Title: Do Open Educational Resources Actually Increase the Digital Divide?
Author: Wayan Vota
Source: Educational Technology Debate
Date (published): 05/12/2011
Date (accessed): 06/12/2011
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
"We have often focused on Open Educational Resources (OER) in the Educational Technology Debates. We talked about the need for creating digital content and examples of existing Open Educational Resources. But this month we’re going to ask a controversial question:

Does OER actually expand the digital divide?

The proponents of Open Educational Resources are right to point out the need for digital content. There are few if any locally relevant resources for educators in the developing world – local language being a major issue. So is access – to the hardware required to view content and often the Internet access to reach it. In addition to content, and the access to reach it, teachers need the skills and training to convert good content into great lessons.

But let us say that all these prerequisites exist – content, access, training:

Does that mean teachers will actually use it?
And who will they use it with? Students already advantaged with socio-economic resources or the underprivileged learners that are the ostensible focus of many educational technology interventions?
Most importantly, regardless of the benefits for the privileged, how can we create better OER benefits for the poor?
Please join us this month for what we all expect to be a lively and informative conversation – your input can start right now in the comments below. You can also submit your extended thoughts as a longer independent Guest Post of at least 500 words. Please email Guest Posts to editors@edutechdebate.org. We will be publishing Guest Posts throughout the month to maintain the conversation."

Title: Pedagogical Integration of ICT: Successes and Challenges from 100+ African Schools - 3rd edition
Authors: Thierry Karsenti, Simon Collin and Toby Harper-Merrett
Pages: 349 pp.
ISBN: 978-2-923808-16-1
Publisher: IDRC
Date (published): 18/11/2011
Date (accessed): 19/11/2011
Type of information: research book
Language: English
On-line access: yes (pdf)
Abstract:
"The PanAfrican Research Agenda aimed to better understand how the pedagogical integration of ICT can improve the quality of teaching and learning in Africa.
In the first project phase, national research teams gathered data on the educational use of ICT in 13 countries: Ghana, Gambia, Senegal, Central African Republic, Uganda, Mozambique, Mali, Kenya, Ivory Coast, Congo, Cameroon, and South Africa, and Zambia. Data were collected according to a mixed-method approach, using quantitative data (e.g., questionnaires) and qualitative data (e.g., interviews, observations) on how ICT were integrated into education. In all, 120 schools, 800 school administrators, 8 940 teachers, and 242 873 students participated in the project.

Phase 1 of the PanAf project primarily involved collecting 20,000 pieces of data following a rigorous indicator procedure that was determined based on the literature as well several meetings between the researchers from the participating countries. All the gathered data are available on the Observatory for the pedagogical integration of ICT at www.observatoiretic.org (briefly presented in section VI).

Analyses of the raw data are also provided at the Observatory, and are available not only to PanAf researchers, but to all researchers in Africa and around the world. The clear advantage of these data, beyond being freely accessible at all times, is that they allow a deeper understanding of Africa's ICT policies and a greater awareness of the impacts of ICT on learners and educators. Note that these data frequently highlight gender issues and uncover inequalities throughout education systems. Last but not least, phase 1 of the PanAf project has fostered the development of research skills in the project teams."

Title: ICT must be used in improving the employability of youth
Author: Tyrone Hall
Source: ICTWorks
Date (published): 07/11/2011
Date (accessed): 10/11/2011
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
"The use of ICT to strengthen youth employability in the developing world ought to be pursued vigorously. To be clear: ICTs aren't the only route to improving the employability of youth, but it should be used as a key tool because of the anticipated growth potential and youth employability crisis experienced by most societies in the developing world.

Youth constitute more than half of the world’s population, of which 81 million are unemployed− 7.8 million more than the number in 2007− a disproportionate number as youth only make up a third of the world's working population. No where is youth employability constraints worse than in the developing world, where a majority of the world’s youth live.

This is a huge development challenge. Clearly, a deeper engagement with youth is needed to foster more sustainable futures. That must start with efforts to equip young people, a demographic force, with marketable ICT skills because of the immense employment and wider economic opportunities ahead.
…
As the World Bank's flagship ICT initiative for Africa, the New Economy Skills for Africa Program: Information and Communication Technology (NESAP-ICT), puts it: “The lack of skilled manpower is a binding constraint to realizing the potential of the sector. Even India which has 30% of the global labor supply suitable for the industry expects a shortfall of 0.8 to 1.2 million skilled workers for its ITES industry by 2012.” The onus is therefore upon Sub-Saharan Africa and other developing parts of the world “to boost its "talent" profile so as to benefit from this burgeoning market opportunity”"

Title: UNESCO ICT Competency Framework for Version 2.0
Pages: 94 pp.
Publisher: UNESCO
Date (published): 27/10/2011
Date (accessed): 09/11/2011
Type of information: educational report
Language: English
On-line access: yes (pdf)
Abstract:
"Two decades after the first mainstream rollout of computers in schools we have learned many significant lessons about ICT in Education and their potential transforming impact on national education systems. Yet, countries around the world face urgent challenges in this respect due to the rapid development of technologies, the required financial investments and the need to have a clear vision of the role that teachers have to play in harnessing the power of ICT in the classroom and beyond.

