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  1. Title

    Case studies on integrating ICT into teacher education curriculum in Asia

    Description
    This document presents a selection of case studies on a teacher-education course in information and communications technology (ICT) for pre-service teachers as well as retraining teachers. The countries studied include China, the Philippines, Singapore, Thailand and Vietnam.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0022/002235/223520E.pdf
  2. Title

    Education policy research series discussion document, No. 3. Educational neurosciences - more problems than promise?

    Description
    This paper reviews recent research carried out on studies of the brain (neuroscience) in relation to the biological basis for learning (educational neurosciences). It examines the promise of educational neurosciences, synaptogenesis and neural plasticity, the problem of mouse-based education, dyslexia, mathematics and mirrors in the brain and functional localization on Sukhumvit Road. This paper was published by UNESCO in 2013.
    Author
    Ilkka Tuomi
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unescobkk.org/education/news/article/educational-neurosciences-more-problems-than-promise-education-policy-research-series-discussion/
  3. Title

    Educational practices series, No. 11: Academic and social-emotional learning

    Description
    This booklet discusses the principles behind teaching the social-emotional skills that students need to succeed in school and life including learning requires caring, teach everyday life-skills, link social-emotional instruction to other school services, use goal-setting to focus instruction, use varied instructional procedures, promote community service to build empathy, involve parents, build social-emotional skills gradually and systematically, prepare and support staff well and evaluate what you do.
    Author
    Maurice J. Elias
    Publisher
    UNESCO International Bureau of Education (IBE)
    http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/prac11e.pdf
  4. Title

    Educational practices series, No. 15: Using new media

    Description
    This booklet provides guidance on how to use new media and technology (like computers, the internet and printing) and electronic media in education including distributing media electronically, using CD/DVD, using internet media, encouraging reading on screen, selecting appropriate materials using proven methods, teaching computer use when possible and the trends in technology's favour.
    Author
    Clara Chung-wai Shih; David E. Weekly
    Publisher
    UNESCO International Bureau of Education (IBE)
    http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/Practice_15.pdf
  5. Title

    Educational practices series, No. 20: Teaching other languages

    Description
    This booklet offers practical guidance on how to teach other languages including characteristics of learners of other languages, learning another language is a process, designing courses for learning other languages, designing and organizing classroom tasks, reading and vocabulary learning in other languages, writing and extended discourse, error correction and feedback in language learning, technology and the teaching of other languages, assessment and professional development for teachers of other languages.
    Author
    Elizabeth B. Bernhardt
    Publisher
    UNESCO International Bureau of Education (IBE)
    http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_20.pdf
  6. Title

    Educational practices series, No. 25: Nurturing creative thinking

    Description
    This booklet examines how educational practice can be used to encourage creative thinking including how creativity can be promoted through all school subjects, influence creative thinking through well-designed learning spaces, increase the use of open-ended questions, engage learners in meaningful and authentic activities, collaboration enhances creativity, make efficient use of educational technologies, allow for mistakes and sensible risk-taking and learning how to assess and reward creativity.
    Author
    Panagiotis Kampylis; Eleni Berki
    Publisher
    UNESCO International Bureau of Education (IBE)
    http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_25eng.pdf
  7. Title

    Educational practices series, No. 9: Preventing HIV/AIDS in schools

    Description
    This booklet highlights the importance of providing effective education for children on HIV and AIDS to halt the spread of the infection including professional trained and actively involved educators, establish partnerships, utilize non-conventional methods of teaching, introduce open communication, innovative teaching sessions, gender-specific approaches, dealing with culturally sensitive content, the value of peer-based support, skill-based education and monitoring and evaluation.
    Author
    Inon I. Schenker; Jenny M. Nyirenda
    Publisher
    UNESCO International Bureau of Education (IBE)
    http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/prac09e.pdf
  8. Title

    ICT in education policy, infrastructure and ODA status in selected ASEAN countries

    Description
    This report consists of a collection of country case studies on information and communication technology (ICT) in education policies, infrastructure and official development assistance (ODA) status in Cambodia, Lao PDR, Myanmar, Thailand and Vietnam and the readiness of advanced technology in education in Indonesia, Malaysia and Singapore. It was published by UNESCO in 2013.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unescobkk.org/education/ict/ict-in-education-projects/policy/ict-in-education-policy-infrastructure-and-oda-status-in-the-selected-asean-countries/
  9. Title

