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Demystifying ICT4E Terminology: 10 Acronyms and Names You Should Know

Last week, amidst reading the various blogs and tweets for Open Education Week, I came across several acronyms that were unfamiliar. Terms like Edupunk and Aakash are just a few of the terms that you simply have to “be in the know” in order to know.

Anyone new to the field of information and communication technology for education (ICT4E) might be a little overwhelmed at first by the plethora of acronyms, terminology, and program and developer names that pervades internet searches and tweets. Whether you’re an education professional looking for new opportunities to use technology in a development project, or a seasoned ICT4D veteran exploring the new advances being made in open education, there’s usually a new term that pops up, sometimes coined at a recent conference, that might be unfamiliar.

And to complicate things further, common ICT4E terms are also used among the wider national education community, as well as those focused on content more than devices, devices more than quality, quality more than technology, and a small community of professionals that have enough experience to be able to see the overall picture.

So to offer some clarification, here are some ICT4E terms you should know:

ICT4E: Information and Communication Technology for Education

Self-explanatory acronym though, within the Twittering world, it has taken on several other forms such as ICT4Ed, ICT4Edu, Edtech and Edutech. A recent blog from ICTWorks set out to clarify what is the most appropriate hashtag and it seems a consensus has been reached for ICT4E — at least for now.

mLearning

mLearning is the use of mobile technology for education — both formal and informal. Though eLearning — using technology for in-class or distance learning purposes — could technically encompass mobile technology, mLearning has been gaining more ground and becoming increasingly popular with the rise of mobile phone saturation throughout the world — estimated at over 5.3 billion mobile subscribers during the UNESCO Mobile Learning Week — that it has created its own category and is the subject of many ICT4E debates.

Photo Credit: www.gadgetslane.com

OLPC: One Laptop Per Child

Commonly referenced and debated in the ICT4E sector, this controversial project has received a lot of praise and criticism for it’s device-based initiative which has introduced over 2.5 million laptops to schools throughout the developing world.

Aakash

The new competitor to OLPC (though that too could be debated since OLPC has expressed support for this new project), this name tends to stir up some excitement among ICT4E advocates. Aakash is a new tablet computer recently priced at around $35 and already being used in public schools in India.

BYOD: Bring Your Own Device

Bring Your Own Device is simply that — students using their own digital devices in the classroom. With many digital devices to choose from such as eReaders, tablets, and mobile phones, computers are no longer considered the only or best option. BYOD is a concept being explored more in connection to mLearning though there are few examples of it already being applied in a development context.

OER: Open Educational Resources

OERs are course and learning materials which can easily be accessed for learning, teaching and research purposes via the internet. Covered under open licenses, these resources can be modified and updated by multiple users creating “living” resources — those that have the ability to grow and adapt with new innovations, historical events, new perspectives, etc.

OCW: Open CourseWare

OCWs are a type of OER. Simply put, they are the learning materials or collection of OERs organized to serve as course content. These, like OERs, are openly licensed and can be reused and reshaped so that they can be introduced in various educational settings.

FOSS: Free and Open Source Software

Software that is both free and open source; an important tool for developing OERs.

MOOC: Massive Open Online Course

Similar to OCWs except that their pedagogical theories and student base differ. A relatively recent innovation in online course development, MOOCs are founded on the theory of connectivism and facilitate learning through teacher led discussions and presentations and developing peer-to-peer networks between students.

Badges

A digital representation equivalent to a certificate or diploma, badges certify the specific skills a student has attained and the quality of the instruction that they received from a specific educational institution.

Image from www.cooltownstudios.com

Crowdsourcing

A distributed problem-solving and production process that involves outsourcing tasks to a network of people, usually many and undefined, and a great strategy for collaborating with other teachers and educational professionals.

And in the spirit of open education and crowdsourcing, feel free to share any other essential, humorous, or baffling ICT4E terminology you’ve come across.

March 13, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

Creating a Digital Classroom in the Developing World: Open Education

Photo Credit: OCW Consortium

This week, the online global education community is kicking off the first ever Open Education Week, an event initiated by the OpenCourseWare Consortium to raise awareness to the increasing number of possibilities within this field. This growing movement is poised to change the way that education is viewed, both in the developed and developing world. It has the potential to revolutionize the field of international education development with the increase of connectivity in regions that, until only recently, were limited to outdated and ineffective learning resources and teaching methods.

