Outcome and impact assessment in the comprehensive evaluation of rural ICT projects in developing countries

Comprehensive Evaluation ◽

Design Science ◽

Real Life ◽

Evaluation Process ◽

Lessons Learned ◽

Evaluation Framework ◽

Programme Theory ◽

Despite existing literature that indicates that Information and communication technologies (ICTs) act as tools for social change and development, there is still limited empirical evidence that demonstrates this. An outcome and impact assessment based on a comprehensive (holistic) evaluation is deemed appropriate at a time when many ICT4D programmes fail to effectively demonstrate their impact towards rural development. A comprehensive evaluation is one that incorporates the evaluation of the need, design, implementation, outcome and impact, efficiency, and scalability of a programme. These stages make up the different domains of an evaluation lifecycle. The following study aims to develop an outcome and impact assessment framework for ICT4D programmes. It forms part of continuous research associated with the development of a rural ICT Comprehensive Evaluation framework. A theoretical approach, using Design Science and Weick’s theorizing process, was applied to investigate the development of a framework (design artefact) for outcome and impact assessment of ICT4D programmes. The theorizing process analysed existing outcome and impact assessment frameworks from social programmes, information systems/technology programmes, and ICT4D programmes. The output of the theorizing process proposes five critical themes of outcome and impact assessment of rural ICT4D programmes that should be assessed. These themes include: Strategic Value, Most Significant Change, Empowerment, Livelihoods, and Sustainability. To assess its utility, the framework was implemented in the Siyakhula Living Lab and Information and Communication Technology for Rural Education (ICT4RED) projects in South Africa. Through the application of the framework in real life ICT4D contexts, the lessons learned contributed to its revision and enhancement. The proposed framework aims to guide evaluators through the assessment of outcomes and impacts in ICT4D programmes. It provides a foundation and justification for the selected outcome and impact assessment themes that contribute to a comprehensive evaluation. An outcome and impact assessment that is informed by: baseline; needs assessment; programme theory assessment; and process assessment data, provides ICT4D evaluators and project stakeholders with meaningful outcome and impact feedback. Having such an approach to outcome and impact assessment ensures that the evaluation process is seen more holistically as part of the ICT4D project as a whole.

Development and evaluation of an Internet-based program to improve the mental health and wellbeing of young men

Interactive Technology and Smart Education ◽

10.1108/itse-05-2014-0009 ◽

2015 ◽

Vol 12 (1) ◽

pp. 2-13 ◽

Cited By ~ 6

Author(s):

Louise A. Ellis ◽

Kathryn McCabe ◽

Tracey Davenport ◽

Jane M. Burns ◽

Kitty Rahilly ◽

...

Keyword(s):

Mental Health ◽

Help Seeking ◽

Young Men ◽

Evaluation Process ◽

Lessons Learned ◽

Content Type ◽

Potential Applicability ◽

Mobile Phone Applications

Purpose – This paper aims to describe the development of WorkOut, an Internet-based program designed to help young men overcome the barriers towards help-seeking and to build the skills they need to understand and manage their own mental health. Information and communication technologies (ICT) hold great potential to significantly improve mental health outcomes for hard-to-reach and traditionally underserved groups. Internet-based programs and mobile phone applications may be particularly appealing to young men due to their convenience, accessibility and privacy and they also address the strong desire for independence and autonomy held by most men. Design/methodology/approach – In this paper, we describe the design process itself, and the strategies used for multi-disciplinary collaboration. The initial evaluation process and results are also described which consisted of three distinct phases: website statistics; one-on-one user testing; and pilot interviews. Findings – The results suggest that WorkOut has the potential to attract young men. However, further work is needed to ensure that users remain engaged with the program. Originality/value – The difficulties encountered and lessons learned provide an insight into the factors that should be considered in the design and evaluation of future ICT-based strategies within the mental health domain, as well as their potential applicability to clinical and educational settings.

Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Computers & Education ◽

10.1016/j.compedu.2014.07.006 ◽

2014 ◽

Vol 79 ◽

pp. 101-115 ◽

Cited By ~ 42

Author(s):

Shiang-Kwei Wang ◽

Hui-Yin Hsu ◽

Thomas C. Reeves ◽

Daniel C. Coster

Keyword(s):

Professional Development ◽

Research Study ◽

Lessons Learned ◽

Cognitive Tools ◽

Design Based Research ◽

Implementation of Competence Approach with Simulation Technology

SHS Web of Conferences ◽

10.1051/shsconf/20185001161 ◽

2018 ◽

Vol 50 ◽

pp. 01161

Author(s):

Irina N. Raptanova ◽

Maria .V. Shcherbakova ◽

Anna S. Fomichenko ◽

Olga V. Strizhkova ◽

Elena A. Mokritskaya

Keyword(s):

