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INTERNATIONAL BURCH
UNIVERSITY
PAPERWORKTOPIC: Wireless communication technologies in education
Group 6: Elvin Hodzic & Omar Papi
Class: Computer skills
Professor H. Vural
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Introduction part
Wireless communication technologies in education
We live in the 21st
century, where every sphere of life is slowly but
surely is going online. Thing like going to the bank, shopping, and even
hanging out with friends is no more just thing which takes you out of
your home in the old fashion way. Today all those things you can do by
just one click on your computer, all you need to have is computer.
As I mentioned earlier, since everything is going online, where willeducation stay. Is it going to stand as it were or education as we knew is
also take its place it the world wide modernization in the sense of going
online.
Distance teaching is not a new thing, it has been around us for several
years now, but still that method is still quite new thing which is yet not
established as the old fashioned way of teaching.
In Bosnia and Herzegovina when somebody says that he or she has
online class we are still bit shocked because its not a common thing in
our country and maybe its the same thing in Turkey.
But one thing is sure; everything which has started on online world of
computers gain success in the future years so it is same for online
education.
In the future years online teaching will be more and more popular in the
all of world of education and also it will have more followers in the
Bosnia and Herz. and Turkey.
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According to the words of some of mine friends who had experience in
this area, all of them claimed that they had positive experience on online
teaching.
Good thing about this kind of education is that is much cheaper.Students can stay home and follow course from there. By doing that they
will save money, have part in traffic jam down crease and pollution. To
cut to the chase, online studying has much more advantages rather than
disadvantages.
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Historical info
Wireless communication technologies in education
Distance learning which is closely related to our topic dates back to the
18th
century or 1728. It started apparently in the United States of
America
Of course people in this time could only dream about something
wireless let alone communication, but it is important that we mention
something about early distance studying.
This king of education started in the western civilizations and it was
practiced via post. Teachers in the early universities such as University
of London, Chicago University or Columbia University were sending
their teaching material to the students on the other part of the country by
post offices.
These days, when we talk about wireless communication in education
its very popular in the western societies such as USA, Great Britain and
others and rest of the world is starting to apply this technology also.
Statistics clam that From 2000 to 2008, the percentage of undergraduates
enrolled in at least one distance education class expanded from 8 percent
to 20 percent, and the percentage enrolled in a distance education degree
program increased from 2 percent to 4 percent.
Also More than 96 percent of the very largest institutions (more than
15,000 total enrollments) have some online offerings, which is more
than double the rate observed for the smallest institutions.
Stunning fact and encouraging one is that almost 3.2 million US students
were taking at least one online course during the fall term of 2005 in US
alone and that number is increasing worldwide with each day.
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Modern technology comparison in wireless education
At the dawn of the twenty-first century, there was a major gap between
industrialized and developing countries in terms of their access to
information and communications technology (ICT). This gap has come
to be known as the digital divide and is illustrative of the vast
differences in development among nations resulting from the process of
globalization. While most industrialized countries were linked into the
global information economy through high speed information networks
and computers, the majority of people in the developing world had very
little or no access to basic information and communications networkslet
alone the new technology of the Internet. Indeed, more than half the
people on the planet, mostly in the developing world, had yet to make a
telephone call. There are many ways of measuring the digital divide.
One measure is the extent to which people in the industrialized anddeveloping countries have access to the Internet. Table 1 provides a
rough estimate of the approximately 500 million worldwide Internet
users by region at the beginning of the current century. It shows that the
industrialized countries represented some 65 percent of all Internet
users. Another measure is the location of Internet content providers.
Here the dominance of the developed world is still more accentuated: the
United States shows a ratio of 25.2 Internet domains per thousand
population and parts of Europe 15 per thousand, compared to Brazil's
0.5, China's 0.2, and India's 0.1. The digital divide is far more than a gap
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in access to ICT, however. It is a major impediment to the social and
economic development of poor nations. In the twenty-first century,
knowledge and information and a highly skilled labor force are
increasingly important determinants of growth in the global economy.
Or as Manuel Castells has observed, "Information technology, and the
ability to use it and adapt it, is the critical factor in generating and
accessing wealth, power, and knowledge in our time" (1998, p. 92). ICT
has already revolutionized economic life and business in the
industrialized countries and is transforming these societies in equally
profound ways. ICT is a key weapon in the war against world poverty.
When used properly, it offers huge potential to empower people in
developing countries to overcome development obstacles, to address the
most important social problems they face, and to strengthen
communities, democratic institutions, a free press, and local economies.