However, some of these new exciting opportunities and tools that are being developed are set amidst unfamiliar computer programming lingo, an increasing number of acronyms, and a community of open education advocates with various ideologies. So to demystify some of these, let’s imagine for a moment that we want to create a digital classroom for distance learning, targeted to students in a remote area of a developing country. First, we’ll need to develop our course materials and the body of information that we plan to teach:

OER: Open Educational Resources

Photo credit: UNESCO, Author: Jonathasmello

OERs are the various course and learning materials that are being made available in the digital classroom which can easily be accessed for learning, teaching and research purposes. Covered under open licenses, these resources can be modified and updated by multiple users creating “living” resources — those that have the ability to grow and adapt with new innovations, historical events, new perspectives, etc.

OERs make up what some have termed a “universal virtual library”, and where best to start developing the resources for our digital classroom than there. A great example of this is Wikieducator, an international online community project that facilitates collaboration between educators.

So once we’ve chosen and developed what we’ll teach, how will that content be represented and organized as a course or curriculum? That’s where OCWs come in.

OCW: Open CourseWare

And that’s great for us since we want input from other teachers, education professionals, and the students themselves so that, ideally, they will have the most current information taught through the most effective teaching methods. Some OCW programs such as MIT OpenCourseWare and the Khan Academy have already taken great strides in perfecting this model. However, OERs by themselves cannot monitor the learning process or offer accreditation to students. We need to develop something that shows that our students have fulfilled the learning requirements and have acquired new skills.

Badges:

Photo Credit: Mozilla Open Badges website

Badges are the big new thing in Open Education and are still in the early stages of development. An idea that was explored during the 2010 Mozilla Learning, Freedom and the Web Festival, the badges would certify the specific skills a student had attained and the quality of the instruction that they received. According to a recent New York Times article, a few major companies like Microsoft are already using a badge system to certify that their employees have received technical training.

Once we’ve developed our own badge system, perfected our curriculum, and established ourselves as a credible source for quality education, it’s time to think bigger.

MOOC: Massive Open Online Course

MOOCs are similiar to OCWs except that their pedagogical theories and student base differ. A relatively recent innovation in online course development, MOOCs are founded on the theory of connectivism and facilitate learning through teacher led discussions and presentations and developing peer-to-peer networks between students. The potential class size for these courses can be staggering. Several well-known examples at Stanford have exceeded 100,000 registered students, though only a fraction of them actually completed the courses.

Even though some MOOCs and badges are being monetized, we will of course try to keep our lessons free, though there is some argument for charging small fees to motivate students to complete the course. But many questions remain: How will these new materials with the outsourcing — or crowdsourcing — of teachers affect the local education system? Are the skills and information being taught that of which this particular population actually need and culturally relevant? How will it prepare students for jobs already available in this cultural context? A lot of these new innovations still have yet to be developed to suit the needs of the developing world but, with the right amount of cultural sensitivity, research and collaboration, there are many exciting potential advantages to come.

March 9, 2012/by actualize

Economic Growth & Trade, Originally posted on the GBI Portal

5 Gender-Integrated ICT Strategies for Trade!

Photo Credit: E-Cards

A 2007 publication by USAID on Gender Integration Strategies for Trade (GIST) argues that donors have developed an array of innovative programs for removing or mitigating gender-specific barriers to economic growth. Yet, moving from theory to action still remains a challenge for many program managers.

On this years International Women’s Day celebration, I would like to pick out five of these gender issues from the document for reflection.

1) Socio-Cultural Biases

Gender Issues: Are there socio-cultural biases that discourage women from entering the ICT sector?

Design and Implementation Approaches: Launch an educational campaign on the benefits of computer education and how women and girls could use the skills for a variety of careers: develop curricula on an experiential application of ICT, which studies show appeals more to girls.

Indicators: Number of people in target group trained in and adopting ICT before and after campaign, disaggregated by sex.

Photo Credit: Forbes

2) Level of Access to Market

Gender Issues: Do women and men have the same level of access to market and pricing information?

Design and Implementation Approaches: Business development service (BDS) training in ICT and other avenues for women to gain greater access to market and pricing information.

Indicators: Marketing practices adopted by enterprises as evidenced by a change in business plans, reorganization, product design, pricing, and strategic linkages with other firms or sub-sectors, disaggregated by size of enterprise and sex of owner.

