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.

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.

Distance education in general and Information and Communication Technologies (ICT)-based learning in particular have increased access to and expanded formal education for those who, due to situational and institutional factors, were formerly unable to participate in postsecondary education. However, ICT-based learning in Adult Education is not without its challenges. The qualitative case study which informed this paper sought to identify some of these challenges and examined the strategies employed by learners and their facilitators to address those challenges.

The ubiquitous nature of Information and Communication Technologies (ICTs) is a defining characteristic of the Information Age and its widescale use in education is inevitable. All aspects of life are influenced in some significant way by technology (Keengwe, 2007) - communication, accessing information, productivity and life in general.

The aim of this study was to examine how Microsoft PowerPoint is used by science teachers in Trinidad and Tobago and to gauge from teachers what considerations influence their decision to use PowerPoint presentations in their science teaching. A total of 20 secondary school science teachers were observed using PowerPoint in the delivery of science lessons. The findings indicate that science teachers used PowerPoint slides largely as glorified lectures to present information to students. Some teachers used PowerPoint to introduce their lessons and some to summarise lessons.