Information and Communications Technologies for Improving Learning Opportunities and Outcomes in Developing Countries

Author(s):  
J. Enrique Hinostroza ◽  
Shafika Isaacs ◽  
Mohammed Bougroum
Leonardo ◽  
2006 ◽  
Vol 39 (4) ◽  
pp. 311-313 ◽  
Author(s):  
Roberto Verzola

The author provides examples of low-cost information and communications technologies (ICTs) and suggests five major strategies for their low-cost deployment in developing countries: (1) appropriate technology, (2) free/open software, (3) compulsory licensing, (4) pay-per-use public stations and (5) community/public ownership of ICT infrastructure. Aside from the problems of affordability and universal access, the author identifies the Internet's built-in biases for (1) English, (2) subsidizing globalization, (3) automation and (4) the technofix, and explores the implications of these biases. The challenge is not only to design affordable and accessible technologies or to redesign technologies to be consistent with our deeply held values, but also to make ourselves less technology dependent.


2004 ◽  
Vol 2 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Emma Rooksby

This paper considers the available documentation on the Virtual Colombo Plan (or VCP for short), launched by the World Bank and the Australian Government in 2001. The Plan is one of the World Bank’s key projects for encouraging greater use of information and communications technologies (ICTs) in developing countries, with a focus on the using ICTs for education, as well as for economic benefits.


2011 ◽  
Vol 27 (2) ◽  
Author(s):  
Elias Hung Said

<span>This article analyses how journalism professors at Colombian universities use information and communications technologies (ICT) in their teaching. Survey data was obtained during the first trimester of 2009 from 63 professors in journalism departments and from a total of 865 professors who are affiliated with journalism departments at 29 universities that belong to the Colombian Association of Journalism Departments and University Programs. These professors have, until now, replicated traditional teaching methods when employing currently available technological resources. The article discusses the factors that influence the teaching uses of ICT and the implementing of pedagogical strategies in the classroom. The results help define the profiles of professors in academic programs in which ICT use is limited, and factors such as investment of time and resources which determine the productive use of ICTs, as well as the implementation of pedagogical models related to new teaching-learning opportunities in the classrooms at Colombian universities.</span>


Author(s):  
Isola Ajiferuke ◽  
Wole Olatokun

Information and communications technologies (ICTs) have become key tools and had a revolutionary impact of how we see the world and how we live (Dabesaki, 2005). They have the potential to be a major driving force behind the economic growth of any nation because of their potentially strong restructuring impact on existing economic activities and the ability to affect economic activities in a variety of ways. These include improving the quality of existing services, creating new services, raising labor and productivity, increasing capital intensity, enhancing economics of scale, and creating new economic structures. ICTs are also paving the way for greater ease of movement of technical and financial services, and are instrumental to development during the rapid globalization process. From the information technology revolution, a new kind of economy emerges. This is the information-based economy in which information along with capital and labor is a critical resource for creation of income and wealth for the enhancement of competitiveness. ICTs have also left their mark on the political and social dimensions of development, specifically by enhancing participation in decision-making processes at the corporate, local, and national levels. It is an established fact that a few developing countries like China, India, and Brazil are successfully taking advantage of the opportunities information and communications technologies offer and have made significant improvement in their economic, and many more developing countries (including Nigeria) are beginning to derive some of the potential benefits. For most of the developing world, however, information and communications technologies remain just a promise, and it seems a distant one at that. There is little evidence from past experience of national and international development policies, strategies, and programs to suggest that much will change for large segments of the world’s poorest people. Nigeria, like most developing countries, is an “information- poor” country where the deployment and application of ICTs is still in its infancy. This article, which is an updated version of an earlier one (Ajiferuke & Olatokun, 2005), presents the current status of ICT in Nigeria, particularly its applications in some sectors of the nation’s economy. It also identifies some inhibitions to the effective deployment and exploitation of ICT in Nigeria and concludes with a discussion of the policy issues, challenges, and prospects of ICT use in Nigeria.


Author(s):  
Bob Cram

Many commentators have argued that Canadian university continuing education has gradually abandoned its historical commitment to social justice in educational programming in favour of a market-oriented approach. Although such literature clearly expresses a deeply-felt sentiment among continuing educators, it has tended to have two problems. First, many proponents of this view have not explained what they mean by social justice, which makes informed discussion of this issue difficult. Second, in praising historical adult education as a social justice movement, many commentators have neglected to provide coherent and pragmatic alternatives for the present. This article addresses these two problems by providing a dialogic theory of social justice, derived from political philosophy, as a conceptual framework to examine ways in which a new understanding of social justice could be practically applied in both strategic and program planning for university continuing education. This conceptual framework is then used to guide and inform a discussion of how information and communications technologies (ICT) can be used by university-based continuing education units to develop and implement learning opportunities designed to empower persons and organizations working for social justice.


Author(s):  
Ali Al-Kinani

In this chapter, the author uses a questionnaire as an instrument s to evaluate the use of Information and Communications Technologies (ICT) in Saudi health organizations. Information and Communication Technology has become an important tool for improving the efficiency of health organizations. E-Health applications are increasingly being drawn into evaluating the Internet as a useful source of information on health by end-users. This chapter is an attempt to explore E-Health applications and related implementations issues in developing countries, and in particular Saudi Arabia.


Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.


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