3) Access to Training

Photo Credit: GCEP

Gender Issues: Do women and girls have equitable access to training at all levels, such as system design, networking, software development, content creation, web design, information management, maintenance, and system management?

Design and Implementation Approaches: Develop special ICT initiatives to train women, including those displaced from other sectors; include complementary interventions with training, such as job placement assistance, workforce development skills (hard and soft), and other ancillary services (banking for the poor, small “bridge” loan program, etc.).

Indicators: Number of displaced workers trained, disaggregated by sex; number of trained displaced workers hired for new ICT jobs, disaggregated by sex; levels of participant satisfaction with training, disaggregated by sex.

Photo Credit: Multimedia Learning

4) Affordability of Technologies

Gender Issues: Are technology choices affordable for women and men?; will technology be affordable? will prices be passed onto the consumer?; will rates be higher in rural areas where women predominate?; is there access in rural areas?

Design and Implementation Approaches: Address issues of access and affordability of ICT (e.g., fixed wireless rather than fiber optic cables, availability of mobile phones to promote connectivity in rural and poor areas, satellite or solar- and battery-powered connectivity, multiple-use computers) in project design and/or implementation; conduct gender analysis of telecommunications development fund activities to promote greater access and use of ICT for urban and rural women; conduct regulatory reform work to ensure continued affordability and accessibility of service.

Indicators: Number of users disaggregated by sex and geographical location.
Number of policy measures passed that deal with increasing affordable access to the rural poor.

5) Women’s Mobility

Tamil rural woman with a mobile phone facility

Gender Issues: How might women’s mobility affect their ability to access ICT?

Design and Implementation Approaches: Establish ICT access centers in rural areas and in locations in urban areas frequented by women, such as women’s bookstores, clothing stores, community centers, hair salons, or health clinics; consider establishing micro-telcos (telephone and Internet shops) as small businesses for women entrepreneurs located near health clinics, women’s stores, etc.; consider adding Internet service to existing telecenters; address women’s mobility constraints with mobile computer buses that travel to communities, or other mobile telecommunication projects, as a means of increasing women’s access to ICT.

Indicators: Number of centers established by geographical location; number and percentage of customers at telecenter, disaggregated by sex and telecenter location; change in user satisfaction of telecenters, disaggregated by sex.

The big question is how much of these do you have in your projects? Visit here for the detailed issues, design and implementation approaches and indicators.

March 8, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

How Technical Literacy Barrier is Widening the Mobile Phone Gender Gap: 3 New Reports to Consider

Photo credit: DIPTENDU DUTTA/AFP/Getty Images

With International Women’s Day this week on March 8th, several prominent aid and research organizations working in the developing world are releasing some fascinating new reports that explore how ICTs and gender impact each other. Creating a startling picture of the realities of gender disparities within an already gaping digital divide, the reports identify a technical literacy barrier that is hindering development for women at the Base of the Pyramid (BoP), or those living on less than $2 a day. It’s currently estimated that a woman is 21% less likely to own a mobile phone than a man, and of the large population of women that do not own phones, one report revealed that 22% of them claimed the main reason was that they “wouldn’t know how to use it”.

Termed the “mobile phone gender gap” by mWomen, a GSMA program which aims to reduce it by 50% by 2014, this inequality has recently been examined from several different perspectives: four case studies from India compiled by the Cherie Blair Foundation and International Center for Research on Women (ICRW); a research report that offers a narrative glimpse into the lives of BoP women, framework for designing business models and a set of research tools for conducting studies, all created by the GSMA mWomen Program; and an analysis of the results of several ICT gender focused projects conducted by the Swedish Program for ICT in Developing Regions (Spider).

Photo credit: Kelake.org

1. Connectivity: How Mobile Phones, Computers, and the Internet Can Catalyze Women’s Entrepreneurship

The Cherie Blair Foundation, a charity that supports women entrepreneurs in developing and transition countries, and the International Center for Research on Women (ICRW), an organization which aims to improve gender equality and reduce poverty in the developing world, teamed up to investigate four initiatives to target women and observe how technology is helping them to earn income. Through in-depth research and analysis, the report focused on the opportunities and challenges involved to reach several important conclusions:

