An Analysis of the Research and Impact of ICT in Education in Developing Country Contexts

Tolani-Brown, Nitika; McCormac, Meredith; Zimmermann, Roy

doi:10.4018/978-1-61520-799-2.ch011

Cited by 23 publications

(19 citation statements)

References 13 publications

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“…The volume of this research has enabled reviews (European SchoolNet, 2006 ;Kozma, 2005 ;Zucker & Light, 2009 ) and meta-analyses that provide a comprehensive picture of the results of using ICT in schools (Means, Toyama, Murphy, Bakia, & Jones, 2009 ;Tamim, Bernard, Borokhovski, Abrami, & Schmidt, 2011 ) . However for a variety of reasons, there is still a paucity of research studies on the educational impact of ICT in developing countries (Tolani-Brown, McCormac, & Zimmermann, 2009 ) . The work of Fraj, Al-Quraan, Al-Dababseh, and Al-Obaidy ( 2010 ) in Jordan, Rosa et al ( 2002 ) in Chile, and Bannerjee, Cole, Du fl o, and Lindenn ( 2007 ) in India are among the few.…”

Section: Ict Research In Developing Countriesmentioning

confidence: 99%

ICT in Developing Countries: Policies, Implementation, and Impact

Kozma

Vota

2013

Handbook of Research on Educational Communications and Technology

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Section: Ict Research In Developing Countriesmentioning

confidence: 99%

ICT in Developing Countries: Policies, Implementation, and Impact

Kozma

Vota

2013

Handbook of Research on Educational Communications and Technology

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“…Observational studies indicate that young learners in wealthier communities engage actively with websites, message boards, social media, and so on. If they have a choice, they often prefer to interact socially on the Internet or a mobile rather than listen passively to an instructor or read a textbook (Tolani-Brown, McCormac, and Zimmermann 2009).…”

Section: Literacy In the Context Of Ictsmentioning

confidence: 99%

Mobiles for literacy in developing countries: An effectiveness framework

et al. 2014

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In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy. ABSTRACTIn recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Literacy and mobiles, 2Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy.Key words: literacy, mobiles, technology, developing countries, success, evidence, teachers, quality of education Literacy and mobiles, 3New technologies are of growing importance around the world, and in many facets of everyday lives and livelihoods. These information and communications technologies (ICTs), especially mobile devices, may have special benefits for learning, both in and out of schools. At the same time, major claims are often made about the success of particular devices, before substantial research has been undertaken. In this article, drawing on Wagner, Murphy, and deKorne (2012) and Wagner (2013), we explore the current state of literacy and mobiles, and recommend ways to incorporate improved monitoring and evaluation (M&E) plans for the future.According to a recent report by UNESCO (2013), this is the first time in history that the world has more connected mobile devices than people. Despite the ubiquity of mobile technologies and their increased use in educational settings, little empirical evidence supports their use for learning. More common are anecdotal accounts that do not necessarily indicate real learning gains or broader contextual impacts.At the same time, available evidence from developing countries reveals that significant progress has been made toward international goals for education....

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“…The past ten years have seen a vast array of research in this field (e.g. Angrist and Lavy, 2002;Warschauer, 2008;Tolani-Brown et al, 2009;Pena-Lopez, 2010;Malapile and Keengwe, in press). Not surprisingly, the findings from these studies vary immensely (cf.…”

Section: Ict In Educationmentioning

confidence: 99%

Facilitating change in primary education: the role of existing school facilities in ICT initiatives

Cardellino

Leiringer

2014

Facilities

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The aim of this paper is to illuminate the impact that the implementation of the Plan Ceibal imposes on the existing school infrastructure and how the use and upkeep of available facilities might need to be altered and changed to accommodate the new technology. Uruguay is, through the Plan Ceibal, the first country to provide every public primary school child with a laptop free of charge. The Plan represents a major investment to promote digital literacy and improve the quality of education. Design/methodology/approach -Empirical data are drawn from a multiple case study of five public primary schools. Particular attention is given to how school facilities and their immediate surroundings mediate the successful introduction and adoption of individual laptops. Findings -Plan Ceibal has the potential to change traditional teaching methods and behavioural patterns, which will in turn have an impact on how facilities and spaces are used. Questions are raised regarding the ultimate effectiveness of the initiative and if the aspired to improvements might be curtailed by a lack of investment in other areas, such as the school infrastructure. We argue for a context-sensitive view on research that not only considers the technology and potential changes in pedagogical approaches but also the physical environment in which these changes are to take place. Originality/value -Research into facilities and asset management has an important role to play in the achievement of effective learning environments and the successful uptake of information communication technology (ICT) initiatives.

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An Analysis of the Research and Impact of ICT in Education in Developing Country Contexts

Cited by 23 publications

References 13 publications

ICT in Developing Countries: Policies, Implementation, and Impact

ICT in Developing Countries: Policies, Implementation, and Impact

Mobiles for literacy in developing countries: An effectiveness framework

Facilitating change in primary education: the role of existing school facilities in ICT initiatives

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