The concept of EduVision embodies a vision for the enhancement of ed­ucation/training activities through the effective integration of technology, means and methods. In the context of growing recognition and appreciation of the critical role of technology in teaching and learning processes, EduVi­sion has become a shared vision of many in the Caribbean, and indeed the world. In 2003 this vision was developed into a forum for sharing ideas and technology innovations, and was subsequently launched in the form of an international conference on technology in education.

The integration of technology in education and training processes is grad­ually being recognized as an imperative that cannot be ignored, in the context of what has been generally accepted as being the "Information Age". The lessons so far learnt from research and experiences with the uses of tech­nologies in education and training are pointing to a single most important fact, (i.e. that the central concern is not so much about the question of whether technology can be used to enhance teaching and learning; but about the "what" and the "how" of technology integration.

The importance of information and communication technology in education cannot be overemphasized. There is no doubt that Information and Communication Technology (ICT) has become a prominent mechanism for the delivery of education at the tertiary level internationally. Educators in the Caribbean have witnessed significant increase in offerings in several areas of education by off-shore universities and other tertiary level institutions in recent times. A common mechanism employed by these institutions is ICT.

The call for teachers, administrators and other facilitators of learning to integrate technology in education has been an ongoing one for many years, ever since the term "instructional technology" was first clearly defined in the 1970s, or perhaps even before. [See Reiser (1987) for early definitions of this term.] Whatever may be the interpreted or accepted meaning of the term "instructional technology", it should be appreciated that such meaning has been evolving, and perhaps will continue to evolve as new technologies continue to emerge.

The Information Age is basically defined by the wide-scale availability of various information and communication technology (ICT) tools. As new and emerging ICT tools become more widely used in the society, teachers at all levels of education systems are offered opportunities to harness the powers of these tools in teaching and learning.

No-one can deny the significance of quality early childhood education in our increasingly global and technological society. Among the many issues involved in providing the highest quality developmental experiences for young children is the role of information and communication technology (ICT) in early childhood education. This paper explores how ICT can be used in early childhood education. After an overview of the status of early childhood education internationally and in Jamaica, developmentally appropriate practices for using ICT in early childhood are described.

Technical and vocational education and training (TVET) is one aspect of the general education system that focuses specifically on preparing students for employment. The availability of information and communication technology (ICT) tools has significantly changed the needs of students and the demands of the workplace. In order to prepare students to function effectively in a technology-driven work environment, the TVET curricula must be revised to incorporate ICT both as a subject of instruction and as a tool for facilitating instruction.

The use of information and communication technology (ICT) in education has been well established in a wide variety of areas, however, its use in technical and vocational education and training (TVET) and in particular agricultural education has been compromised perhaps as a result of lack of exposure to the various ICT applications that are available to support this area.

From the mainframe computer in the early 1970s through the desktop personal computer in the 1980s to the array of gadgets of the 21st century,  the University of the West  Indies (UWI) has  been embracing Information and Communication Technology (ICT) in teaching, learning, research, and general administration.

This paper is based on a research project which provided an assessment of the value and contribution of the e-Learning Jamaica professional development training in the use of Information and Communication Technology (ICT) on teachers’ classroom practices. A questionnaire was used in a survey of teachers from ten schools in Kingston and St Andrew to investigate teachers’ rating of the e-Learning training and its influence on their classroom practices.