Women will utilize ICTs to develop their businesses when the technology is available to them, increasing both efficiency and social status
Out of all of the ICTs currently available, mobile phones are the first choice for successful business ventures, with portability and adaptability being the biggest draws
Women using ICTs in their businesses promote their benefits amongst friends and family
Out of the few thousand women highlighted in the case studies, there’s still a lot of potential — perhaps half a billion women — for new entrepreneurial ICT initiatives in India
Partnerships are essential between the public, for-profit, non-profit and social enterprise sectors
Sustainability is still a challenge but could be improved with more multi-sectoral partnerships bolstered by the economic and social benefits
ICTs are attracting women entrepreneurs for their efficiency and time-saving capabilities though exploring new ways the technology can foster support and communication between women entrepreneurs still needs to be explored

Photo Credit: Reuters

2. Portraits: A Glimpse into the Lives of Base of the Pyramid Women

To provide a snapshot of what life is like for women living on under $2 a day, the GSMA mWomen Programme, a global public-private partnership between the worldwide mobile industry and the international development community including USAID and AusAID, created Portraits, a summarized version of a larger research report entitled Striving and Surviving – Exploring the Lives of Women at the Base of the Pyramid, due to be released on March 8th. To represent the mass of quantitative data and information collected from one-on-one interviews during the research, the report presents 8 fictionalized life stories from varying regions, each representing a different important aspect of life for BoP women. Here are just a few of the statistics that can be found in the report:

Of the women who did not want to own a mobile phone, 22% said the main reason was that they “wouldn’t know how to use it”
74% of women chose “a good education for my children” as one of their top five life priorities
83% of the women surveyed had not completed secondary education. 31% had no formal education at all
47% of mobile owners said they had been taught to use their handset by their husbands, while 34% had taught themselves
Only 6% of the women in the study knew (without being prompted) you could access the Internet through a mobile phone, and less than 2% had done so. Amongst young BoP women ages 16-21, 39% had some awareness of the mobile web, though only 5% had used it

Photo credit: womendeliver.org

3. Empowering Women Through ICT

Summarizing the outcomes and conclusions from five different projects using various ICT platforms carried out in five countries — Bolivia, Kenya, India, Rwanda, Vietnam, and Bolivia — this report created by the Swedish Program for ICT in Developing Regions (Spider) focuses on how ICTs can support women in the rural regions of the global south. By observing the impacts of the projects on the lives of each group of women, Spider researchers considered the implications of how technology affects gender just as gender affects technology through:

2 projects in Bolivia: one focusing on empowering female community leaders and one supporting victims of domestic violence through a safe virtual environment
A project carried out in both Kenya and India which focused on ecological sustainability, diversification of livelihood, basic training in ICT through self-help groups
A project in Rwanda which explored the use of ICT in small business development through a women’s basket weaving initiative
A research project in Vietnam which considered gender in the development of ICT.

March 8, 2012/by actualize

Agriculture, Food Security, Originally posted on the GBI Portal

ICTs for “Productivity” Component of the Ag. Value Chain

Photo Credit: The African

Smallholder farmers face agricultural productivity challenges in the areas of under-investment in R&D; the actual processes of agricultural research and communication; access and utilization of agricultural inputs such as seeds, fertilizer, agrochemicals, etc. by farmers; and accurate information on field production practices. On the other hand, success stories of the use of information and communication technologies (ICTs) to minimize each of these challenges are being documented across the globe and the potential for increasing the impact of ICTs on agricultural production is huge.

As the first in the 3-piece series on “Mapping ICT Solutions along the Agricultural Value Chain”, this post explains how ICT solutions are being used or can be used by value chain actors within the productivity segment of the value chain. ICT solutions in this category may support value chain actors who are involved in agricultural research and development, input manufacture and supply, extension, and production for increased access to information and knowledge for agricultural production.

Potential ICT Solutions for Agricultural Research and Development (R&D)

Agricultural R&D is a key component of the value chain and in most developing nations, has great limitation due to poor access to the global knowledge pool by the developing nations researchers. ICT solutions in this sub-category may support the work of agricultural researchers, agricultural science students, extension staffs, and farmers to facilitate access to scientific knowledge, exchange of information between and among them.

Examples of ICT solutions identified include mobile applications such as the i) OakMapper, a mobile application which allows users to submit occurrences of Sudden Oak Death (SOD), search for incidents, and to report them to the geospatial enabled database; ii) Rural Universe Network (RUNetwork), a network of several partners in the Caribbean to help improve the availability of local knowledge and information through the development of a rural communication system; iii) eRails, a free website for partners across Africa working in the area of agriculture and rural development to help them share their new innovations; iv) AGORA and TEEAL by FAO and Cornell University respectively helping to increase access of developing nations researchers and academics to scientific journals to facilitate their research work.