    ICT in teacher education: case studies from the Asia-Pacific region

    Description
    This report examines examples of teacher training programmes in the Asia-Pacific region which train teachers to be able to use information and communication technology (ICT) and to integrate ICT into their teaching to help broaden access to education and improve educational learning outcomes. The country case studies include examples from Malaysia, the Philippines, China, Bangladesh, Thailand, Indonesia and Vietnam. This report was published by UNESCO in 2007.
    Author
    Ellie Meleisea (editor)
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/ict-in-teacher-education-case-studies-from-the-asia-pacific-region/
  10. Title

    ICT transforming education: a regional guide

    Description
    This guide for teachers and those who train teachers discusses the use of information and communication technologies (ICT) within teaching and learning, including ICT in the world beyond the classroom, digital skills and modes of learning, ICT adoption and use, e-learning, assessing e-learning, integrating and implementing ICT, e-resources for learning, blended learning with Web 2.0 tools, web tools for teachers and changing learning environments. This guide was published by UNESCO in 2010.
    Author
    Jonathan Anderson
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/ict-transforming-education-a-regional-guide/
  11. Title

    Innovations in non-formal education: a review of selected initiatives from the Asia-Pacific region

    Description
    This report reviews a collection of case studies on innovations in non-formal education including in the areas of functional literacy for poverty alleviation in Bangladesh and China, education for sustainable development in India, Indonesia and Thailand, learning materials in the Philippines and adult lifelong learning in Malaysia. This report was published by UNESCO in 2002.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0012/001281/128168e.pdf
  12. Title

    Mobile learning and policies: key issues to consider

    Description
    This report examines the importance of learning through mobile technologies (mobile learning) to encourage governments to create clear policies to support the integration of mobile technologies in education. It defines mobile learning, examines ICT in education policies and the guiding principles of mobile learning policies and discusses the infrastructure, connectivity and technology provision, the costs and funding issues, the impact of mobile learning on teaching, learning and education planning and management and the importance of inclusive and safe education in this context. This report was published by UNESCO in 2012.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0021/002176/217638e.pdf
  13. Title

    Mobile learning for teachers in Asia: exploring the potential of mobile technologies to support teachers and improve practice

    Description
    This report reviews recent and ongoing mobile learning initiatives in Asia (including Bangladesh, Hong Kong and the Philippines), focusing particularly on the use of mobile phones either alone or in combination with other technologies. It presents a brief overview of the projects, educational needs addressed, target populations, educational content and instructional design, technology platform and use of mobile phones, teacher development, partnerships, results, impacts and challenges. It also compares the strengths and innovative features, the success factors, drivers, enablers and barriers of the initiatives. This report was published by UNESCO in 2012.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0021/002162/216284e.pdf
  14. Title

    Policy guidelines for mobile learning

    Description
    This document provides guidance to policy-makers on the use of mobile technologies to expand and enrich education. It defines mobile learning, examines the unique benefits of mobile learning, and presents guidelines on creating or updating policies related to mobile learning. This report was published by UNESCO in 2013.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0021/002196/219641e.pdf
  15. Title

    Transforming education: the power of ICT policies

    Description
    This document discusses the technological, economic and social contexts for educational ICT policy, a framework for ICT policies to transform education and using ICT policy to transform education. It includes a number of case studies, including Singapore's improvements to its ICT infrastructure and implementation of its ICT in Education Master Plans. This document was published by UNESCO in 2011.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://www.unesco.org/new/en/education/resources/online-materials/single-view/news/transforming_education_the_power_of_ict_policies-1/#.UzvXE6hkQ1I
  16. Title

    Turning on mobile learning in Asia

    Description
    This report examines mobile learning initiatives in Asia and their policy implications, including the context for mobile learning in Asia, key characteristics and potential issues of mobile learning initiatives, public policies on mobile learning, level of mobile learning activities across educational sectors, role of key stakeholders and major factors influencing mobile learning. This report was published by UNESCO in 2012.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0021/002162/216283E.pdf
  17. Title

    UNESCO ICT competency framework for teachers

    Description
    This document provides an outline of the information and communications technology (ICT) competencies that teachers should develop to be able to teach their students to become effective learners through using ICT. The specific areas taught are understanding ICT in education, curriculum and assessment, pedagogy, ICT, organization and administration and teacher professional learning. This document was published in 2011.
    Publisher
    United Nations Educational, Scientific and Cultural Organization (UNESCO)
    http://unesdoc.unesco.org/images/0021/002134/213475e.pdf

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