Ict Educational Quotes

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Educational institutions that foster a culture of accessibility not only empower persons with disabilities to graduate and earn a livelihood, but also play a crucial role in enlightening other students about the significance of accessibility.
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Kalyan C. Kankanala
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By prioritizing accessibility, educational institutions can do more than facilitating students with disabilities in achieving their academic and career goals; they can also play a role in spreading awareness and culture among all students.
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Kalyan C. Kankanala
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Facilitating a culture of accessibility in education is not just about helping students with disabilities succeed; it's about shaping an informed student body that recognizes the value of accessibility in every aspect of life.
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Kalyan C. Kankanala (Understanding Accessibility)
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Educational Institutions that build and maintain an accessible environment do more than enable persons with disabilities to thrive academically and professionally; they also instill a sense of responsibility and awareness about accessibility in their entire community.
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Kalyan C. Kankanala
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The role of educational institutions in promoting accessibility extends beyond education of students with disabilities; it creates a ripple effect of awareness and understanding of accessibility among the general public.
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Kalyan C. Kankanala
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is clear that neither countries nor regions can flourish if their cities (innovation ecosystems) are not being continually nourished. Cities have been the engines of economic growth, prosperity and social progress throughout history, and will be essential to the future competitiveness of nations and regions. Today, more than half of the world’s population lives in urban areas, ranging from mid-size cities to megacities, and the number of city dwellers worldwide keeps rising. Many factors that affect the competitiveness of countries and regions – from innovation and education to infrastructure and public administration – are under the purview of cities. The speed and breadth by which cities absorb and deploy technology, supported by agile policy frameworks, will determine their ability to compete in attracting talent. Possessing a superfast broadband, putting into place digital technologies in transportation, energy consumption, waste recycling and so on help make a city more efficient and liveable, and therefore more attractive than others. It is therefore critical that cities and countries around the world focus on ensuring access to and use of the information and communication technologies on which much of the fourth industrial revolution depends. Unfortunately, as the World Economic Forum’s Global Information Technology Report 2015 points out, ICT infrastructures are neither as prevalent nor diffusing as fast as many people believe. β€œHalf of the world’s population does not have mobile phones and 450 million people still live out of reach of a mobile signal. Some 90% of the population of low-income countries and over 60% globally are not online yet. Finally, most mobile phones are of an older generation.”45
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Klaus Schwab (The Fourth Industrial Revolution)
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Itinerant Curriculum Theory is to be (or not to be) radically unthinkable. Yet, it is a theory of another humanity. It is about this world. It is people’s theory. ICT is a metamorphosis of what is thought and nonthought and unthought but is fundamentally about the audacity of the colonization of the non-/un-/thought within the thought
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JoΓ£o M. Paraskeva (Critical Transformative Educational Leadership and Policy Studies - A Reader: Discussions and Solutions from the Leading Voices in Education)
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Popular accounts portray Europe as either an economic phoenix or a basket case. The phoenix view observes that output per hour worked has risen from barely 50 percent of U.S. levels after World War II and two-thirds of those levels in 1970 to nearly 95 percent today and that labor productivity so measured is actually running above U.S. levels in a substantial number of Western European countries. Since the turn of the twenty-first century, the euro zone has created more new jobs than either the United States or the United Kingdom. Its exports have grown faster than those of the United States. It provides more of its citizens with health insurance, efficient public transportation, and protection from violent crime. The basket-case view observes that the growth of aggregate output and output per hour have slowed relative to the United States since the mid-1990s. Between 1999, when EMU began, and 2005, euro-zone growth averaged just 1.8 percent, less than two-thirds the 3.1 percent recorded by the United States. Productivity growth has trended downward since the early 1990s, owing to labor-, product-, and capital-market rigidities, inadequate R&D spending, and high tax rates - in contrast to the United States, where productivity growth has been rising. The growth of the working-age population has fallen to zero and is projected to turn significantly negative in coming years. High old-age dependency ratios imply large increases in the share of national income devoted to health care, lower savings rates, potentially heavier fiscal burdens, and an aversion to risk taking. All these are reasons to worry about Europe's competitiveness and economic performance. One way of reconciling these views is to distinguish the distant from the recent past and the past from the future. Comparing the European economy at the midpoint and the end of the twentieth century, there is no disputing the phoenix view. Economic performance over this half century was a shining success both absolutely and relative to the United States. More recently, however, Europe has tended to lag. Although this does nothing to put the past in a less positive light, it creates doubts about the future. One way of understanding these changing fortunes is in terms of the transition from extensive to intensive growth. Europe could grow quickly for a quarter century after World War II and continue doing well relative to the United States for some additional years because the institutions it inherited and developed after World War II were well suited for importing technology, maintaining high levels of investment, and transferring large amounts of labor from agriculture to industry. Eventually, however, the scope for further growth on this basis was exhausted. Once the challenge was to develop new technologies, and once growth came to depend more on entrepreneurial initiative than on brute-force capital accumulation, the low rates of R&D spending, high taxes, conservative finance, and emphasis on vocational education delivered by those same institutions became more of a handicap than a spur to growth. Consistent with this view is the fact that Europe's economic difficulties seem to have coincided with the ICT revolution and the opportunities it affords to economies with a comparative advantage in pioneering innovation, as well as with globalization and growing competition from developing countries such as China that are moving into the production of the quality manufacturing goods that have been a traditional European stronghold. The question is what to do about it. Is it necessary for Europe to remake its institutions along American lines? Or is there still a future for the European model?
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Barry Eichengreen (The European Economy since 1945: Coordinated Capitalism and Beyond)