According to some, the development of information and
communications technology is increasing the gap between the rich and
the poor, the knowledgeable and the knowledge deprived, the
information rich and the information poor. Instead of closing the divide,
the introduction of more ICT exacerbates social and economic divides
not only between rich and poor countries, but also among varioussocioeconomic groups within countries. Others argue that ICT closes the
divide by integrating countries in the global economy and providing
them access to global knowledge and information for development.
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Nonetheless, there are stark differences in access across the world
according to gender, geography (i.e., urban versus rural), income,
education, age, occupation, and even ethnicity and race. The groups with
the greatest access to new information and communications technology
are generally well-educated, high income urban males. Poor, illiterate
females in rural areas are least likely to have access to ICT.
The Digital Divide in Education
The global dimensions of the digital divide are most prominent in
education. At the beginning of the twenty-first century many
industrialized countries had begun to gear up their education systems for
the knowledge economy by making major investments in computers for
classrooms, in networking their schools, and in training teachers to use
technology in their teaching. Thus, in the United States the ratio of
students to instructional computers reached five to one and 98 percent of
schools were connected to the Internet. In the United Kingdom, the ratio
of students to computers was twelve to one in primary school and seven
to one in secondary school while access to the Internet was virtually
universal, as it was in the European Union as a whole. Canada showed
similar patterns, as did Australia and New Zealand. In addition, many
students either owned their own computers or had access to the Internet
outside of school hours. Getting online had also become the buzz of the
higher education sector in industrialized countries; most universities had
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or were acquiring access to both fiber optic and wireless high speed
digital networks. In contrast, most of the developing countries, with few
exceptions, were more concerned with very difficult educational issues
low primary and secondary school enrollments, inadequately trained
teachers, little or no access to textbooks, and ineffective school
managementrather than with improving ICT. The exceptions were a
small number of countries in Asia, Latin America, and other parts of the
developing world that began introducing computers in classrooms,
networking schools, and developing digital content to address the
educational requirements of the global knowledge economy. Among
Asian countries, Singapore, Malaysia, Korea, China, and Thailand were
making important investments in ICT in higher education and at the
primary and secondary levels. Thailand developed the first nationwide,
free-access network for education in Southeast Asia, SchoolNet@1509.
This program also made Thai content available on the Internet. China's
Ministry of Education planned to provide online education services to
five million higher education students by 2005. In Latin America, Brazil,
Mexico, and Chile were making significant ICT investments. Brazil built
high speed data networks for university research and installed large
numbers of computers in primary and secondary schools nationwide.Chile had linked 5,000 primary and secondary schools and produced
educational software under its Enlaces program. In other parts of the
world, Turkey launched a major initiative to install computers in more
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than 5000 classrooms, and the South African SchoolNet (SchoolNetSA)
began providing Internet services to local schools and developed online
educational content.
Education and Technology in the Balance
Does access to computers and the Internet give the education systems of
industrialized countries an advantage over those in developing
countries? Or has technology balanced rich and poor countries, because
poor countries now have access to high quality information, data, and
research via the Internet they never would have had without technology?
The answers to these questions depend in large measure upon how one
assesses the impact and cost-effectiveness of ICT on the education
systems in the industrialized countries. At the start of the twenty-first
century, the educational impact of computers and the Internet was not
widely in evidence in many schools, although it is clear that ICT was
being widely adopted and used at all levels of education. Moreover, a
new "Net Generation" of learners weaned on the Internet was
stimulating new approaches to teaching and learning online, initially
within the traditional classroom, but increasingly outside that venue,
without regard to physical location or time of day. While there has been
good progress in providing access to ICT in schools and universities in
industrialized countries, the expected benefits to education, as noted,
have been difficult to measure: (1) increasing productive teaching and
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learning; (2) transforming teaching and learning from traditional
textbook lessons to more learner-friendly, student-centered approaches
that employ powerful interactive tools and methods; and (3) equipping
students with higher order thinking and problem-solving skills that
prepare them for life in an information-based society and workplace.
Some researchers, such as James Kulick, have recorded positive
outcomes from the use of computers for teaching and learning basic
skills and for information and knowledge management. Others, such as
Larry Cuban, believe that computers have been oversold and underused;
they argue that most educational institutions remain essentially as they
were decades ago, despite the availability of technology, and are not
reaping enough benefits from technology to justify the investments.
