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Knowledge Maps: ICT in Education
Washington, DC: infoDev Information for Development Program; World Bank (2005), vi, 70 pp.
"The impact of ICT use on learning outcomes is unclear, and open to much debate. Widely accepted, standard methodologies and indicators to assess impact of ICTs in education do not exist. A disconnect is apparent between the rationales most often presented to advance the use of ICTs in education (to
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Access, Empowerment and Governance: Creating a World of Equal Opportunities with ICT
Kuala Lumpur: Global Knowledge Partnership (GKP) (2005), 173 pp.
ICT and Literacy: Who Benefits? Experience from Zambia and India
Vancouver: Commonwealth of Learning (COL) (2004), xx, 109 pp.
This report records the experience of literacy workers in India and Zambia who, with support and technical assistance from COL, used modern ICTs to design, create, develop and deliver literacy programmes in the rural parts of these two Commonwealth countries over a three-year period.
Las tecnologías de la información y la comunicación en la formación docente: Guía de planificación
Montevideo: Ediciones TRILCE; UNESCO (2004), 246 pp.
Information and Communication Technologies in Teacher Education: A Planning Guide
Paris: UNESCO (2004), 235 pp.
Jóvenes e internet: Entre el pensar y el sentir
Lima: Universidad de Lima, Fondo Editorial (2004), 246 pp.
Schoolnet Toolkit
Bangkok; Vancouver: UNESCO; Commonwealth of Learning (COL) (2004), v, 250 pp.
Free/open Source Software: Education
New Delhi; Bangkok: Elsevier; UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) (2004), vi, 40 pp.
"This primer is intended to help policy-makers and decision-makers understand the potential use of free and open source software (FOSS) in education—where and how it can be used, why it should be used, and what issues are involved. In particular, officials in ministries of education, school and un
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Digital Opportunities for Development: A Sourcebook on Access and Application
Washington, DC: Academy for Educational Development (AED) (2003), 384 pp.
ICT in Education Around the World: Trends, Problems and Prospects
Paris: UNESCO (2003), 133 pp.
Educação online: Teorias, prácticas, legislação, formação corporativa
São Paulo: Edições Loyola (2003), 512 pp.
Virtuelle (Lern) Welten: Herausforderungen für die politische Bildung
Schwalbach: Wochenschau-Verlag (2002), ix, 313 pp.
Gender and the Information Revolution in Africa
Ottawa: International Development Research Centre (IDRC) (2000), 247 pp.
"The essays in this book examine the current and potential impact of the ICT explosion in Africa. They focus specifically on gender issues and analyze the extent to which women's needs and preferences are being served. The authors underscore the need for information to be made directly relevant to t
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