This study was undertaken to examine and interpret how science teachers in Trinidad and Tobago use ICT devices and ICT-based teaching and learning activities in their science teaching. A total of 30 lessons taught by five different teachers were observed and analyzed using an interpretative research methodology to develop generalized observations. The findings revealed that in general, science teachers used ICT devices in most of their lessons but that ICT-based activities were used in only twenty per cent of the lessons observed.

It is widely agreed that the scholarship of online education is not on par with the delivery of online education. This view is expressed given the increasing rate of technological developments, as well as the various pedagogical techniques and our inability to clearly understand the impact of various techniques on students’ performance. Although online education is gaining in popularity, there is the perception that it is inferior to other modes of delivery; but a major university in Jamaica has instituted numerous initiatives which seek to dispel this perception.

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.

Increasingly, a number of information and communication technology (ICT) initiatives have been deployed at all levels of the education system in Jamaica in an effort to enhance and support the development of Jamaican students. An assessment of the impact of these initiatives is key in defining the way forward for the role of ICTs in education. In this paper, we explore insights from early observations from the planning and implementation of a One-Laptop-per-Child (OLPC) project at the early childhood and primary levels in two Jamaican schools.