The goal of this action research was to investigate and gather data concerning the effectiveness of technology as a mathematics teaching aid in an Early Childhood Classroom (ECE) at a school in Belmopan, Belize. It aims to understand (1) to what extent the use of technology as a teaching aid increase 12 students’ academic performance and (2) to investigate to what extent the use of tablets aid in stimulating students’ interest as they gain new knowledge and skills about Mathematics topics. The research was planned and conducted over a fiveweeks span in an Infant Two class.

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.

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.

Media literacy has evolved from simple conceptual origins entailing the production and consumption of traditional media messages from basic print and electronic media to making sense and actively participating in shaping and responding to a burgeoning media landscape that continues to grow rapidly and affect all aspects of life.  Over  the  past  decade,  scholars  and  organizations  (e.g., UNESCO) have sharpened focus on the need for education to keep pace with the rapid technological innovations and media messages at the fingertips of many.

This paper reflects on the ways in which traditional notions of literacy are being challenged by new technologies, arguing that alongside a re-conceptualization of literacy, educators need to re-think literacy curriculum content and their approaches to teaching. Taking a view of literacy as a social practice, it discusses how increasing numbers of people in technologically rich environments are taking opportunities to produce complex digital texts as part of their everyday life.

There is today an urgency to infuse technology into the curriculum, as technology is viewed as a pedagogical tool ideal for facilitating improvement in student performance and achievement (Bebell & Kay, 2010; Desai, 2008; Vrasidas & Glass, 2005; Yeung, 2010). The benefits identified are many, among them the possibility of providing varied, engaging and flexible environments for learning and increasing access to meaningful and effective resources (Yeung, 2010).

People are interested in the costs and economics of distance education because they think it lowers costs. Education was, and to a large extent still is, labour-intensive. By the 1970s few countries could afford the costs of providing education for burgeoning populations of young people, let alone the emerging demand from adults for lifelong learning. It was hoped that the use of technology would bring the unit costs of education down (Jamison, Suppes & Wells, 1974: 57, Eicher, Hawridge, McAnany, Mariet & Orivel, 1982: 40).