infoDev Knowledge Maps

8 items available

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infoDev’s Knowledge Maps on ICTs in education are intended to serve as quick snapshots of what the research literature reveals in a number of key areas. They are not meant to be an exhaustive catalog of everything that is known (or has been debated) about the use of ICTs in education in a particular topic; rather, taken together they are an attempt to summarize and give shape to a very large body of knowledge and to highlight certain issues in a format quickly accessible to busy policymakers. The infoDev knowledge mapping exercise is meant to identify key general assertions and gaps in the knowledge base of what is known about the use of ICTs in education, especially as such knowledge may relate to the education-related Millennium Development Goals (MDGs).

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Now showing 1 - 4 of 4
  • Publication
    Knowledge Map : Current Projects and Practices
    (Washington, DC, 2008-01) World Bank
    Locating and identifying the uses of information and communication technologies (ICTs) to benefit education in developing countries is a tedious, difficult, time-consuming, and ad hoc task. No standard reference or methodology exists for identifying such investments. Observations and conclusions on how ICTs are actually used in schools are drawn almost exclusively from Organization for Economic Co-operation and Development (OECD) experience. Little such data exists for least development countries LDCs, and essentially none for countries most at risk of meeting education-related Millennium Development Goals (MDGs). Emerging evidence from OECD countries suggests that even massive investments in ICTs in schools may not bring about the desired changes in teaching and learning processes unless such investments are supported by similar initiatives to improve access to ICTs outside of the school environment. This may be especially important for uses of ICTs to support education for all (EFA) goals, as effective use in school may require high levels of access outside school if gains in such investments are to be maximized, especially where ICTs are to be used for communication purposes.
  • Publication
    Knowledge Map : Teachers, Teaching and ICTs
    (Washington, DC, 2005-03) World Bank
    Teacher training and on-going, relevant professional development are essential if benefits from investments in information and communication technologies (ICTs) are to be maximized. A shift in the role of a teacher utilizing ICTs to that of a facilitator does not obviate the need for teachers to serve as leaders in the classroom; traditional teacher leadership skills and practices are still important (especially those related to lesson planning, preparation, and follow-up). ICTs seen as tools to help teachers create more 'learner-centric' learning environments in Organization for Economic Co-operation and Development (OECD) countries, research consensus holds that the most effective uses of ICT are those in which the teacher, aided by ICTs, challenge pupils' understanding and thinking, either through whole-class discussions or individual/small group work using ICTs. ICTs are seen as important tools to enable and support the move from traditional 'teacher-centric' teaching styles to more 'learner-centric' methods. Pedagogical practices of teachers using ICTs can range from only small enhancements of teaching practices, using what are essentially traditional methods, to more fundamental changes in their approach to teaching. ICTs can be used to reinforce existing pedagogical practices as well as to change the way teachers and students interact.
  • Publication
    Knowledge Map : Equity Issues - Gender, Special Needs and Marginalized Groups
    (Washington, DC, 2005-03) World Bank
    Equity issues are critical and acute. It is clear that there are critical equity issues related to the uses of information and communication technologies (ICTs) in education. There is a real danger that uses of ICTs can further marginalize groups already excluded or marginalized from existing educational practices and environments. Solid documentation from Organization for Economic Co-operation and Development (OECD) countries. There is a richly documented history of what works and what doesn't related to the uses of ICTs to assist in the education of students with a variety of disabilities, both cognitive and physical based on OECD experience. Certain applications of ICTs have been shown to have positive and important effects on the educational development of students exhibiting a great variety of special needs (including blind, deaf, and learning disabled students). While ample evidence exists that ICT use can have a positive impact on student motivation, such gains in motivation tend to correlate most closely with students who are already the most academically motivated and highest achievers.
  • Publication
    Knowledge Map : Content and Curriculum Issues
    (Washington, DC, 2005-03) World Bank
    At first glance, content issues related to information and communication technologies (ICTs) use in education might seem to some to be of minor importance. After all, access to the internet means access to an entire world of educational resources. Access to the internet provides access to seemingly endless sets of educational resources and indeed it does. However, experience shows that there is a dearth of educational resources in a format that makes them easily accessible and relevant to most teachers and learners in least development countries (LDCs), especially as they relate to a given country's current curriculum. Experience tells us that, unless electronic educational resources are directly related to the curriculum, and to the assessment methods used to evaluate educational outcomes (especially standardized testing), lack of appropriate and relevant educational content is actually an important barrier to ICT use in schools.