One key lesson is to acknowledge the many facets that ICT in Education policies have to tackle such as teacher competencies, learning materials, ICT equipment, student and teacher motivation, as well as the linkages to other areas of national policy and socio-economic development. Adopting a cross-sectoral approach through an ICT in Education Master Plan can help countries to successfully address all relevant dimensions.

In this context, the ICT Competency Framework for Teachers is aimed at helping countries to develop comprehensive national teacher ICT competency policies and standards, and should be seen as an important component of an overall ICT in Education Master Plan.

The current version of the ICT Competency Framework for Teachers is a 2011 update of the original version published in 2008, and is the result of the successful continued partnership between UNESCO and CISCO, INTEL, ISTE and Microsoft. In this version, the Framework has been enriched on the basis of feedback from subject matter experts and users worldwide, and enhanced with the inclusion of example syllabi and exam specifications for Technology Literacy and Knowledge Deepening. UNESCO and its partners aim to update this document on a regular basis, and we welcome feedback on the application of this ICT Competency Framework for Teachers at the email address: ICT-CFT@unesco.org.
…
UNESCO’s Framework emphasizes that it is not enough for teachers to have ICT competencies and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problem- solving, creative learners through using ICT so they will be effective citizens and members of the workforce. The Framework therefore addresses all aspects of a teacher’s work:

The Framework is arranged in three different approaches to teaching (three successive stages of a teacher’s development). The first is Technology Literacy, enabling students to use ICT in order to learn more efficiently. The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems. The third is Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfilling and prosperous societies."

Title: The digital revolution in sub-Saharan Africa
Author: Laila Ali
Source: Al Jazeera English
Date (published): 12/10/2011
Date (accessed): 17/10/2011
Type of information: article
Language: English
On-line access: yes (HTML)
Abstract:
"Much has been written about the role technology played in bringing social and political change across much of the Middle East and North Africa, but less is known about the technological revolution that is taking place and transforming people's lives in sub-Saharan Africa.

It is estimated that by 2015 sub-Saharan Africa will have more people with mobile phone network access than electricity access at home. People with internet and no home electricity will reach 138 million, according to the Cisco Global Mobile Data Traffic Forecast for 2010-2015.

This deep and rapid mobile penetration is catapulting developing countries into the 21st century and bringing new and previously unimagined opportunities. While schools in the developed world enforce strict policies to keep mobile phones out of the classroom, African schools and universities are now exploring the use of mobile technology to assist teaching.
...
Mobile education
Under the BridgeIt initiative, known locally as Elimu kwa Teknologia or Education through Technology, teachers download video content using Nokia N95 mobile phones, which are connected to TVs in their classrooms, allowing rural schools and communities access to a digital catalogue of locally-developed or adapted educational content.
…
E-learning
In South Africa the concept of using mobile technology to support distant learners is also gaining ground. Pretoria University considers it an extension of e-learning - where distance learners use the internet to access materials to support their studies.
…
An app for that
The use of mobile technology in Africa is not limited to the field of education. In Kenya, high mobile penetration spurred the development of ground-breaking applications that are positioning the country as a regional leader in technology."

Title: Transforming Education: The Power of ICT Policies
Pages: 244 pp.
ISBN: 9 789231 042126
Publisher: UNESCO
Date (published): 24/09/2011
Date (accessed): 16/10/2011
Type of information: research report
Language: English
On-line access: yes (pdf)
Abstract:
"The cases analysed in this publication are taken from different regions of the world – Africa, Arab region, Asia and Latin America – illustrating the global dimension of the changes that ICT bring to education systems and policies. The wide diversity offered by the selected countries - Jordan, Namibia, Rwanda, Singapore and Uruguay – in terms of economic and educational development, suggests that the issues at stake are not limited to a particular group of privileged countries. ICT can have a transformative effect on education regardless of the economic conditions, in very advanced school systems as well as in poorly resourced ones. The choice of the policy mix varies according to particular circumstances but the vision and the potential of ICT to transform education is universal. This is the key message that this publication attempts to articulate."

via https://twitter.com/#!/mobileactive

Title: Creating Indigenous Language Content with Universal Design In Early Literacy
Author Editor: Isabelle Dunston
Source: Educational Technology Debate
Date (published): 12/09/2011
Date (accessed): 21/09/2011
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
"iLearn4Free Inc is a 501C3 non-profit, whose mission is to bridge the digital language divide and support cultural sustainability by creating digital educational applications in multiple languages for early literacy.

