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In/equalities in digital education policy – sociotechnical imaginaries from three world regions

Patricia Ferrante, Federico Williams, Felix Büchner, Svea Kiesewetter, Godfrey Chitsauko Muyambi, Chinaza Uleanya, Marie Utterberg Modén

Learning Media and Technology, volume 49, issue 1 (2024), pp. 122-132

"The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a ‘problem’ that societies should face. Hence, digital education and its governance becomes a major arena for ... more

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Pacific. Technology in education: A tool on whose terms?

Paris: UNESCO (2024), xxiii, 99 pp.

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Low-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’

Katy Jordan, Albina Mumbi, Phoebe Khagame, Lydia Njuguna

Journal of Learning for Development, volume 11, issue 3 (2024), pp. 553-562

"The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the Covid-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer te ... more

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Manjarrés en el tiempo del aprendizaje móvil

Juan Zambrano Acosta (comp.)

Medellín: Editorial Universidad Pontificia Bolivariana (2023), 153 pp.

"Este libro presenta una reflexión sobre las posibilidades didácticas de las TIC en el ámbito educativo rural, en el marco de la investigación “Formación de docentes de escuela nueva con aprendizaje móvil para la integración de TIC en sus prácticas de enseñanza” realizada por el Grupo d ... more

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Technology in Disability-Inclusive Education

Paris: UNESCO;Global Education Monitoring Report Team (2023), 43 pp.

"This report outlines the actions driven towards inclusive education, including skill-based training, online learning and classroom settings, and low-tech to high-tech assistive technology (AT). Skill-based training, one of the most important skills for Persons with Disabilities (PWDs), covers life ... more

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Pulse Check on Digital Learning

New York: UNICEF (2022), 38 pp.

"This report defines and takes the pulse of five vital elements of digital learning. It contributes to the ongoing yet urgent aim of transforming education, and offers steps to recovery through child-centered, equity-driven, and innovative solutions. The five vital elements covered are ICT in educat ... more

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Smart Education Strategies for Teaching and Learning: Critical Analytical Framework and Case Studies

UNESCO (2022), vi, 146 pp.

"This electronic publication about smart education strategies for building the resilience of education and training systems in the postpandemic environment provides a framework to develop appropriate policy and strategy in existing and emerging forms of schooling, higher education, technical and voc ... more

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Digitalization for Development? Challenges for Developing Countries

Wien: Österreichische Forschungsstiftung für Internationale Entwicklung (ÖFSE) (2020), pp. 25-81

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Tecnologías digitales: Miradas críticas de la apropiación en América Latina

Ana Rivoir, María Julia Morales (coord.)

Buenos Aires; Montevideo: CLACSO;RIAT (2019), 405 pp.

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Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education
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Yoko Mochizuki, Éric Bruillard (eds.)

New Delhi: UNESCO;Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) (2019), xiii, 151 pp.

"Based on the literature review, mapping of digital education resources in circulation, and examples of implementation of digital education initiatives from around the world, this report aims to provide insights that would help lead to the wise, innovative and ethical use of digital technology in ed ... more

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Information and Communication Technology for Education (ICT4E): How-To Note

Anthony Bloome, Cynthia Chassy

Washington, DC: USAID (2019), iv, 66 pp.

"Section 2 provides a short introduction to why we are excited by ICT4E and a quick digest of key resources, applications, and initiatives highlighted throughout the paper. Section 3 provides background context to USAID’s historical and current ICT4E investments. Section 4 provides key definitions ... more

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ICTs for Learning in the Field of Rural Communication

Rico Lie, Loes Witteveen

In: Handbook of Communication for Development and Social Change

Jan Servaes (ed.)

Singapore: Springer (2019), 18 pp.

"This contribution surveys learning approaches in the field of agricultural extension, agricultural advisory services, and rural communication and explores their relationships with Information and Communication Technologies (ICTs). It makes a distinction between theory-based approaches to learning a ... more

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Teaching and Learning with Twitter

Twitter;UNESCO (2019), 36 pp.

