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L’essor des technologies numériques en Côte d’Ivoire: Réalités et enjeux
Paris: L'Harmattan (2025), 227 pp.
"Au début du troisième millénaire, la Côte d’Ivoire, à l’instar d’autres pays africains, au sortir de sommets internationaux, tirant la « sonnette d’alarme » sur la nécessité de combler le fossé numérique entre le Sud et le Nord, va prendre des initiatives en vue de favoriser la p
...
Low-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’
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
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In/equalities in digital education policy – sociotechnical imaginaries from three world regions
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
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Pacific. Technology in education: A tool on whose terms?
Paris: UNESCO (2024), xxiii, 99 pp.
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
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Manjarrés en el tiempo del aprendizaje móvil
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
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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
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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
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Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education
Deep Insights
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
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"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 —
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ICTs for Learning in the Field of Rural Communication
"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
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Information and Communication Technology for Education (ICT4E): How-To Note
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
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Le numérique et le développement des Suds
Communication, Technologie et Développement, issue 5 (2018), pp. 8-145
EdTech for Learning in Emergencies and Displaced Settings: A Rigorous Review and Narrative Synthesis
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
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The Future of Learning and Technology in Deprived Contexts
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
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Sustainable Development Goals in the Asian Context
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
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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
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