Foreign Language ◽

Real Life ◽

Educational Process ◽

Russian Society ◽

Transfer Of Knowledge ◽

Simulation Technology ◽

Search Activity ◽

The modernization of higher education is mandatory condition for the current stage of Russian society development and the ensuring of the Russian economy competitiveness. One of the priority issues of modernization is the strengthening of the significance of self-students studying. This is due primarily to the considerable reduction in the number of classroom sessions and the increase in hours provided for self-students studying. Self-studying becomes the basis for the professional development of a bachelor, encourage his cognitive interests, promotes the essential objectives of the training, that is, the formation of communicative and professional competences. The nature of the relationship between the teacher and the bachelor alters within the framework of competence-oriented education. The teacher, released from the mere transfer of knowledge, gets freedom in choosing forms of interaction or rather in choosing the methods used in such field of studying as “Foreign Language”. Classical teaching methods are replaced with new ones. The emergence of information and communication technologies led to their rapid introduction into the educational process. The organization of self-students studying through the use of information and communication technologies is of great interest to many educational specialists. The specific nature of information and communication technologies lies in the creation in the educational process of various kinds of relations and conditions of real life, requiring from bachelors not only the knowledge of work-related material, but also their familiarization with a given image, a holistic immersion in the professional environment. The use of simulation technology facilitates the formation of cognitive-search activity of bachelors, causes incentive for learning a foreign language.

THE DEFENSE OF ORAL INTERACTION IN THE MIDST OF WHATSAPP USE IN THE LEARNING ENVIRONMENT

Journal of English Education ◽

10.31327/jee.v3i1.490 ◽

2018 ◽

Vol 3 (1) ◽

pp. 40-45

Author(s):

Fernandes Arung

Keyword(s):

Learning Environment ◽

Negative Impact ◽

Group Discussion ◽

Real Life ◽

Real Relationship ◽

Educational Backgrounds ◽

Oral Interaction

research aimed to explain the defense of oral interactions in the presence of information and communication technologies such as WhatsApp (WA) as well as to explore some of the positive contributions of WA used in building the Real Life Communication especially in the learning environment. By applying the Exploratory design, this research involved 4 participants from various educational backgrounds as a purposively selected data source indicated as WA users at once. Data were collected through Focus Group Discussion, Interview, and Observation and analyzed by several stages i.e. data reduction, displaying data, categorizing, and verifying and concluding. The results showed that oral interactions can decrease both in the language community and learning environment as the dominant use of WA that is not wise. Nevertheless, the use of WA applications also had some positive contributions in building a real relationship. Finally, the assumption that the negative impact of using the WA application should be able to change the mindset and positive attitude of the scholars in initiating and defending an oral interaction in the learning environment.

Timing approaches toward scientific organization of webinars in libraries

Scientific and Technical Libraries ◽

10.33186/1027-3689-2018-10-22-30 ◽

2018 ◽

pp. 22-30

Author(s):

Yu. V. Sokolova ◽

P. A. Kolchin

Keyword(s):

Continuing Education ◽

Real Time ◽

Real Life ◽

Working Hours ◽

Scientific Organization ◽

Organizational Processes ◽

Technological Processes ◽

Due to advancing information and communication technologies webinars have become a means of continuing education which demands methodological support and standardization. The authors analyze the methods of labor rating, in particular, timing of technological and organizational processes. The factors of time input for webinar organization are defined: i. e. number of lecturers, including those remote ones, various formats and number of demonstrated materials (presentations, video, audio, texts, links), scenario multitasking (for example, polling, displaying related materials, linking, etc.), simultaneous broadcasting to another videohosting (i.e YouTube). The list of technological processes for webinar organization is presented along with the findings of labor rating as exemplified by the NPLS&T’s experience. The calculations of real time consumed are obtained through the judgment-based method as well as through the continuous timing method. The authors conclude on the rate between real-life and typical timing of webinar organization and the proportion of this time within working hours in NPLS&T.

Evaluation Framework for Assessing E-Democracy Policy

Electronic Government ◽

10.4018/978-1-59904-947-2.ch251 ◽

2011 ◽

pp. 3423-3430

Author(s):

Monika Henderson ◽

Fergus Hogarth ◽

Dianne Jeans

Keyword(s):

Oecd Country ◽

Evaluation Framework ◽

Policy Framework ◽

Systematic Evaluation ◽

Discussion Forums ◽

Web Based ◽

Parliamentary Debates ◽

Online Consultation ◽

E-democracy, defined in this chapter as “the use of information and communication technologies in democratic processes,” covers a range of methods by which governments and communities engage with each other. This includes a variety of activities that support public participation in democratic processes, such as electronic voting, online consultation, Web-based discussion forums, electronic petitions to Parliament, using the Internet to Webcast parliamentary debates, and digital polling and surveys. E-democracy is a fairly recent and evolving field, with rapid developments at both practical and conceptual levels. Innovative projects and initiatives are being introduced in many different countries, but this process is rarely guided by a comprehensive policy framework or informed by systematic evaluation. In 2001, an OECD review concluded that “no OECD country currently conducts systematic evaluation of government performance in providing information, consulting and engaging citizens online” (OECD, 2001 p. 4). Writers in the field have noted that the evaluation of e-democracy initiatives has not developed as quickly as public debate about the potential impacts, that evaluations are rare to date, and that there is no consensus on appropriate evaluation methodologies (Grönlund, n.d.). Examples of publicly available evaluations include the Scottish e-petitioner system (e.g., Malina & Macintosh, n.d.; Malina, Macintosh, & Davenport, 2001) and online consultation (e.g., Smith & Macintosh, 2001; Whyte & Macintosh 2000, 2001). Macintosh and Whyte (2002) have produced “a tentative interdisciplinary framework of evaluation issues and criteria” for electronic consultation. An OECD report (2003) lists evaluation issues for online engagement. However, overall there are few resources to guide evaluation in the e-democracy area to date.

