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Current State of ICT
Transcript of Current State of ICT
Information and Communication Technology (ICT), is a composite term, which embodies three important concepts. To understand ICT, one must understand all three concepts.
Information, Communication and Technology.
More than three in ten homes in the developing world have Internet access. The ITU projects thirteen percent growth between 2013 and 2014. The percent of homes with at least one Internet connection has more than tripled since 2005. Worldwide forty four percent of homes have an Internet connection.
Mobile phones have replaced fixed-line phones as the default technology for communication. The number of fixed-telephone subscriptions has decreased by more than one hundred million since its peak in 2006. While worldwide the number of mobile phones has more than tripled since 2005 many have predicted that 2014 will be the year when the number of mobile phone subscriptions exceeds the number of people.
From 2005 to 2008 fixed broadband adoption grew at a rapid pace. The average rate of growth during those years exceeded 20 percent annually. Recent growth has slowed worldwide particularly in developed countries. According to the latest estimate fixed broadband grew about six percent worldwide with over 711 million subscriptions. In 2013 the number of fixed broadband subscriptions in the developing world exceeded those in the developed world.
China's ICT manufacturing industry upon the year of 2002-2011 is not constant.
ICT in Terms of Transportation
ICT is used it the field of IT Services
ICT in the Philippines: Software and Communication
ICT innovation in terms of communication
Compared with decades of technology use to support teaching and learning in schools in the U.S. and western European countries, China had a slow start in its effort to integrate technologies into education due to its slow economic development and lack of resources in most of the 20th century. Technology integration in education is a rather recent phenomenon. Before the 1990’s, technologies were rarely used, and they could only be observed in highly selective university settings. Common technologies for language and literacy teaching and learning, if schools could afford them, included TV programs, cassette tapes, radios, overhead projectors. Computers were luxurious items beyond the reach of most schools. In a very limited number of well-resourced city schools where computers were available, they were reserved for technology classes in labs where students were taught basic computer literacy skills as an isolated subject. The concept of integrating technologies into various subject areas was nonexistent.