ICTD InfoBank: A Knowledge Sharing Portal on ICTD for the Asia-Pacific region
The ICTD InfoBank has been designed and developed by APCICT as a place for online convergence of like-minded individuals and organizations working to strengthen capacities in the use of information and communications technology for development (ICTD) in the Asia-Pacific region. The ICTD InfoBank does not attempt to duplicate the work of other ICTD portals, it aims to provide easy access to relevant resources on ICTD. The resources available in the ICTD InfoBank aims to support trainers and educators in building ICTD capacity, and assist policy makers in making informed decisions.
Resources on the ICTD InfoBank include: publications, reports, journal, articles, working papers, training manuals, guidelines, case studies, video and audio files, and multimedia materials, as well as web portals with links to relevant resources, and blog sites. Users can browse these different types of resources by various topics (e.g. e-commerce, e-governance), by country, or by organization that have published these resources.
This report provides a brief introduction to the national framework India has developed for Disaster Risk Reduction, and how ICT is being implemented within this policy. The report summarizes the different ICT resources the Government of India is utilizing to reduce disaster risk and manage disasters that do occur
This paper focuses on the use of mobile communications technologies by communities, the change due to access to these technologies and the socio-economic impact of mobile media on people’s lives in South Asia.
The paper also looks at the challenges before the governments of developing countries in tackling a series of socio-political, techno-economic and moral-ethical questions in building mobile communications policies for development and bridging the digital divide in South Asia.
The paper presents the motivation for e-Leadership and GCIOs, introduces the evolving role of GCIOs, and discusses the main components of GCIO systems, such as readiness assessment, legal and regulatory frameworks, institutions, and education and development.
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.
Open development refers to an emerging set of possibilities to catalyze positive change through “open” information-networked activities in international development. While there is evidence to support the observation that these changes could be coming, we are only now beginning to glimpse their potential for developing societies. Consequently, embedded in this theory are a high level research question and hypothesis. The research question asks how these information-networked activities work, in what circumstances, and to whose benefit.