Based on the new technology initiative in Syrian education, this study explored the attitudes of high school English as a Foreign Language (EFL) teachers in Syria toward ICT. In addition, the study investigated the relationship between computer attitudes and five independent variables: computer attributes, cultural perceptions, computer competence, computer access, and personal characteristics (including computer training background). The findings suggest that teachers have positive attitudes toward ICT in education. Teachers’ attitudes were predicted by computer attributes, cultural perceptions and computer competence. The results point to the importance of teachers’ vision of technology itself, their experiences with it, and the cultural conditions that surround its introduction into schools in shaping their attitudes toward technology and its subsequent diffusion in their educational practice.

Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers

The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, dr...

Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement

Women's Education in Developing Countries

Though it has been rightly said that what is wrong with education cannot be fixed with technology; there is no doubt that modern life is dominated by technology. There is universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in global information dissemination of knowledge. Already, Nigeria is on he wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies he high cost of computer hardware and software; weak infrastructure; lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block o the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. In modern society, Nigeria needs ICT to aid teaching and learning and educational management. ICT is an instrument for the economic and technological development in the 21 st century; therefore, Nigeria cannot afford to be on the wrong side of the digital divide.

Using Information and Communication Technology in Secondary Schools in Nigeria: Problems and Prospects.

Forging the nation’s collective memory is an integral part of the process of nation building. The powerful link between history and memory is especially salient in the educational system, which is responsible for implanting knowledge and values in the younger generation. The successful completion of this task, it is assumed, will turn young people into loyal citizens and will help instill a shared identity. Interestingly enough, historians and sociologists generally fail to note the political and social links between school textbooks and collective memory. Scholars dealing with the tools used by the state to create its own collective memory—such as historiography, literature, cinema or national commemorations—tend to overlook the role played by textbooks. At the same time, scholars in the field of textbook research barely analyze them in the context of the attempts to build a collective memory, usually ignoring the social environment that helps shape textbook content as well. Since in many Western democracies, and certainly in nondemocratic societies, the state controls the educational apparatus, it can shape the nation’s collective memory by determining what is to be included and

https://www.jstor.org/stable/10.2979/HIS.2000.12.1.65

History and Memory in the Israeli Educational System: The Portrayal of the Arab-Israeli Conflict in History Textbooks (1948-2000)

Educational technology : its creation, development, and cross-cultural transfer

Schooling in the Pacific islands : colonies in transition

Schooling in the ASEAN region: Primary and secondary education in Indonesia, Malaysia, the Philippines, Singapore, and Thailand

Schooling in East Asia: Forces of Change

Schooling in East Asia: Forces of change : formal and nonformal education in Japan, The Republic of China, The People's Republic of China, South Korea, North Korea, Hong Kong, and Macau

R. Murray Thomas

Papers

Educational technology : its creation, development, and cross-cultural transfer

Schooling in the Pacific islands : colonies in transition

Schooling in the ASEAN region: Primary and secondary education in Indonesia, Malaysia, the Philippines, Singapore, and Thailand

Schooling in East Asia: Forces of Change

Schooling in East Asia: Forces of change : formal and nonformal education in Japan, The Republic of China, The People's Republic of China, South Korea, North Korea, Hong Kong, and Macau