Information and communication technologies (ICT) are at last finding their place in education in developing markets. Although the link between technology and long-term educational benefits, such as higher literacy and numeracy, remains unproven, its use appeals to students and helps teachers keep their attention. Using a variety of approaches, programs around the world report improved attendance levels following the introduction of technology into classrooms. Furthermore, countries benefit in a variety of ways from such investments, including improved PC and Internet literacy, additional communications infrastructure investment and higher Internet access adoption.
Access to Internet resources is not widely available in many developing regions, usually for reasons of cost but also because of a lack of infrastructure, content and/or skills. Schools, libraries and Internet cafés provide the principal means of Internet access in regions such as Africa, given limited residential adoption in particular.
We believe that to be successful, ICT investments in education in developing regions need to be tailored to local needs and designed for long-term financial viability. Furthermore, mobile technology should be increasingly integrated, given its widespread availability and affordability.
This report highlights some important aspects in delivering successful and long-term ICT educational programs. It starts by highlighting the importance of taking a whole-system approach to an educational ICT initiative. It then looks at the factors that help ensure the initiative is viable and can provide lasting benefits. We then highlight the role — traditionally addressed by PCs and fixed-line technologies — that mobile technology can play in education. Finally, we examine a number of case studies of the use of ICT in education from around the world, indicating the diverse ways in which ICTs are used in education.
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