Further, others question the cost-effectiveness of computers relative to
other inputs for improving the quality of education in the classroom:
smaller class sizes, self-paced learning, peer teaching, small group
learning, innovative curricula, and in class tutors. The experience of the
industrialized countries would suggest that access to the Internet and the
wealth of knowledge and information it provides does not automatically
lead to measurable improvements in the quality of teaching and learning
in schools. Rather, such improvements are the result of parallel efforts toenhance the teaching and learning process by training teachers, reducing
class size, making textbooks available, and establishing standards of
learning. Nonetheless, it is obvious that school systems everywhere, and
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especially in the developing countries, need to find ways of providing
more students with regular and frequent access to information and
communications technology and to enable students to acquire the
knowledge and skills needed to support a knowledge economy.
Bridging the Digital Divide in Education
The developing countries face massive challenges in bridging the digital
divide in education. What are these challenges? And is progress
possible? In order to bridge the digital divide in education, developing
countries will first need to overcome the key constraints to the
development of ICT in general. Too often programs fail to address the
problems in a comprehensive and sustainable way. To reduce the
technology gap developing countries need to discover ways to expand
information infrastructure, increase access by improving markets, and
reduce the cost of service, especially for Internet access. A reduction in
Internet costsboth telecommunications company charges and Internet
service provider chargesin developing countries is necessary for a
broadening of the information society there, and for more widespread
and cost-effective use of new technologies to improve education. Even
with the best of intentions, however, achieving these goals will not be
easy for developing countries. They lack both the funding and the
technical expertise to overcome infrastructure and human resource
constraints. Many international financial organizations, aid agencies, and
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private foundations are committed to helping developing countries
bridge the digital divide and are being mobilized into action by the
United Nations, the World Economic Forum, and other bodies.
Additionally, many feel that advances in technology will help bridge the
digital divide between industrial and developing countries. Overall,
diffusion of Internet access is expected to be rapid in the first decade of
the twenty-first century. Indeed, access to information over the Internet
is already being greatly facilitated for consumers in developing countries
by the existence of new data caches and innovative networking of
servers around the world. The development of wireless
telecommunications is also expected to facilitate access to the Internet in
remote rural areas where telephone service has been unavailable. And,
above all, computers are likely to become both pervasive and affordable,
not just on the desk top and as handheld appliances, but embedded in
intelligent objects everywhere. While access to computers and
telecommunications networks is necessary to bridge the digital divide,
access alone is not sufficient to ensure that education systems in
developing countries benefit from the Internet revolution. The
governments of these countries also need to: (1) train teachers and
trainers to exploit the potential of learning technologies; (2) offer free orinexpensive Internet access to schools; (3) foster capacity to develop
content and instructional resources in their own language; (4) build
networks and well-maintained facilities for both accessing knowledge
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and providing affordable lifelong learning and skill upgrading; and (5)
preserve the freedom of teachers and students to explore the myriad
educational resources on the web without filtering and censorship such
as that which exists in China, Saudi Arabia, Iran, and other countries.
Both industrialized and developing countries must also seek to address
the digital divide between rich and poor. The United States has made
significant progress in bridging the gap, although there are still
considerable inequities, especially in instructional practicethat is, in
how effectively modern learning technologies are being used with
different groups of students. In the developing countries, public policies
to promote competition (which lowers prices and improves quality) and
to make new technologies more accessible will ultimately influence
availability and adoption of technology and access. However, special
community-based programs by governments and nongovernmental
organizations involving marginalized or rural communities, women, and
minorities are also essential for bridging the digital divide.1
1http://education.stateuniversity.com/pages/2124/International-Gap-in-Technology.html
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Discussion of usage wireless communication in Education
Types of Study Results
The results of a large international study in 1995 showed that eighth-
grade teachers in the United States are often not involved in decisions
about the content areas of their teaching, as teachers are in other nations.
U.S. teachers work longer hours than those in most other countries, they
do not have as much time during the day to prepare for classes, and their
daily classroom teaching is disrupted more often by things such as
announcements, band practice, and scheduling changes. Moreover, the
organization of curriculum used by elementary and middle schools in the
United States appears not to be focused on topics that will propel
students toward a more advanced understanding of mathematics.
Comparisons with other countries show that U.S. students are just as
interested in science and mathematics as other students, they study as
long, and they watch just as much television.2
Between 1965 and 2001
the IEA sponsored studies of mathematics in 1965, 1982, 1995, and
1999; science in 1970, 1986, 1995, and 1999; reading in 1970, 1991, and
2001; civics in 1970 and 1998; and technology in 1990 and 1999. The
Educational Testing Service conducted an International Assessment for
Education Progress in science and mathematics in 1990. The Adult
Literacy and Lifeskills survey is a large-scale comparative survey
2http://education.stateuniversity.com/pages/2115/International-Assessments.html
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designed to identify and measure prose literacy, numeracy, and
analytical reasoning in the adult population (those between sixteen and
sixty-five years of age). This survey was conducted in 1994 and 2001.
