International Burch University Paperwork

7/31/2019 International Burch University Paperwork

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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


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


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=IDFRIR


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Conclusion part


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


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=isch


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http://education.stateuniversity.com/pages/2115/International-Assessments.html
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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

Documents

International Burch University Paperwork