A Reconstruction of Rural Teachers' Technology Integration Experiences

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch041 ◽

2016 ◽

pp. 834-860

Author(s):

Laura Helena Porras-Hernández ◽

Bertha Salinas-Amescua

Keyword(s):

Rural Areas ◽

Phenomenological Research ◽

Lessons Learned ◽

Research Approach ◽

Rural Teachers ◽

Teachers Experiences ◽

Rural Teacher

Teachers who integrate information and communication technologies (ICT) to their practice in rural areas face important challenges that differ from those where contextual conditions are most favorable. The purpose of this chapter is to describe how and why a phenomenological research approach applied to the reconstruction of rural teachers' experiences in incorporating ICT's to their practice can be helpful for both, for research purposes as well as for inspiring the avenues that rural teacher education in the digital age should follow. Based on the narratives of eight teachers working in poor rural schools of Mexico, this chapter describes how, as part of a construction of their own rural pedagogies, these teachers integrate ICT to their practice in response to three levels of contextual demands. Lessons learned and recommendations for research of this kind are provided.

Evaluation Framework for Assessing E-Democracy Policy

Encyclopedia of Digital Government ◽

10.4018/978-1-59140-789-8.ch120 ◽

2011 ◽

pp. 790-796 ◽

Cited By ~ 1

Author(s):

M. Henderson ◽

F. Hogarth

Keyword(s):

Oecd Country ◽

Evaluation Framework ◽

Policy Framework ◽

Systematic Evaluation ◽

Discussion Forums ◽

Web Based ◽

Parliamentary Debates ◽

Online Consultation ◽

The use of information and communication technologies in training ecology students

E3S Web of Conferences ◽

10.1051/e3sconf/202016610027 ◽

2020 ◽

Vol 166 ◽

pp. 10027

Author(s):

Iryna Barna ◽

Lіudmyla Hrytsak ◽

Halyna Henseruk

Keyword(s):

Environmental Impact ◽

Impact Assessment ◽

Environmental Impact Assessment ◽

Professional Growth ◽

Educational Process ◽

Group Project ◽

The Impact

Increasing demand for experts capable of high-quality assessment of the impact of a particular planned activity on the environment involves a more effective use of information and communication technologies (ICT) in the educational process of training ecology students. The authors present a methodology for students to study the educational material of the “Environmental Impact Assessment” course by using ICT. The methodology and algorithm for using the Padlet interactive whiteboard, Mindomo mind maps, Easel infographics, Google Drive and Google Docs in lectures and practical lessons are described. Particular attention is paid to the preparation of a group project using ICT. Tested in the Ternopil Volodymyr Hnatiuk National Pedagogical University, the methodology allows to implement a number of tasks such as: promotion of intensification and effectiveness of teaching; acquisition of practical skills to quickly find the necessary information on various online resources for ecology students; simulation of the real procedure of environmental impact assessment in the classroom; development of the ability to professionally communicate with experts in other fields of knowledge or activity, etc. Examination of the results of using ICT to study the “Environmental Impact Assessment” course has shown a significant increase in informational literacy among ecology students and their individual professional growth.

E-justice evaluation factors: The case of Smart Court of China

Information Development ◽

10.1177/0266666920967387 ◽

2020 ◽

pp. 026666692096738

Author(s):

Jia Yu ◽

Jun Xia

Keyword(s):

Relevant Literature ◽

Policy Issue ◽

Modern Society ◽

Evaluation Framework ◽

Complex Nature ◽

Trial Management ◽

Set Up ◽

Justice Evaluation

As information and communication technologies (ICT) continue to impact and shape modern society, and e-justice has gained momentum in recent years. China’s Supreme People’s Court (SPC) set up a trial management information system that connects all courts in China. Designed to be online, transparent, and intelligent, China’s Smart Court development began in 2016. In practice, SPC promoted modernization of the trial systems to improve the flow of information between courts throughout China. However, significant investments in ICT e-justice services have caused some to question whether these investments have achieved the expected ends. Thus, how to evaluate e-justice services becomes an urgent theoretical and policy issue in the process of e-justice construction in China. E-justice value is not clearly defined in theory in China, nor is easy to measure in practice. Because of the sensitive and complex nature of such evaluation, little research has been conducted in this regard. The objective of this paper is to fill this gap. Relevant literature is reviewed before the article moves on to describe various approaches withe regard to e-government and e-justice evaluation, as well as the characteristics of China’s Smart Court. Evaluation factors and constructs are found based on the Chinese circumstances. This study contributes to the development of a holistic evaluation framework for e-justice system. It also adds the Chinese case to the existing literature. Evaluation factors found in this article can also serve as a foundation for future development and study of e-justice services.