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

Showing 201-210 of 335 results

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  • Document

    The importance of partnerships

    Imfundo, 2002
    This report outlines a discussion of partnerships for ICTs for education in developing countries, which formed part of a 2002 Imfundo workshop.Key principles emerging from the discussion were: a brokering mechanism or forum is needed to manage the partnership all members must have common goals and interests for a successful partnership some partners in the South may work slower
  • Document

    New functions of higher education and ICT to achieve education for all

    Literacy.org, 2001
    This paper describes how higher education institutions can help to achieve Education for All through the promotion of the use of ICT in basic education. Higher education is at the top of the education system of the country and has the responsibility towards the whole education system. The paper summarises the role of ICT in enhancing the development of basic education and literacy.
  • Document

    Towards a strategy on developing African teacher capabilities in the use of ICT

    SchoolNet Africa, 2004
    This study is the most extensive examination to date of teacher training in ICT in African countries at both the pre-service and in-service levels.
  • Document

    Computers for Africa: lessons learnt from introducing computers into schools in Mozambique

    SchoolNet Africa, 2004
    This article discusses research undertaken to document the process of introducing and using information and communication technology (ICT) in the secondary schools of Mozambique in the last three years of the 20th century.
  • Document

    Networking institutions of learning: SchoolNet

    International Development Research Centre, 2004
    This report evaluates Schoolnet programs in a number of African countries. If finds that the projects have ranged from being limited in their achievements to those that can be regarded as very successful.
  • Document

    Paying the price?: a total cost of ownership comparison between new and refurbished PCs

    SchoolNet Africa, 2004
    This study considers the key cost differences in owning new and refurbished PCs over five years in a small business, NGO or school in Africa.It discusses issues that set the context for a Total Cost of Ownership (TCO) consideration (such as PC quality, brand position in Africa, pricing, distribution, and specifications) before isolating the key drivers or factors that are likely to make a diffe
  • Document

    What do you mean by ICT integration?

    SchoolNet Africa, 2003
    This article documents examples of ICT integration in an effort to demonstrate ways ICTs can be integrated into classroom teaching to enhance learning in Namibian schools. These models serve as examples of how computers can be used to promote learner-centred education and the approach used reflects a general movement away from “teaching computers” toward using ICTs as educational tools.
  • Document

    Using computers in schools

    Learnlink, USAID, 2002
    The chapter paper several models of good use of computers in education. It lists six principal ways in which computers can improve student learning: computer-assisted learning; simulation and exploration; research and analysis; computation and production; learning networks and computer-mediated communication; and artistic expression and creativity.
  • Document

    Information and communication technologies in elementary and secondary education: a state of the art review

    Council of Ministers of Education, Canada, 2002
    This review, produced for the Canadian Education Statistics Council, focuses on the efficacy of information and communication technologies (ICTs) for achievement, motivation and metacognitive learning, and on the impact of ICTs on instruction in content areas in elementary and secondary schools.
  • Document

    Connect-ED Evaluation (Uganda)

    EduAction, 2003
    The goal of the current assessment was to meet with and discuss the needs and experiences of representative groups from all colleges involved in the Connectivity for Educator Development (Connect-ED) project in Uganda.

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