Photo Credit: Thulasy Balasubramaniam and Graham Lettner

Potential ICT Solutions for Access to Agricultural Inputs

Increased access to inputs such as seed, animal feed, fertilizer, machinery, financial support, insurance, and irrigation systems at the right time, the right price, and in the right amounts is key for successful production by farmers. Actors within this segment are mostly private sector and for-profit firms that need to be in constant communication with the smallholder farmers to ensure profitable investment. Communication tools are important for continuous flow of information between these partners to be able to develop the right input that works for the farmers. At the same time, input manufacturers and suppliers are expected to collaborate with researchers who test these inputs for their suitability for farmers to help in commercialization and scaling up promising agricultural technologies that could benefit smallholder farmers.

ICT solutions within this category may support activities of input manufacturers, suppliers, and users for timely, more efficient and effective use of these agricultural inputs. Some of the ICT applications identified include the use of i) E-Voucher system in Zambia to facilitate easy access to inputs by farmers, help involve the private sector, and reduce fraud in the delivery of these inputs; ii) the Agrian Mobile Information Center, a mobile app that allows users to access product information while in the field, search by product name, active ingredients, signal word, etc. and iii) Kilimo Salama, an input insurance system in Kenya for farmers as they purchase inputs for their farms.

Potential ICT Solutions for Agricultural Production

Apart from inputs and other new technologies from research, farmers put in a lot of resources and efforts into the actual production process on the field. Smallholder farmers across the globe are known for their innovative activities in the face of limited access to scientific knowledge and resources for production. Information communication technologies can play significant role in either way – connecting them to scientific resources and information and also link these farmers together to share their indigenous knowledge and experiences acquired over the years. ICT solutions in this sub-category may help in communicating information to support field activities by farmers such as weather, pest and diseases, soil nutrient levels, harvesting practices, gestation cycles, and knowledge sharing among farming communities.

Photo Credit: FAO

Some of the tools identified within this group include i) Crop Calendar, an online resource created by the Food and Agriculture Organization (FAO), which provides timely information about seeds to promote local crop production by farmers; ii) iCow, a voice-based mobile application that prompts cattle farmers on vital days of cows gestation period; iii) NEXT2, a geo-social application that is able to connect farmers with similar interest that are geographically co-located through SMS, voice, or mobile web to share local knowledge, expertise and experiences; and iv) a host of traditional radio programs that are assisting farmers’ production activities.

In concluding this piece, it is clear that the huge potential of the new digital network for agricultural productivity is yet to be fully exploited for smallholder farmers. The technologies are affecting the work of agricultural researchers, extension workers, input manufacturers and distributors, private sector organizations interested in partnering with governments to improve agriculture, and some farmers at the remotest communities. But stakeholders need to devise better strategies for fully integrating these solutions into their projects.

This is the first in a 3-part series that explains the role of ICTs within the three major stages of the agricultural value chain – Productivity, Marketing, & Monitoring and Evaluation. We’ll soon be launching a dynamic and interactive version of “Apps4Ag Database” project on March 9^th during GBI’s TechTalk:Mapping ICTs Along the Ag Value Chain.

March 6, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

From Classrooms to Economies, INTEL White Paper Says eLearning is Making a Postive Impact

Photo credit: Kitguru.com

Intel’s recently released white paper entitled “The Positive Impacts of Learning”, provides new research data that concludes that eLearning is improving the quality and effectiveness of education. An updated version of the 2009 paper, it offers a comprehensive glimpse at some key research findings aimed at helping educational leaders identify relevant eLearning benefits to make well-informed decisions for developing eLearning strategies.

Intel realizes, along with much of the ICT sector, that with an endless array of both failed and successful examples of implementation strategies for eLearning — and few published results of strictly controlled experimental studies — it is difficult for researchers to produce valid data that can actually prove the efficacy of improving the quality of education through the use of ICT. By comparing data from a spectrum of different studies conducted in the US and various countries, the paper draws several important conclusions supporting the theory that eLearning is in fact positively impacting not only students and teachers, but also their families, communities, societies, and economies.