Studies such as these require the development of a set of test items,
which are translated into the languages of the participating countries.
The translated items are checked for proper translation and they are
pretested in each country to determine whether they have
misunderstandings or errors that would make the items unsuitable for
use in the final study (about three times as many items are written as are
finally used). The participating countries collectively agree upon a
framework to define critical aspects of the topic area. For example, an
elementary mathematics test would include items in numbers, geometry,
algebra, functions, analysis, and measurement, and would also have
items that represented different aspects of student performance, such as
knowing the topic, using procedures, solving problems, reasoning, and
communicating. However, no single assessment could cover
comprehensively an entire topic for all countries.3
3http://education.stateuniversity.com/pages/2115/International-Assessments.html
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Tables and charts
Wireless communication technologies in education
This table is showing us the increasing number of online studying program in easternEurope
Numbers are in thousands
This table is showing us the increase in online education between years 2002-05In Western Europe
http://www.bing.com/images/search?q=online+education+charts&view=detail&id=33B7E3DD4F3AC42BC10E0D0A2C90A5D85D9D8EAF&first=31&FORM=IDFRIRhttp://www.bing.com/images/search?q=online+studying+charts&view=detail&id=A2B6F5245747755FFB28E422AC36BBE05847D29B&first=0&FORM=IDFRIRhttp://www.bing.com/images/search?q=online+education+charts&view=detail&id=33B7E3DD4F3AC42BC10E0D0A2C90A5D85D9D8EAF&first=31&FORM=IDFRIRhttp://www.bing.com/images/search?q=online+studying+charts&view=detail&id=A2B6F5245747755FFB28E422AC36BBE05847D29B&first=0&FORM=IDFRIR7/31/2019 International Burch University Paperwork
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Conclusion part
Wireless communication technologies in education
In this paper work we have tried to inform the reader about thisnew and one hundred percent useful new technology called
online education also known as E- studying among users.
This technology has proved its self as the great way to gain newknowledge and also cheap kind of education because user does not
need to travel far distances to listen lecturing on universities orhigh schools.
Because it is so convenient E- studying has huge potentialtoward growth among education institutions in the future years.
In the western societies this kind of education is no longer a brandnew thing, on a contrary, online studying is now more a matter of
routine on the large percentage of universities as we have shown
already on the graphs.
Eastern Europe, Africa and the third world countries yet need dodiscover online studying and use its potential for the better of their
youth.
Since beginning of the online education technology as we knowtoday this way of learning has done everything but down crease in
the number of the consumers and today more than 3.5 million
students uses online education on daily bases in USA alone and we
have increase of that number throughout the Planet.
Its cheap, easy, convenient and traveling free way to attend theclass and all that for one student is more than welcome.
In the Bosnia & Herzegovina and Turkey online education has notgone so high in the number of consumers as it is case in the USA
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where is most popular. Our countries sticks more to the traditional
way of lecturing on universities and high school which is not bad
thing at all but we might work on getting to know this king of
education among students a bit more.For the end we just want to conclude this topic with our opinion
which is that the Online Education is the excellent product of the
computer and internet technology which we need to exploit
whenever we have a need, such that we are far from university and
we want to attend.
Students and educational institutions need to work on thepopularity of E- studying because it will bring nothing but
success and knowledge for the students.
