Pitfalls and prospects: Integrating ICTs in tertiary science education

It is generally understood that science disciplines, including science, technology, engineering and mathematics (STEM disciplines), are principal drivers for a country's economy and that education in science is a mandatory prerequisite for sustainable economic performance. Therefore, it often seems ironic that the comprehension and appreciation of science falls so far behind its advancement. Science educators recognize that open and distance learning (ODL) not only provides more universal access for students, but also offers teaching options that can lead to quality learning. Still, there are special challenges associated with the teaching and learning of science, the biggest one being how to handle the practical or laboratory components. Information and communication technologies (ICTs) are playing an ever expanding key role in the rapid development of the knowledge economy and global open learning movement. This chapter will examine the global science education gap, the skills inventory for the 21st century scientist, learner preferences and perspectives, and the role of ICTs in science higher education with an evaluation of what is effective and what is not. While this is a worldwide topic, the context of this chapter will be trends, challenges and opportunities in Asia-Pacific region focusing on three categories of countries characterized by the level of ICT penetration into the educational systems: (1) no ICTs employed, (2) limited ICT strategies and pilot projects, and (3) substantial ICT integration.