1. THE ROLE OF TEACHER EDUCATION IN
ICT GLOBALIZATION
The explosion of information technologies in the mid
1990s and the ensuing fast transformation of higher
education from traditional, campus-based instruction to
automated, web-based, distance learning raises a multitude
of difficult issues, among them: -What kind of schools will
our children attend in just a few years? – How will they
learn? - Will they experience the human touch that is still
so dear to our generation? This article addresses these
issues. My vision of them may be problematic, but it isn’t
so our future? “New educational systems will be created by
technology – based teaching. They will eliminate
geographical and jurisdictional boundaries, integrate
academic and real- world concern more closely, and give
students wider and more affordable choice.”(Sir Daniel,
1996)
The use of information technology in education is now
a political orthodoxy, seen by many politicians and
educators as a ready means of widening participation to
those social groups traditionally excluded from learning.
However; the role of technology in overcoming social
exclusion in education and lifetime learning practices as
often failed to be objectively discussed, with the tendency
for many educationalists to adopt either overtly optimistic
or pessimistic positions. From this background, the present
article objectively examines both current patterns exclusion
from education and technology along side the range of on

2. going policies and initiatives established in the United State
concerned with technology and education. Moreover;
based on a range of North European research literature
concerned with participation in education, the article then
discusses the issues and problems faced by U.S
educationalists and policy makers in proactively using
technology as a means of reducing social exclusion in
lifelong education.
PowerPoint, the widely –use slide-show software
package, is finding increasing currency in lecture halls and
classrooms as the preferred method method of
communicating and presenting information. But, as Adams
[Adams, C. (2006) PowerPoint, habits of mind, and
classroom culture. Journal of Curriculum Studies,
38(4),389-411] attempts to show, users may not appreciate
that PowerPoint invites and seduces educators to reshape
knowledge in particular ways to the detriment of
analytical thinking and interpretive understanding . Using
Adams’ material as stimulus, we argue that digital
presentation tools (along with other items of information
and communication technology) can be utilized to facilitate
conversational dialogue between students, their instructor,
and their peers without much additional knowledge or
effort. The key that unlocks the affordances of PowerPoint
is ‘informed use’. This concept is explained and illustrated
with an example that shows technology being used in a
particular context to achieve to achieve a particular set of
instructional outcomes.