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References page
Wireless communication technologies in education
For the topic: Wireless communication technologies in educationElvin Hodzic and Omar Papic in order to gather more relevant
information for our topic used these next internet sources:
Bing WEB searchBing ImagesWikipedia (English)Google WEB searchGoogle ImagesAnd these are the links for the pages:
http://www.google.ba/search?q=online+education+charts&hl=bs&rlz=1T4ADBF_enBA317BA317&tbs=isz%3Al&tbm=isch
http://education.stateuniversity.com/pages/2124/International-Gap-in-Technology.html
http://www.bing.com/images/search?q=online+education+charts&FORM=HDRSC2
http://en.wikipedia.org/wiki/Online_educationhttp://www.google.ba/search?sourceid=navclient&aq=f&oq=online+educa
tion&ie=UTF-
8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1
370981lllllllllll0&aqi=g5s2
http://www.bing.com/search?q=online%20education%20chart&PQ=&SP=2&QS=HS&SK=HS1&sc=8-22&form=WLETSH&pc=WLEM
http://www.google.ba/search?q=online+education+charts&hl=bs&rlz=1T4ADBF_enBA317BA317&tbs=isz%3Al&tbm=ischhttp://www.google.ba/search?q=online+education+charts&hl=bs&rlz=1T4ADBF_enBA317BA317&tbs=isz%3Al&tbm=ischhttp://www.google.ba/search?q=online+education+charts&hl=bs&rlz=1T4ADBF_enBA317BA317&tbs=isz%3Al&tbm=ischhttp://www.google.ba/search?q=online+education+charts&hl=bs&rlz=1T4ADBF_enBA317BA317&tbs=isz%3Al&tbm=ischhttp://www.google.ba/search?q=online+education+charts&hl=bs&rlz=1T4ADBF_enBA317BA317&tbs=isz%3Al&tbm=ischhttp://www.bing.com/images/search?q=online+education+charts&FORM=HDRSC2http://www.bing.com/images/search?q=online+education+charts&FORM=HDRSC2http://www.bing.com/images/search?q=online+education+charts&FORM=HDRSC2http://www.bing.com/images/search?q=online+education+charts&FORM=HDRSC2http://www.bing.com/images/search?q=online+education+charts&FORM=HDRSC2http://en.wikipedia.org/wiki/Online_educationhttp://en.wikipedia.org/wiki/Online_educationhttp://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.bing.com/search?q=online%20education%20chart&PQ=&SP=2&QS=HS&SK=HS1&sc=8-22&form=WLETSH&pc=WLEMhttp://www.bing.com/search?q=online%20education%20chart&PQ=&SP=2&QS=HS&SK=HS1&sc=8-22&form=WLETSH&pc=WLEMhttp://www.bing.com/search?q=online%20education%20chart&PQ=&SP=2&QS=HS&SK=HS1&sc=8-22&form=WLETSH&pc=WLEMhttp://www.bing.com/search?q=online%20education%20chart&PQ=&SP=2&QS=HS&SK=HS1&sc=8-22&form=WLETSH&pc=WLEMhttp://www.bing.com/search?q=online%20education%20chart&PQ=&SP=2&QS=HS&SK=HS1&sc=8-22&form=WLETSH&pc=WLEMhttp://www.bing.com/search?q=online%20education%20chart&PQ=&SP=2&QS=HS&SK=HS1&sc=8-22&form=WLETSH&pc=WLEMhttp://www.bing.com/search?q=online%20education%20chart&PQ=&SP=2&QS=HS&SK=HS1&sc=8-22&form=WLETSH&pc=WLEMhttp://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://www.google.ba/search?sourceid=navclient&aq=f&oq=online+education&ie=UTF-8&rlz=1T4ADBF_enBA317BA317&q=online+education&gs_upl=0l0l1l1370981lllllllllll0&aqi=g5s2http://en.wikipedia.org/wiki/Online_educationhttp://www.bing.com/images/search?q=online+education+charts&FORM=HDRSC2http://www.bing.com/images/search?q=online+education+charts&FORM=HDRSC2http://www.google.ba/search?q=online+education+charts&hl=bs&rlz=1T4ADBF_enBA317BA317&tbs=isz%3Al&tbm=ischhttp://www.google.ba/search?q=online+education+charts&hl=bs&rlz=1T4ADBF_enBA317BA317&tbs=isz%3Al&tbm=isch7/31/2019 International Burch University Paperwork
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http://education.stateuniversity.com/pages/2115/International-Assessments.html
http://education.stateuniversity.com/pages/2115/International-Assessments.htmlhttp://education.stateuniversity.com/pages/2115/International-Assessments.htmlhttp://education.stateuniversity.com/pages/2115/International-Assessments.htmlhttp://education.stateuniversity.com/pages/2115/International-Assessments.htmlhttp://education.stateuniversity.com/pages/2115/International-Assessments.htmlhttp://education.stateuniversity.com/pages/2115/International-Assessments.htmlhttp://education.stateuniversity.com/pages/2115/International-Assessments.html7/31/2019 International Burch University Paperwork
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Table of content:
Introduction part1-2
Historical info.3
Modern technology comparison4-6
The Digital Divide in Education.........................................6-8
Education and Technology in the Balance........................8-10
Bridging the Digital Divide in Education..........................10-12
Discussion of usage wireless communication in
Education.................................................................13
Types of Study Results........................................................13-14
Table of charts....15
Conclusion part16-17
Reference page.18-19
Table of content20
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