Students:

Research has shown that there are three major areas of student learning affected by eLearning: engagement, motivation and attendance. Teachers that were surveyed or consulted in many of the studies reported that student motivation was improved the most out these three areas, as much as 76% of low achieving students involved in 1:1 computing programs in one teacher survey.

Access:

Access to technology is a large factor in student performance levels. Studies have found that 1:1 computing programs are much more beneficial than computer labs. Through analyzing 13 different countries, researchers have found that students with easy access to ICT in the classrooms or involved in 1:1 programs are significantly more likely to use ICT than students who only had access to computer labs. Not only do these students use the devices more, but another study showed that academic scores and attendance improved significantly.

Quality of Learning:

When deciding how deeply the technology should be integrated into the learning process, Intel concludes that the more opportunities and easier accessibility that students have to the technology, the greater the effects. Intel has found that student-centered teaching methodologies coupled with blended learning, a strategy that mixes different educational environments, is the most effective way of ensuring that students fully value and explore all learning possibilities available through the technology. With similar advantages found in differentiated instruction methods, students are then able to learn at their own pace and adopt strategies to develop skills needed for self-regulated learning.

Performance:

Photo credit: anonymous from blogspot.net

The white paper suggests that various aspects of student performance, particularly 21st century skills needed to compete in a developing global economy, are significantly improved through the use of ICT. For example, “in one two-year study of upper elementary classrooms with 1:1 computing access, students outperformed non-laptop students on English Language Arts (ELA) literary response and analysis and writing strategies, (Suhr et al., U.S.).”

Teachers:

Access:

Research shows that giving teachers computers or helping them to purchase them is incredibly valuable to these programs. Through boosting teacher confidence in the validity of the information that they are teaching and offering various ways to plan lessons efficiently, teachers can become empowered through technology. Intel suggests that by creating learning management systems, software applications for managing online learning, and training teachers how to use them, educators can share and contribute to a growing body of open educational resources (OER).

Performance:

Besides visible improvements in the quality of student learning, teachers management skills improve as well. Better organizational skills and levels of productivity were reported in most of the studies referenced in the report. In one study, “68 percent of teachers with 1 to 3 years of experience say that technology has increased their effectiveness by making them more productive, (Project Tomorrow, U.S.),”

Society and Community:

A number of studies suggest that eLearning is creating benefits for students across all social classes but that disadvantaged, at-risk, and disabled groups of students benefit more. For example, “the Texas Technology Immersion Pilot showed that economically disadvantaged students reached proficiency levels matching the skills of advantaged control students, (Texas Center for Educational Research, U.S.).” At the broader social level, Intel suggests that by improving basic education, eLearning can indirectly reduce levels of criminal activity and increase students’ involvement in improving their communities.

Photo credit: impactlab.net

As policy makers use eLeaning to improve basic education, they are focusing on the larger effects on the economy. Emphasizing this fact, the report highlights the creation of more job opportunities and developing a workforce better able to fill these jobs. For example, “The OECD estimates the demand for employees with technology skills is growing at a pace that most labor markets struggle to satisfy, stating that approximately 16 million people are employed by the ICT sector, and representing approximately 6 percent of the OECD business sector employment. Furthermore, the estimate is that this sector is growing faster than most other business sectors.”

The full report and bibliography for the studies referenced above can be accessed here.

March 1, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

Delivering a Library of Books with Every E-Reader: How Worldreader is Improving Literacy in Africa

Worldreader, a market-oriented, not-for-profit NGO, is making subsidized e-readers available in parts of Sub-Saharan Africa and already seeing improvements in literacy rates. That’s just one of the many positive results that Dr. Jonathan Wareham, a member of Worldreader’s board of directors and Vice Dean and professor of Information Systems at ESADE – Ramon Llull University in Barcelona, Spain, discussed last week during a presentation at the World Bank headquarters here in Washington, DC.

Dr. Wareham and others at Worldreader are concerned about the growing book famine in Africa. According to a World Bank study conducted in 19 sub-Saharan African countries, only one of those countries, Botswana, “had anything close to adequate book provision in schools”. Using e-reader technology which can hold more books than most school libraries have in such countries — and with no added distribution costs — Worldreader has launched several pilot studies in schools in Ghana, Kenya, and Uganda. As of now, over 75,000 e-books have been distributed wirelessly to over 750 students.

