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

Hinostroza, J. Enrique; Isaacs, Shafika; Bougroum, Mohammed

doi:10.1057/9781137455970_3

Cited by 14 publications

(6 citation statements)

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“…Further, though many of the current efforts to use mobiles for reading and broader ICT for literacy have succeeded in reaching diverse end users, they do not focus sufficiently on learning within marginalized populations in low-income countries, partly because government ICT policies tend to use a 'one-size-fits-all' strategy that limits attention to diversity (Hinostroza, Isaacs, and Bougroum 2012). For example, the vast majority of software and web content is offered in the major languages, including English, Chinese, Russian, French, Arabic, and Spanish-making such content of limited value to many millions of people who speak (or are literate in) only other languages.…”

Section: Purpose-driven Methodsmentioning

confidence: 99%

“…ICTs have been used in education for much longer than is usually recognized (for a review, see Hinostroza et al 2012). But rigorous evaluation methods (such as RCTs; e.g., Miguel and Kremer 2004) have only recently been utilized in the mobiles and literacy domain.…”

Section: Purpose-driven Methodsmentioning

confidence: 99%

“…But rigorous evaluation methods (such as RCTs; e.g., Miguel and Kremer 2004) have only recently been utilized in the mobiles and literacy domain. Some of the best-known initiatives-such as OLPC or Hole in the Wall-have not been supported by adequate empirical research; or, where they were tested, researchers found they had no significant impact on learning gains (Cristia, Ibarrarán, Cueto, Santiago, and Severín 2012;DeBoer 2009;Hinostroza et al 2012;Nugroho and Lonsdale 2010). It is also important to remember that the rapid changes in ICTs over the past decade have made evaluation unusually difficult, and prone to what some simply term failure (Dodson, Sterling and Bennett, 2012).…”

Section: Purpose-driven Methodsmentioning

confidence: 99%

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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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Section: Purpose-driven Methodsmentioning

confidence: 99%

Section: Purpose-driven Methodsmentioning

confidence: 99%

Section: Purpose-driven Methodsmentioning

confidence: 99%

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Mobiles for literacy in developing countries: An effectiveness framework

et al. 2014

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“…With the potential of educational technologies to positively improve educational quality and attainment, there is great optimism that ICT in education can greatly increase both average literacy rates and educational attainment levels in developing economies. However, despite these promises being included in education policies that are related towards achieving a positive impact of ICTs on students' achievements, there is no conclusive evidence to support this, especially in developing countries [26]. This situation has posed new questions to the research community and policy makers, who are now looking for much more precise definitions of the role of ICT in teaching and learning [27].…”

Section: Overview Of Literaturementioning

confidence: 99%

Investigating the Efficiency of ICT Infrastructure Utilization: A Data Envelopment Analysis Approach

Oyerinde

Bankole

2019

IFIP Advances in Information and Communication Technology

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A lot of research has been done in the field of Information and Communication Technology for Development (ICT4D) investigating and measuring the impact of Information and Communication Technology (ICT) investments on Human Development. Education is a major component of the Human Development Index (HDI) which affects the core of Human Development. This research investigates the relative efficiency of ICT infrastructure utilization with respect to the educational component of the Human Development Index (HDI). A Novel conceptual model is proposed, and the Data Envelopment Analysis (DEA) methodology used to measure the relative efficiency of the components of ICT infrastructure (Inputs) and the components of education (Outputs). Results show a strong impact of ICT infrastructure on educational attainment and adult literacy rates, a strong correlation between this infrastructure and literacy rates as well as provide a theoretical support for the argument of increasing ICT infrastructure to provide an increase in human development especially within the educational context.

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“…With the potential of educational technologies to positively improve educational quality and attainment, there is great optimism that efficient ICT usage in education can greatly increase both average literacy rates and educational attainment levels in developing economies. However, despite these promises being included in education policies that are related towards achieving a positive impact of ICTs on students' achievements, there is no conclusive evidence to support this especially in developing countries (Hinostroza et al, 2014). This situation has posed new questions to the research community and policy makers (Hinostroza, 2018).…”

Section: Introductionmentioning

confidence: 99%

Influence of Constant Returns to Scale and Variable Returns to Scale Data Envelopment Analysis Models in ICT Infrastructure Efficiency Utilization

Oyerinde

Bankole

2021

Empowering Businesses With Collaborative Enterprise Architecture Frameworks

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A lot of research has been done using Data Envelopment Analysis (DEA) to measure efficiency in Education. DEA has also been used in the field of Information and Communication Technology for Development (ICT4D) to investigate and measure the efficiency of Information and Communication Technology (ICT) investments on Human Development. Education is one of the major components of the Human Development Index (HDI) which affects the core of Human Development. This research investigates the relative efficiency of ICT Infrastructure Utilization on the educational component of the HDI in order to determine the viability of Learning Analytics using DEA for policy direction and decision making. A conceptual model taking the form of a Linear Equation was used and the Constant Returns to Scale (CRS) and Variable Returns to Scale (VRS) models of the Data Envelopment Analysis were employed to measure the relative efficiency of the components of ICT Infrastructure (Inputs) and the components of Education (Outputs). Results show a generally high relative efficiency of ICT Infrastructure utilization on Educational Attainment and Adult Literacy rates, a strong correlation between this Infrastructure and Literacy rates as well, provide an empirical support for the argument of increasing ICT infrastructure to provide an increase in Human Development, especially within the educational context. The research concludes that DEA as a methodology can be used for macroeconomic decision making and policy direction within developmental research.

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

Cited by 14 publications

References 0 publications

Mobiles for literacy in developing countries: An effectiveness framework

Mobiles for literacy in developing countries: An effectiveness framework

Investigating the Efficiency of ICT Infrastructure Utilization: A Data Envelopment Analysis Approach

Influence of Constant Returns to Scale and Variable Returns to Scale Data Envelopment Analysis Models in ICT Infrastructure Efficiency Utilization

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