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Searching with a thematic focus on ICTs for development, Digital development

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• Document

  Is constructivism universal: in search of meaningful technology in Morocco and Namibia

  Learnlink, USAID, 2003

  This article discusses the question whether a shift from instruction via the transmission model to constructivism is a universally desirable outcome for educational systems and societies worldwide. If so, can small, pilot technology initiatives provide creative disturbances that encourage learner-centered education, particularly in rural areas of the developing world?
• Document

  Diffusion of appropriate educational technologies in open and distance learning in developing Commonwealth countries: final project report

  Commonwealth of Learning, 2000

  This research project, conducted during 1996-2000, aimed to investigate why and how various factors seem to impede the wider and more effective use of educational technologies in developing commonwealth countries, and what environments could be more conducive to their use.
• Document

  Harnessing the potential of information technologies in education: finding innovation and adaptability in Mali and Ghana

  Educational Resources Information Center, 2000

  This Masters thesis examines the ability of education systems in Mali and Ghana to develop the capacity to harness the potential of information technologies for African-empowered development.
• Document

  Global outreach: formal and non-formal education

  Educational Resources Information Center, 1998

  "Global outreach" refers to the international delivery of education, health, public information, commercial, and other services using appropriate communications technology.
• Document

  Gender issues in the use of computers in education in Africa

  Imfundo, 2003

  This report is a desk review which explores gender issues in the use of computers in education in Africa. Although there is currently little Africa specific research, European and north American research has consistently highlighted gender differences and inequalities in access to computers in education, in attitudes towards and use of computers, and on educational impact.
• Document

  Harnessing the potential of ICT for education: a multistakeholder approach

  UN Information and Communication Technologies Task Force, 2005

  This book, published by the United Nations ICT Task Force, examines various ways in which information and communication technologies (ICTs) can contribute to education, especially in developing countries, and provides a number of case studies from ICT for education projects.
• Document

  Getting a school on-line in a developing country

  TechKnowLogia, 2002

  This article, published in the journal Techknowlogia, identifies which questions need to be asked in order to determine the technology costs associated with getting, and keeping, schools on-line in developing countries.The authors' recommendations include: schools should decide what type of connectivity they want, and why, before asking how much they can get for a set budget connect
• Document

  Mobile libraries: where the schools are going to the students

  TechKnowLogia, 2002

  This article looks at examples of mobile libraries in developing countries, and ways that they can be enhanced and operated using communications technology. It draws on examples from Mongolia, Zimbabwe, Kenya, Thailand, Mali, Malaysia, Nigeria, Ghana, Uttar Pradesh (India), and the Democratic Republic of Congo.
• Document

  Integrating ICTs into education: lessons learned: vol. 1

  UNESCO Bangkok ICT in Education, 2004

  This document, published by UNESCO Bangkok, outlines the lessons learned from attempts to integrate ICTs into schools in six Asian countries: Indonesia, Malaysia, Philippines, Singapore, South Korea and Thailand.
• Document

  ICT for education: potential and potency

  International Leadership for Educational Technology, 2001

  This chapter of the book "Technologies for education" reviews research and experience resulting from countries' attempts to use information and communication technologies (ICTs) to help them in pursuing educational goals. It looks at ways ICTs have been used to expand access, promote efficiency, improve quality of learning, enhance quality of teaching, and improve management systems.

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