Technology-Enhanced Learning in Developing Nations: A review

Abstract

Learning 'using' technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and nongovernmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technologyenhanced learning help address the poverty, literacy, social, and political problems in developing countries?

A Review on the Use of Technology to Develop Literacy

“…Infrastructure also play an important role in the success of the use of ICT in the literacy education, but in many developing countries, problems, such as lack of reliable electricity supply and low bandwidth are often encountered. Gulati [29] points out that there remain high percentages of marginalized people because they do not have access to adequate resources, therefore people from lower social classes and rural areas remain deprived from gaining access to education opportunities.…”

Albanian Universities and e - Learning

“…For example, Gulati (2008) explained that the lack of different types of resources is a common problem in the take-up of elearning.…”

An Empirical Study of Information and Communication Technology for Empowerment of Rural Women in Ghana

“…There are also conflicting views on using ICT for sustainable development in a developing country especially for rural women which affects policy direction in Ghana. Some have argued that developing countries such as Ghana should focus on the more immediate and pressing needs such as jobs, food, water, education, and electricity instead of ICT development that requires considerable expenditure of scarce resources [17]. Others have argued in support of a full exploration of the use of ICT as a tool for attacking the difficult problem of poverty alleviation [17]- [18].…”

“…Some have argued that developing countries such as Ghana should focus on the more immediate and pressing needs such as jobs, food, water, education, and electricity instead of ICT development that requires considerable expenditure of scarce resources [17]. Others have argued in support of a full exploration of the use of ICT as a tool for attacking the difficult problem of poverty alleviation [17]- [18]. In the face of these conflicting views, what most scholars and policy leaders agree on is the recognition that ICT is one of the contributing factors to social and economic disparities across different social and economic groups, for example, disparities between developed and developing countries, between rural and urban dwellers, and between men and women.…”