Current situation:
Despite the fact that 94% of the world’s children are not native English speakers, there is a shocking absence of digital educational tools for early literacy in languages other than English.
There is now overwhelming evidence that children benefit from receiving early education in their own language, known as mother tongue learning, as learning to read in a language they do not speak can be very discouraging.

Mother tongue learning also has many social benefits. In multilingual societies, all communities feel equally respected if their language is used in schools, and learning in their mother tongue fosters a child’s capacity to express cultural identity.

iLearn4Free believes all children should have access to digital learning games in their mother tongue, as digital learning is an engaging and efficient way for them to learn and remain motivated.

A Multicultural Approach:
To meet our objective, our main challenge was to create an application that is adaptable to—and accessible by—a multitude of languages and cultures, while keeping costs at a minimum to enable a sustainable deployment."

Title:OLPC: Una forma de imperialismo / A form of imperialism
ISSN: 1853-3302
Source: Síntesis Educativa
Date (published): 25/01/2011
Date (accessed): 18/09/2011
Type of information: interview
Language: Spanish / English (via Google Translate)
On-line access: yes (HTML)
Abstract:
"Síntesis Educativa: Profesor Winner, ¿cuál es su evaluación del modelo "una computadora por alumno" en términos pedagógicos, y de las propuestas de Nicholas Negroponte contenidas en su programa OLPC?
Langdon Winner:En tanto el modelo educativo contenido en "una computadora por alumno" y otros programas similares puede parecer nuevo e "innovador", se trata tan sólo de la muestra más reciente de una muy antigua obsesión, un acercamiento que ya ha fracasado repetidamente. En su libro "Maestros y Máquinas", Larry Cuban, profesor de Educación en la Universidad de Stanford, explica el patrón que viene aplicándose hace décadas. Primero aparecen los comerciantes con un nuevo producto para vender: películas, grabaciones, televisión, computadoras, etcétera. Le llevan sus productos a los burócratas educativos y los convencen de que se aproxima una "revolución tecnológica" y que es su deber ser parte de ella. Luego, los administradores escolares compran las máquinas, a menudo con enorme sacrificio, y las imponen a las escuelas de sus jurisdicciones. En la mayoría de los casos, los maestros, los alumnos y las personas en las escuelas y en las comunidades son instruídas sobre los cambios que se avecinan. OLPC reproduce fielmente este terrible patrón, donde la tecnología educativa es promovida no porque haya una clara idea sobre su valor para la enseñanza o el aprendizaje, sino por la promesa de un mercado lucrativo. Muchos maestros son absorbidos porque quieren aparentar "estar al día"."
See the original here: Una forma de imperialismo

"Educational Summary: Professor Winner, what is your assessment of the model "one computer per student" in pedagogical terms, and Nicholas Negroponte Ni proposals contained in the OLPC?
Langdon Winner: While the educational model contained in "one computer per student" and other similar programs may seem new and "innovative", this is just the latest example of a very old obsession, an approach that has failed repeatedly . In his book "Teachers and Machines", Larry Cuban, professor of education at Stanford University, explains the pattern that has been in place for decades. Traders appear first with a new product to sell movies, recordings, television, computers, etc.. They bring their products to educational bureaucrats and convince them that it is approaching a "technological revolution" and that it is his duty to be part of it. Then, school administrators buy the machines, often with great sacrifice, and imposed on schools in their jurisdictions. In most cases, teachers, students and people in schools and communities are educated about the changes ahead. OLPC terrible reproduces this pattern, where educational technology is promoted not because he has a clear idea of ​​its value for teaching or learning, but by the promise of a lucrative market. Many teachers are absorbed because they want to appear "up to date.""
See the original here: A form of imperialism (Google Translate)

via https://twitter.com/#!/rosamariatorres

Title: A new curriculum for information literacy: expert consultation report
Authors: Dr Jane Secker
Pages: 31 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 22/07/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: A new curriculum for information literacy: 'Teaching learning: perceptions of information literacy' (theoretical background)
Authors: Dr Emma Coonan
Pages: 27 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 01/08/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."