This document discusses several trends in education related to information and communication technologies (ICT), including: 1) One-to-one computing which aims to provide every learner with a personal learning device like a laptop, tablet, or smartphone. 2) The use of geolocation and "smart objects" that can recognize their physical location and respond appropriately. 3) Signals that current educational methods are not engaging students enough and that educational games could more effectively attract student interest.

1. signals that current educational methods are not engaging students enough.
Geolocation technology--An increasing number of mobile and web-based services can respond to
geolocative data in creative and useful ways.
mobiles and cloud computing
Smart Objects. “Internet of things,” smart objects describe a set of technologies that is imbuing
ordinary objects with the ability to recognize their physical location and respond appropriately, or to
connect with other objects or information.
One-to-One computing. The trend in classrooms around the world is to provide an information
appliance to every learner and create learning environments that assume universal access to the
technology. Whether the hardware involved is one laptop per child (OLPC), or – increasingly -- a net
computer, smart phone, or the re-emergence of the tablet, classrooms should prepare for the universal
availability of personal learning devices.
virtual mentors or teachers, and/or opportunities for peer to peer and self-paced, deeper learning.
current educational methods are not falling short and that educational games could more effectively
attract the interest and attention of learners.
Information and Communication Technologies (ICT) are widely considered to be of
vital importance in increasing the effectiveness of education. Many countries are
investing a lot of money, time, and effort for ICT in Education.
Nevertheless, there are persistent problems e.g. unreliable comparable data in this area
of ICT in Education. Many policy makers agree on the existence of such and have
been discussing it internationally. A solution will help policy makers establish
effective and systematic policies. (
Global Symposium on ICT in Education 2011:
Benchmarking International Experiences )
there is aprofound information asymmetry related to ICT use in education. This information asymmetry
can lead to a very dangerous situation where companies, or consultants with whom they regularly work,
basically serve as lead advisors to governments related to the use (and purchase) of ICT-related goods
and services in the education sector.
Despite the successes of the Education For All movement in many countries, for hundreds of millions of
people in developing economies, access to quality education is a need that is not being met sufficiently
through traditional means. new approaches to using the ICT devices they have at hand to help overcome
many of the longstanding challenges that have inhibited access to traditional educational products (e.g.
books) and services (e.g. schooling).
innovative future business models related to technology use in education in industrialized countries may
be developed in response to consumer needs for lower cost, more equitable access to quality educational
products and services in emerging economies around the world.

2. the trends have been observed and noted in more 'advanced' countries for some time, but are only now
gathering momentum (sometimes with a twist) in many less economically privileged parts of the world.
In other cases, the trends may have emerged in developed country contexts, and are finding particular
resonance in some less economically developed places.
Information and communication technologies (ICT) are important tools for delivering education around the world.
However, despite the proliferation of initiatives that promote ICT4E, there was little guidance for policy-makers and
donors on what is already being done and how well it works.
The lack of information affects planning, coordination and implementation.INFODEV