Title: Researchers of Tomorrow. The research behaviour of Generation Y doctoral students
Author: Education for Change
Publisher: Joint Information Systems Committee of the Higher Education Funding Council and British Library
Date (published): 28/06/2012
Date (accessed): 14/08/2012
Type of information: research report
On-line access: yes (online and pdf)
Abstract: Researchers of Tomorrow is the UK’s largest study to date on the research behaviour of Generation Y doctoral students (born between 1982 and 1994). JISC and the British Library jointly commissioned the three year study in 2009, which involved 17,000 doctoral students from 70 universities at various stages in the project.
Emerging Trajectories and Sustainability of ICTs in Educational Reforms in Africa: Exploring the Prospects of the Teacher Laptop Policy in South Africa
Title: Emerging Trajectories and Sustainability of ICTs in Educational Reforms in Africa: Exploring the Prospects of the Teacher Laptop Policy in South Africa
Author: Chijioke J. Evoh
Pages: 13 pp.
Source: Journal of Education for International Development 4:2, December 2009
Publisher: Educational Quality Improvement Program (EQUIP)and the U.S. Agency for International Development (USAID)
Date (published): 22/12/2009
Date (accessed): 29/01/2010
Type of information: research paper
On-line access: yes (pdf)
The integration of information communication technologies (ICTs) in education is part of the effort to ensure a better outcome in public education. Other sectors of the society have raised productivity by using technology to augment human labor. However, the teaching profession in Africa has become more labor-intensive due to lack of necessary resources. In line with the goal of raising teacher productivity, and given the shortage of qualified teachers in the system, the Teacher Laptop Initiative (TLI) policy in South Africa aims to bring innovation in the teaching profession by constantly improving the contents and pedagogical skills of teachers. Based on the technological, pedagogical and content knowledge theoretical framework, this study explores the prospects and challenges of the TLI program. As desirable as policy may be, this paper argues that a successful TLI in South African schools will go beyond providing teachers with laptop computers. The success will depend on how well the laptops are used by teachers for productive educational outcomes.