This study was undertaken to evaluate the implementation of ICT to support learning, teaching, school administration and use of E-communication between cooperating rural secondary schools in Western Kenya under the Rotary project, Forssa Rotary Club of Finland District 1410. Two rural schools were selected for the investigation. A case study research design was adopted, where interviews, observation and open-ended questionnaires including document analysis were used to collect qualitative data.
ict for development
South Australian rural and remote schools have been using a variety of Information and Communication Technologies (ICT) to enhance curriculum opportunities for students whose teachers are at a different campus or different school, or who are out of the school for extended periods of time undertaking courses, such as, Vocational Education and Training (VET).
For at least the past decade, political leaders and policy makers have stressed how important it is for Africa to harness technology, leapfrog development, and take part in the global knowledge economy. In numerous initiatives aimed at realizing these goals, education is a primary target, viewed as a mechanism through which information and communication technologies (ICT) can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation.
Recent research has demonstrated a significant disadvantage for rural teachers in a variety of aspects of ICT use. This context provides a backdrop for two professional learning programs designed to support ICT-based pedagogies in teaching science in Victorian rural primary and secondary schools. In both programs the school-based workshops initiated a community of learners supported with online web-presence. One program used an intensive five-day workshop focused on developing teachers’ knowledge, pedagogical expertise and leadership skills in embedding ICT into classroom practice.
In this paper, ICT is proposed to create or strengthen social capital of rural female entrepreneurs. A model of the impact of ICT on rural female social capital and self-employment was founded under the framework of social capital theory and entrepreneurship theory. A field survey conducted in Liaoling province was reported to support the propositions by the author.
21 st century is the century of Hi-Tech. Recently Hi- Tech comprises IT, ICT, BT and Nano-Technology. Today ICT (Information Communication Technology) is a unique technology which is used universally in all span of life. ICT plays a predominant role in the creation and development of knowledge. The ICT revolution has changed the learning process of childhood up to the real world. E-learning is a combination of learning services and technology to provide high values. Internet plays a vital role in e-learning. Elearning is attaining significance in the world of internet.
ICT has been recognized as a powerful tool for a country’s development. The focus of the study is to identify the current level of ICT adoption in the rural areas, the challenges the local agencies faced in delivering public services, and to recommend next course of action to improve the adoption of ICT. Twenty-two villages were involved in the study with total of 922 respondents. Fieldworks were carried out involving questionnaires and interviews. The findings show that ICT adoption in the rural communities is still very minimal and at its early stage.
Towards a conceptual framework for ICT for Development: lessons learned from the cube framework used in Latin America
The ICT for Development community is long searching for comprehensive and adequate conceptual frameworks. In 2003, United Nations Regional Commission for Latin America and the Caribbean proposed a three-dimensional conceptual framework that models the transition toward so-called Information Societies as interplay between technology, policy and social change.
Potential of teaching and learning supported by ICT for the acquisition of deep conceptual knowledge and the development of wisdom
In this study, the potential of different technology‑supported learning environments for facilitating the development of deep conceptual knowledge and wisdom is discussed. The analysis shows that there are remarkable differences in the aims of distinct technology‑based learning environments. Some are focused on the rapid learning of facts and automatization of simple skills, whereas others are deliberately meant for supporting deep learning of complex concepts and knowledge structures.
This paper presents an approach to understanding information and communication technology-for-development (ICT4D) interventions based around informal learning, where the ongoing process of using ICTs – rather than informational products – is seen as the principal development driver. A conceptual model of informal learning in ICT4D is constructed.