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.

In Jamaica, there are many sources of data that can provide an evaluation of teachers, students, and schools at the primary level. The NAP assessments of students at grades 3, 4, and 6 focus on academic outcomes in literacy, numeracy and primary level subjects such as science and social studies. The panel inspections conducted by the Ministry of Education and Culture allow for officials of the Ministry of Education to assess some aspects of the management and supervision of a school, as well as the performance of teachers in that school.

This project investigated the impact of the use of high technology with environmental resources on student teachers' performances. The goal was to determine, first, if student teachers could create an interactive learning environment using environmental resources and high-tech, and second, their competency in doing so.

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.

With the introduction of the Revised Primary Curriculum in the late 1990s, a child centred, integrated, holistic curriculum was adopted at the lower primary level with a more subject-based approach at the upper levels. A constructivist pedagogical approach was en­dorsed.