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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  • Publication
    Knowledge Map : School-Level Issues
    (Washington, DC, 2008-01) World Bank
    Best practice exists for most issues relating to uses of information and communication technologies (ICTs) in education at the school level. Despite the wealth of documentation mentioned, little if any of this knowledge and information appears to have been incorporated into planning for and delivery of ICT in education initiatives in least development countries (LDCs), where the 'same old mistakes' are often made again and again. The greatest need related to this topic is for existing knowledge and information to be delivered to the relevant people in charge of ICT in education initiatives in LDCs, as well as those (in donor agencies, non-governmental organizations, and the private sector) who advise or contribute to such initiatives. Short workshops could be delivered to target countries preparing to scale up ICT in education initiatives to transmit such lesson learned.
  • 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.