This paper describes aspects of the current context of education policy in Canada, selected trends in the integration of information and communications technologies (ICT) for learning in the kindergarten to grade 12 education systems and offers observations about emerging visions of effective ICT integration. The ideas presented represent a synthesis of information reviewed in research reports, policy papers, selected seminars and surveys.
(Source: Canadian Education Association)


Link: 
http://www.cea-ace.ca/res.cfm?subsection=rep

The work place is demanding more innovation and creativity…That’s a fundamental shift from just five years ago when the focus was on simply re-engineering and efficiency.” Terry Ryan

In the 21st century economy, preparing youth to work and succeed is far different than it used to be. 


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This paper describes aspects of the current context of education policy in Canada, selected trends in the integration of information and communications technologies (ICT) for learning in the kindergarten to grade 12 education systems and offers observations about emerging visions of effective ICT integration. The ideas presented represent a synthesis of information reviewed in research reports, policy papers, selected seminars and surveys.
(Source: Canadian Education Association)

Link: 
http://www.cea-ace.ca/res.cfm?subsection=rep

Despite all of society’s advances, our problems proliferate. Wars abound, environmental degradation accelerates, economies topple overnight, and pandemics such as AIDS and tuberculosis continue to spread. The Internet and other media help to disseminate knowledge, but they’ve also created an “info-glut” and left us too little time to process it. What’s more, advances in technology have made the world so bewilderingly fast-paced and complex that fewer people are able even to grasp the problems, let alone generate solutions. That space between the problems that arise and our ability to solve them is “the ingenuity gap,” and as we careen towards an increasingly harried and hectic future, the gap seems only to widen.

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The shift from a factory-based to a computer-based economy is more traumatic even than our great-grandparents' shift from a farm-based economy. The Industrial Revolution extended over generations and allowed time for human and institutional adjustment. The Computer Revolution is far swifter, more concentrated, and more dramatic in its impact.

Arthur Schlesinger, Harvard Historian

As children spend more time in structured learning environments ...they feel comfortable in settings where things are structured and controlled. In contrast, a more open and risky environment intimidates them... [in this way] we are creating a potentially dangerous disconnect between the learning environments we are providing for children and the economy we are creating for them to enter into as adults.

Terence Ryan