The pilot study in Ghana, called iREAD, which received financial and research support from USAID, compared the rise in literacy rates over the course of one year for three groups of students: a group given e-readers without training on how to use the devices, another that was given out-of-classroom pedagogical interventions, and a control group without e-readers. Literacy scores for students with e-readers and no training improved 12.9% vs 8.1% of the control group, and students with e-readers and additional training improved 15.7% vs 8.1% of the control group.

Results from the study have proven the efficacy of the technology with the programs to support it and Worldreader plans to expand the Uganda initiative by doubling the number of students with e-readers within the next year. Besides improving student literacy scores, the project team also expects to see improvements in adult literacy rates since many of the students share the devices with their families and communities.

Unlike device-based projects such as the One Laptop Per Child program, Worldreader doesn’t produce its own e-reader — so far, it only distributes Amazon’s Kindle. Dr. Wareham describes Worldreader as device agnostic. “There’s no real need to be publicly aligned with either Apple, or with Amazon, or with Android — it doesn’t matter. What matters is bringing literature into the classrooms and as the devices converge and the prices drop, there will be more options to choose from.”

Also unlike most device-based projects, Worldreader invests manpower and on-the-ground support to ensure project sustainability. With the approval and support of government officials and the Ministry of Education in each country, the project so far works with teachers, students, and community leaders to provide training on how to use the the devices and make certain that the technology is fully understood and valued. Though high breakage rates and incidents of theft remain a concern for project implementation, Worldreader believes that providing more training on how to care for the devices, building relationships within each community to promote the device’s educational value, and discouraging theft will help to lower these rates.

Worldreader is looking to build on the success of the pilot studies by partnering with other organizations to expand to an estimated total of 10 projects in 2012. Dr. Wareham said that scaling remains to be a major challenge for the project but plans are underway to provide organizations with what he termed “Worldreader-in-a-box” — kits that will enable training programs to be developed where Worldreader project implementers are not able to go. In addition, the organization is working to expand an ePub platform that allows local authors’ works to be published and accessed on e-readers, creating opportunities for local authors and offering literary works that can help to foster national identity.

February 28, 2012/by actualize

Democracy & Governance, Originally posted on the GBI Portal

ICTs, social media, local government and youth-led social audits

This is a guest post from Jamie Lundine, who has been collaborating with Plan Kenya to support digital mapping and governance programming in Kwale and Mathare. The original was published on Jamie’s blog, titled Information with an Impact. See part 1 of this series here: Digital Mapping and Governance: the Stories behind the Maps.

Mapping a school near Ukunda, Kwale County

Creating information is easy. Through mobile phones, GPS devices, computers (and countless other gadgets) we are all leaving our digital footprints on the world (and the World Wide Web). Through the open data movement, we can begin to access more and more information on the health and wellbeing of the societies in which we live. We can create a myriad of information and display it using open source software such as Ushahidi, OpenStreetMap, WordPress, and countless other online platforms. But what is the value of this digital information? And what impact can it have on the world?

Youth Empowerment Through Arts and Media (YETAM) is project of Plan International which aims to create information that encourages positive transformation in communities. The project recognizes young people as important change agents who, despite their energy and ability to learn, are often marginalized and denied opportunities. Within the YETAM project, Plan Kenya works with young people in Kwale County (on the Coast of Kenya) to inspire constructive action through arts and media – two important channels for engaging and motivating young people.

Information in Kwale County

Kwale County is considered by Plan International to be a “hardship” area. Despite the presence of 5-star resorts, a private airport and high-end tourist destinations on Diani beach, the local communities in Kwale County lack access to basic services such as schools, health facilities and economic opportunities. Young people in the area are taking initiative and investigating the uneven distribution of resources and the inequities apparent within the public and private systems in Kwale County.

As one component of their work in Kwale, Plan Kenya is working with the three youth-led organizations to create space for young people to participate in their communities in a meaningful, productive way. There are different types of participation in local governance – often times government or other agencies invites youth to participate (“invited space”) as “youth representatives” but they are simply acting to fill a required place and are not considered within the wider governance and community structures.

Youth representation can also be misleading as the Kwale Youth and Governance Coalition (KYGC) reports that “youth representatives” aren’t necessarily youth themselves – government legislation simply stipulates that there must be someone representing the youth – but there is no regulation that states that this person must be a youth themselves (they must only act on behalf of the youth). This leaves the system open to abuse (the same holds true for “women’s representative” – you can find a man acting on behalf of women in the position of women’s representative). Plan Kenya and the young people we met are instead working to “create space” (as opposed to “a place”) for young people in community activism in Kwale County.

