ICT on the Margins: Lessons for Ugandan Education

Autor/inn/en	Mutonyi, Harriet; Norton, Bonny
Titel	ICT on the Margins: Lessons for Ugandan Education
Quelle	In: Language and Education, 21 (2007) 3, S.264-270 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.2167/le751.0
Schlagwörter	Stellungnahme; Foreign Countries; Curriculum Development; Gender Differences; Information Technology; Access to Computers; Educational Technology; Developing Nations; Internet; Case Studies; Policy Formation; Educational Policy; Data Collection; Computer Uses in Education; Rural Areas; Urban Areas; Technology Integration; Computer Software; Global Approach; Australia; Brazil; Greece; South Africa; Uganda + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geschlechterkonflikt; Informationstechnologie; Unterrichtsmedien; Developing country; Developing countries; Entwicklungsland; Case study; Fallstudie; Case Study; Politische Betätigung; Politics of education; Bildungspolitik; Data capture; Datensammlung; Computernutzung; Rural area; Ländlicher Raum; Urban area; Stadtregion; Globales Denken; Australien; Brasilien; Griechenland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this end piece, the authors argue that while this special issue shifts debates on the digital divide to address students' capacity to use Information and Communication Technologies (ICT) for productive social purposes, access to ICT remains a major challenge in countries like Uganda, in which less than 1% of the population has access to the Internet. However, since the case studies address marginalised communities in Australia, Brazil, Greece and South Africa, the findings have relevance to Uganda and other developing countries. Five lessons, in particular, are important for curriculum planning and policy development in Uganda: the need to collect empirical data on ICT access and use; the importance of recognising local differences across rural and urban communities, male and female students; the need to promote professional development of teachers so that they can make effective use of ICT in classrooms; the importance of integrating in and out-of-school digital literacy practices; and the need to consider how global software can best be adapted for local use. The authors conclude that if ICT is to play its part in achieving Education for All by 2015, there is an urgent need for collaborative partnerships between a wide range of stakeholders at both the local and global level. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10