Abstract
Many countries in the developing world, including the least developed countries, are making significant investments in educational ICT (information and communication technology). Even with extremely constrained financial resources, some countries are purchasing one laptop for every primary or secondary student. This chapter examines the policies and rationales used by governments to justify these investments, the issues involved in the implementation of ICT in developing countries, and the available research on the impact of ICT investments. Policy documents from a range of developing countries are analyzed to identify key policy goals and the implementation programs authorized to accomplish these goals. The rationales include the use of educational ICT to support economic development, social progress, and education reform. Field reports from developing countries are analyzed to describe sometimes unique implementation challenges related to infrastructure, maintenance, contents, and teacher training, as well as the efforts used to address these challenges. Such challenges include limited electrical or Internet infrastructure in rural areas, limited availability of technically skilled support staff, the predominance of minority languages, and under-qualified teaching staff. And finally, the chapter reviews research on these ICT efforts, including descriptive studies, classroom practice studies, and impact research. The chapter makes some concluding remarks about the current status of ICT in developing countries and research needed to determine the contribution ICT will make in these countries.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
Initially targeted at $100 the OLPC XO machine cost at its introduction was approximately $175. http://www.olpcnews.com/sales_talk/price/laptop_olpc_xo_price.html
- 2.
- 3.
http://one.laptop.org/map; accessed March 14, 2011.
- 4.
- 5.
- 6.
- 7.
- 8.
- 9.
- 10.
- 11.
- 12.
- 13.
- 14.
- 15.
- 16.
- 17.
- 18.
References
Alnoaimi, T. (2011). Case study: Jordan. In R. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 101–132). Paris: UNESCO.
Alnoaimi, T., Hinostroza, E., Issacs, S., Kozma, R., & Wong, P. (2011). Using ICT policy to transform education. In R. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 197–222). Paris: UNESCO.
Bannerjee, A., Cole, S., Duflo, E., & Lindenn, L. (2007). Remedying education: Evidence from two randomized experiments in India. The Quarterly Journal of Economics, 122(3), 1235–1264.
Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academic Press.
Cervantez, R., Warschauer, M., Nardi, B., & Sambasivan, N. (2011). Infrastructures for low-cost laptop use in Mexican schools. Paper presented at CHI 2011, May 7–12, Vancouver, BC, Canada.
Centro para la Inclusión Tecnológica y Social (2010). Área de Monitoreo y Evaluación de Impacto Social del Plan Ceibal. Montevideo, Uruguay; CITS
Farrell, G., & Issacs, S. (Eds.). (2007a). Survey of ICT in education in Africa. Volume 1: Summary report based on 53 country surveys. Washington, DC: infoDev.
Farrell, G., & Issacs, S. (Eds.). (2007b). Survey of ICT in education in Africa. Volume 2: 53 country reports. Washington, DC: infoDev.
*Farrell, G., Issacs, S., & Trucano, M. (2007). The NEPAD e-schools demonstration project: A work in progress. Washington, DC: infoDev, World Bank.
Fraj, F., Al-Quraan, M., Al-Dababseh, A., & Al-Obaidy, S. (2010). The impact of emplying technology in teaching a mathematics course. International Journal of Innovation and Learning, 8(2), 170–188.
Gaible, E. (2009). Survey of ICT and education in the Caribbean. Washington, DC: infoDev, World Bank.
Hinostroza, E., Jara, I., & Brun, M. (2011). Case study: Uruguay. In R. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 133–172). Paris: UNESCO.
Hosman, L., & Cvetanoska, M. (2010). Technology, teachers and training: Combining theory with Macedonia’s experience. ICTD 2010. https://edutechdebate.org/wp-content/uploads/2011/02/Teacher_Training_Macedonia.pdf
InfoDev & Price, Watherhouse, and Cooper. (2010). Essay II: ICT in school education (Primary and secondary). Washington, DC: infoDev, World Bank.
International Society for Technology in Education [ISTE]. (2007). National educational technology standards and performance indicators for students. Eugene, OR: ISTE.
Issacs, S. (2011a). Case study: Namibia. In R. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 75–100). Paris: UNESCO.
Issacs, S. (2011b). Case study: Rwanda. In R. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 173–196). Paris: UNESCO.
Khatib, H. (2007). Jordan Education Initiative. Middle East Educator Magazine, 5, http://middleeasteducator.com/issue/september_2007/article/jordan_education_initiative_02-19-09-09-02-03.
Kozma, R. (2005). Monitoring and evaluation impact of ICT4E: A review. In D. Wagner (Ed.), Monitoring and evaluation for ICTs in education: A handbook for developing countries. Washington, DC: infoDev, World Bank.
