Sample research proposals > Graduate School of Education: The case studies on emis planning and deployment, as well as best practices and lessons learned, would be useful planning tools for donor staff and educational policymakers. addition, individual case studies of particularly challenging issues related to the roll-out and maintenance of icts in education in ldcs at the school level could be developed to highlight where best practice in ldc environments may differ from oecd experience. the presence, magnitude and nature of ict investments in education in developing countries is of interest to donors, standard definitions of icts in education must be developed, agreed to, disseminated and utilized, and changes must be made to current coding practices of donor-supported education projects. ict in class, it will increasing learner motivations which is the students will give an effort. get the right measurement whether ict can increase the level of teaching in visual. to the large costs involved in equipping schools with and maintaining icts, innovative public-private-community partnerships are being explored to help reduce costs. even where emerging best practice points to what should be done, ict-related interventions in education are typically only one factor (and typically only a minor one) in a complex mix of inputs into educational achievement. and also the effectiveness of ict in enhance the level of teaching visual art and design. more cheaper than traditional education, give educational programs more widely and. lastly ict can improve efficiency , for example work in progress still. question 21:what are the costs/benefits of situating icts for use in schools outside of computer classroom? a review of the current knowledgebase of what is known -- and what isnt -- related to the uses of ICTs in education especially as it relates to the Millennium Development Goals infoDev has prepared a set of 50 research questions to help guide its work program in this area in the coming year. a comprehensive study of a small number of donor-supported education projects to identify all uses of icts components could be a useful tool to support the effort to articulate and agree upon common definitions and standards. the conclusion of this section on effectiveness ict in teaching, whether effective or not it. question 12: how do different ict applications, audio/verbal versus visual representations of educational content, and communicative modes impact communicative practices and create/reinforce/ameliorate various exclusions and inclusions as curriculum and communication methods are moved on-line? extent to which teacher training is currently being done with icts to meet these challenges is not well documented, especially at the in-service level.
REQUEST FOR RESEARCH PROPOSALS question 48: what are successful examples of how icts have been introduced and maintained in schools? a few large-scale cross-national studies of the impact of icts in education in ldcs have been done (most notably sites module 2 and the evaluation of the world bank's pilot world links for development initiative). the rich experience over the past two decades on using iri for educational purposes, there are no case studies of and guidelines for the successful ‘folding in’ and maintenance of such initiatives at scale inside the ministry of education. impact of ict use on learners may be most pronounced not on student achievement, but rather on a learner’s sense of self and cultural identity. question 31: how can existing community and interactive radio networks outside the education sector be used to benefit education? question 11: how to the types of learning strategies fostered by the use of icts impact special needs and disadvantaged students, and how do they differ by gender?) such analyses are needed if real costs of operation and maintenance of icts to benefit education are to be undertaken. question 16: what is the impact of the promotion of collaborative activities in groups facilitated by icts on students with little interest or background in computers, and what practices can better promote their inclusion? question 25: what models exist for the effective utilization of icts to support on-going professional development for educators? relationship between out of school use of icts by students, teachers and administrators to in-school use of icts in ldcs should be explored in greater depth., this research will focus on the use of ict in motivating students. is a definition of motivation, afactor to improve students motivation, ict and motivation. question 34: can the same types of pedagogical practices and transformations thought to be enabled by the introduction of icts be introduced and maintained in environments where icts are not used? question 23: how should ict components in education projects supported by donors be identified and quantified? question 14: how can issues related to ict use for special needs and disadvantaged students by introduced into teacher professional development activities, and what are best practice examples of such activities? question 24: how does access to and use of icts outside school impact the use and impact of ict use in school?