdf&ved=2ahUKEwj3tO-
    fjgPkAhXQc3AKHTHNC_MQEjAAegQIBBAB&usg=AOvVaw0zBmQFGonK4WdW5
    rrdzUyo

    - - Woulibrary.wou.edu.my. (2019). INTEGRATING ICT IN TEACHING AND


    LEARNING: INTEGRATING ICT IN TEACHING AND LEARNING: COUNTRTY
    REPORT: MALAYSIA. Retrieved from:
    http://woulibrary.wou.edu.my/weko/eed502/Shamsuddin_-
    _ICT_in_Malaysia_Education.pdf?fbclid=IwAR12XoJYW8a3Xy-
    Ai7RpHS6arEBOruNLElS_v6hw-8sg2sHfs4SGLU-rezg

    - Hermawan, Hardika & Deswila, Nurhamsi & Nurul Yunita, Danis. (2018).
    Implementation of ICT in Education in Indonesia During 2004-2017. 108-112.
    10.1109/ISET.2018.00032.

    - Mills, T. (2018, February 12) How the Republic of Korea became a world ICT leader,
    ITU News, Retrieved from https://news.itu.int/republic-korea-leader-information-
    communication-technologies/

    - Ministry of Education in Singapore - http://www.moe.gov.sg/about/files/moe-corporate-


    brochure.pdf Yeo and Oh, 2008, ICT and Our Society Fourth Edition, P7-9

    - Fry N., Gerald W. Ed., 2018. Education in Thailand: An old elephant in search of new
    mahout. Spring. ISBN.

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