"Educators use Twitter in many ways, including: - The Digital Classroom: Twitter can be used to teach media and information literacy, including digital skills as well as global citizenship. You can prepare students to be informed, creative, engaged, empowered as well as how to express themselves — ... more

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Le numérique et le développement des Suds

Anne-Marie Laulan (coord.)

Communication, Technologie et Développement, issue 5 (2018), pp. 8-145

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EdTech for Learning in Emergencies and Displaced Settings: A Rigorous Review and Narrative Synthesis

Michaelle Tauson, Luke Stannard

London: Save the Children;DANIDA (2018), 75 pp.

"The purpose of this report is to build an understanding of ‘what works’ in Educational Technology (EdTech) to ensure that children can learn in crisis or displaced settings. The field of EdTech is vast and has influenced almost every facet of modern educational delivery. This report will focus ... more

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Sustainable Development Goals in the Asian Context

Jan Servaes (ed.)

Singapore: Springer (2017), xxiv, 174 pp.

"Chapters are extended works of papers presented at Communication/Culture and The Sustainable Development Goals (CCSDG): Challenges for a New Generation, an international conference held in Chiang Mai University in December 2015. The chapters address assessments of Millennium Development Goals in se ... more

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The State of World's Children 2017: Children in a Digital World

New York: UNICEF (2017), vi, 205 pp.

"[This report] surveys the landscape of digital opportunity as it relates to – and affects – children. It examines the digital divides that prevent millions of children from accessing through the internet new opportunities to learn and, someday, to participate in the digital economy, helping to ... more

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The Future of Learning and Technology in Deprived Contexts

Tim Unwin, Mark Weber, Meaghan Brugha, David Hollow

London: Save the Children (2017), 51 pp.

"This report has focused on predicting what basic education, the use of ICTs, and the ways that these technologies will contribute to education will look like by 2025, with a particular emphasis on the implication for those living in the most deprived locations. Three broad conclusions are appropria ... te. First, there is immense diversity, not only in education delivery but also in access to, and use of, ICTs. This will remain the case in 2025, and the resultant inequalities might well be very much worse than they are today. If current trends continue, then the use of technologies by the rich will be markedly different from the use of ICTs by the poor. The most deprived will continue not to have access to ICTs, will continue not to benefit from them, and will become relatively more disadvantaged. However, millions of slightly better off poor people will indeed be able to benefit from the potential that existing ICTs will be able to deliver over the next decade, especially in terms of access to educational content that may enable them to live more fulfilled lives. Second, for education systems to be improved, especially for the poorest and most marginalised children, there must be a fundamental rethinking of the vision for education in almost every country of the world. Educational change is slow, but some of those consulted for this report were optimistic, and thought that the pressure for change will soon become so high that governments will have to respond by instigating fundamental reforms. These, though, will be very expensive, and it still remains unclear how they will be funded and implemented. While the ICT sector is still likely to experience much rapid innovation, it is much more probable that the education sector will only evolve slowly. It is therefore also important that these technologies are used to enhance opportunities for learning everywhere, even where the education systems are slow to evolve. Third, there have indeed been many exciting and innovative uses of technology within education over the last two decades, and some of these are already being applied in contexts of both physical and socio-cultural deprivation. However, all too often those implementing ICTs initiatives in the education sector focus primarily on the technologies, rather than the education. If technology is indeed to be used to support learning, both in school and out of it, there needs to be a complete reversal of much current practice. The focus must be first on the education, and only then on the various technologies that can help deliver it." (Conclusions, page 20) more

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Women's Pathways to the Digital Sector: Stories of Opportunities and Challenges

Panoply Digital

Bonn: Federal Ministry for Economic Cooperation and Development (BMZ) (2017), 51 pp.

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Terminaux et environnements numériques mobiles dans l'espace francophone

Alain Kiyindou, Étienne Damome (eds.)

Paris: L'Harmattan (2016), 240 pp.

Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education Top Insights

Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education
Top Insights