The Amazing Potential of Technology to Level the Playing Field in Global Education

Autor/in	Leege, Rebecca
Titel	The Amazing Potential of Technology to Level the Playing Field in Global Education
Quelle	In: Childhood Education, 93 (2017) 5, S.406-409 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2017.1367237
Schlagwörter	Educational Technology; Technology Uses in Education; Foreign Countries; Developing Nations; Deafness; Hearing Impairments; Deaf Blind; Children; Reading Materials; Educational Innovation; Literacy Education; India; Philippines; Morocco + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Developing country; Developing countries; Entwicklungsland; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Mehrfach Behinderter; Child; Kind; Kinder; Instructional innovation; Bildungsinnovation; Indien; Philippinen; Marokko
Abstract	For the past six years, All Children Reading: A Grand Challenge for Development (ACR GCD; https://allchildrenreading.org) a partnership of the United States Agency for International Development, World Vision, and the Australian Government, has fostered the development of innovations that can increase reading outcomes for children in developing countries. Applying innovation for literacy and numeracy applications can happen in many ways. Creating resources in languages children express and understand is one way we are seeking to alter their trajectory. Developing practices that increase family and community involvement and engagement in children's learning is another. ACR GCD also believes that utilizing technology to increase childhood literacy can offer new solutions to reach the greatest number of children. In this article, the author describes the impact of ACR GCD in India, the Phillipines, and Morocco and how it has helped optimize language and literacy outcomes for children who are deaf, hard of hearing, or deafblind (DHHDB). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01