*Kozma, R. (2008). Comparative analyses of policies for ICT in education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in education (pp. 1083–1096). Amsterdam: Kluwer.
Kozma, R. (2011a). A framework for ICT policies to transform education (pp 27–44). In R. Kozma (Ed.), Transforming education: The power of ICT policies. Paris: UNESCO.
*Kozma, R. (Ed.) (2011b). Transforming education: The power of ICT policies. Paris: UNESCO.
Kozma, R. (2011b). The technological, economic, and social contexts for educational ICT policy (pp 11–26). In R. Kozma (Ed.), Transforming education: The power of ICT policies. Paris: UNESCO.
Kozma, R., McGhee, R., Quellmalz, E., & Zalles, D. (2004). Closing the digital divide: Evaluation of the World Links program. International Journal of Educational Development, 24(4), 361–381.
*Law, N., Plegrum, W., & Plomp, T. (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: Comparative Education Research Center, University of Hong Kong.
Light, D., McMillan Culp, K., Menon, R., & Shulman, S. (2006). Intel Teach to the Fuuture Essentials course: Impact survey results for 2005. New York, NY: EDC/Center for Children and Technology.
Means, B., & Olson, K. (1995). Technology’s role in education reform: Findings from a national study of innovating schools. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
Means, B., Roschelle, R., Penuel, W., Sabelli, N., & Haertel, G. (2004). Technology’s contribution to teaching and policy: Efficiency, standardization, or transformation? In R. Floden (Ed.), Review of Research in Education, 27 (p. 2004). Washington, DC: American Educational Research Association.
*Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: Department of Education.
Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas (2nd ed.). NY: Basic Books.
Partnership for the 21st Century. (2005). A report on the landscape of 21st century assessment. Washington, DC: Author.
*Plomp, T., Anderson, R., Law, N., & Quale, A. (Eds.). (2009). Cross-national information communication technology: Policies and practices in education (2nd ed.). Charlotte, NC: Information Age Publishing.
Quellmalz, E., & Zalles, D. (2000). World Links for Development: Student assessment Uganda field test. Menlo Park, CA: SRI International.
Rosa, R., Nussbaum, M., Cusille, P., Marianov, V., Correa, M., Fores, P., et al. (2002). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers and Education, 40(1), 71–94.
Sachs, J. (2005). The end of poverty: Economic possibilities for our time. New York, NY: Penguin Press.
Santiago, A., Severin, E., Cristia, J., Ibarraran, P., Thompson, J., & Cueto, S. (2010). Experimental assessment of the program “One Laptop Per Child” in Peru. Washington, DC: Inter-American Development Bank.
SchoolNet, E. (2006). The ICT impact report: A review of studies of ICT impact on schools in Europe. Brussels: European SchoolNet.
*Tamim, R., Bernard, R., Borokhovski, E., Abrami, P., & Schmidt, R. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28.
*Tolani-Brown, N., McCormac, M., & Zimmermann, R. (2009). An analysis of the research and impact of ICT in education in developing country contexts. Journal of Education for International Development, 4(2), 1–12.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.
UNESCO. (2008). ICT competency standards for teachers: Policy framework. Paris: UNESCO.
United States Agency for International Development (2007). Jordan ERfKE support project. http://pdf.usaid.gov/pdf_docs/PDACD723.pdf
Unwin, T. (2007). Survey of e-Learning in Africa. http://www.gg.rhul.ac.uk/ict4d/elareport.pdf
Vital Wave Consulting (2008). Affordable computing for schools in developing countries. http://www.vitalwaveconsulting.com/pdf/Affordable_Computing_June08.pdf
*Vota, W. (2010). Updated quick guide to low-cost ICT devices for educational systems in the developing world. Washington, DC: infoDev, World Bank.
*Wagner, D. (2005). Overview (p. 5–10). In D. Wagner, B. Day, T. James, R. Kozma, J. Miller, & T. Unwin (Eds.), Monitoring and evaluation of ICT in education projects. Washington, DC: infoDev, World Bank.
Wong, P. (2011). Case study: Singapore. In R. Kozma (Ed.), Transforming education: The power of ICT policies (pp. 45–74). Paris: UNESCO.
World Bank. (2008). School textbooks and school library provisions in Sub-Saharan Africa. Washington, DC: World Bank.
Zimmerman, R. (2008). Technology Use in Education Development. Presentation given at USAID conference, December 16, Washington, DC.
*Zucker, A., & Light, D. (2009). Laptop programs for students. Science, 323, 82–85.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media New York
About this chapter
Cite this chapter
Kozma, R.B., Vota, W.S. (2014). ICT in Developing Countries: Policies, Implementation, and Impact. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_72
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3185-5_72
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-3184-8
Online ISBN: 978-1-4614-3185-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)