Overview

This chapter examines how the technology-rich classroom learning environments of today can better prepare students to make an effective contribution to (their technology-based futures. It supports the role of the teacher as the primary driving force behind effective utilisation of technology in the classroom and the mechanisms that can enhance effective teaching and learning in the classroom. The classroom teacher after all determines the level of access and utilisation of computers and other technologies in schools by making curriculum choices that may control to a large degree how students are exposed to technology. These are typically based on the individual teacher s level of competence with the technologies at hand or their ability to manage classes in these technology-rich environments.

1. Introduction

Becoming a technology-rich society and a global leader in technology integration in education are perceived by many as globally desirable outcomes. This desire to get involved in the challenges and opportunities that a technology-rich environment can bring are not limited to advanced western societies. Countries such as Vietnam, not typically perceived as a technological leader in the East Asian region, have begun to address the issue of national development of an Information technology Infrastructure plan. This is evidenced by recent government programs such as the IT Master Plan in Vietnam (see http://www.idgnet.com/english/crd_it_13708.html), that seeks to support the rapidly developing information technology market in Vietnam which is expanding at between 40 to 50 percent per annum.

The development of an effective...