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Welcome to the World Almanac of Educational Technologies

After our successful initial phase, the Almanac is currently making its move towards an open system. With the valuable contributions of authors from around the world, we have secured enough chapters to create a viable and useful resource. Current chapters (foundations) will be saved in PDF format and made available as the reference for each chapter; authors will be contacted with more information via email. All content on the WAET will be editable by registered users, in an effort to keep content more up-to-date. We are aiming to have the switch completed during the second semester of 2009.

Contributing

We welcome comments to any chapters, though to preserve chapter quality editing of the chapters is controlled. We welcome comments and revisions to every section of the WAET. To do so, visit the chapter and then click the discussions tab on the top of the article. You can then choose to edit the discusisons page. You don't need to be logged in to provide comments - you can do so anonymously. If you would like to make more substantial contriutions to a chapter, submit a new case study, or nation case, please notify us on the discussions or e-mail us directly. You can contact the editors directly and submit any questions, concerns, or modifications.

Instructors

If you are using the WAET as part of a course, or you cite a WAET article, please contact the editors directly.

Country List

Use the menu on the left for the available countries, or view the full list of countries.

Objective

The World Almanac of Educational Technologies is an evolving web resource designed to explore the concepts, conditions and uses of technological tools within global education initiatives The premises for educational technologies are many: changes in pedagogy, global competitive edge, increasing access to information, and many others. By examining the different meanings and applications of technology around the world, we seek a greater understanding of how appropriate technology can impact teaching and learning in its many perspectives. The chapters herein attempt to describe national and local situations richly, including at least one case study illustrating students, teachers, or schools for each country. The editors welcome proposals for those countries where information is not currently available or for regions within countries that are currently available.