The 5 weeks we spent in Kwale were,the beginning of a process to support this on-going work in the broad area of “accountability” – this encompasses child rights, social accountability and eco-tourism. The process that began during the 5 weeks was the integration of digital mapping and social media to amplify voices of young people working on pressing concerns in the region.

To create the relevant stakeholders and solicit valuable feedback during the process of the YETAM work on digital mapping and new media, our last 3 days in Kwale were spent reviewing the work with the teams. On Thursday November 10^th, we invited advisors from Plan Kwale, Plan Kenya Country Office, the Ministry of Youth Affairs and officers from the Constituency Development Fund to participate in a half-day of presentations and feedback on the work the young people had undertaken.

By far the work that generated the most debate in the room was the governance tracking by the KYGC. The team presented the Nuru ya Kwale blog which showcased 28 of the 100 + projects the youth had mapped during the field work. They classified the 28 projects according to various indicators – and for example documented that 23 of the projects had been completed, 1 was “in bad progress”, 2 were “in good progress” and 1 “stalled.”

The CDF officers (the Chairman, Secretary and Treasurer of the Matuga CDF committee in Kwale County) were concerned with the findings and questioned the methodology and outcome of the work. They scrutinized some of the reports on the Nuru ya Kwale site and questioned for example, why Mkongani Secondary School was reported as a “bad” quality project. The officials wanted to know the methodology and indicators the team had used to reach their conclusions because according to the representatives of the CDF committee, the auditors gave the Mkongani Secondary School project a clean bill of health.

One important message for the youth based on feedback on their work was the need to clearly communicate the methodology used to undertake the documentation of projects (i.e. what are the indicators of a project in “bad” progress? how many people did you interview? Whose views did they represent?).

There is significant value in presenting balanced feedback that challenges the internal government (or NGO) audits – for example the data on Kenya Open Data documents that 100% of CDF money has been spent on the Jorori Water Project mentioned above, but a field visit, documented through photos and interviews with community members reveals that the project is stalled and left in disrepair. This is an important finding – the youth have now presented this to the relevant CDF committee. The committee members were responsive to the feedback and, despite turning the youth away from their offices the previous month, invited them to the CDF to get the relevant files to supplement some of the unknown or missing information (i.e. information that people on the ground at the project did not have access to, such as for example, who was the contractor on a specific project, and what was the project period).

Kwale youth with staff from Plan Kenya, officers from the CDFC and the local Youth Officer

Samuel Musyoki, Strategic Director of Plan Kenya who joined the presentations and reflections on November 10^th and 11^th, reported that:

“The good thing about this engagement is that it opened doors for the youth to get additional data which they needed to fill gaps in their entries. Interestingly, they had experienced challenges getting such data from the CDF. I sought to know form the CDFC and the County Youth Officer if they saw value in the data the youth were collecting and how they could use it.

—

The County Youth Officer was the most excited and has invited the youth to submit a business proposal to map Youth Groups in the entire county. The mapping would include capturing groups that have received the Youth Enterprise Fund; their location; how much they have received; enterprises they are engaged in; how much they have repaid; groups that have not paid back; etc. He said it will be an important tool to ensure accountability through naming and shaming defaulters.

The 5 weeks were of great value — talking to quite a number of the youth I could tell — they really appreciate the skill sets they have received-GIS mapping; blogging; video making and using the data to engage in evidence based advocacy. As I leave this morning they are developing action plans to move the work forward. I sought assurance from them that this will not end after the workshop. They had very clear vision and drive where they want to go and how they will work towards ensuring sustained engagement beyond the workshop.”

The impact of digital mapping and new media on social accountability is still an open question. Whether the social accountability work would have provoked similar feedback from duty bearers if presented in an offline platform (for example in a power point presentation) instead of as a dynamic-online platform is unknown.

The Matuga CDF officers were rather alarmed that the data were already online and exposed their work in an unfavourable light (in fairness, there were some well-executed projects as well). There is a definite need to question the use of new technology in governance work, and develop innovative methods for teasing out impact of open, online information channels in decision-making processes and how this is or isn’t amplifying existing accountability work. There is definite potential in the work the young people are undertaking and the government officers consulted, from the Ministry of Youth Affairs and local CDF Committee (CDFC) stated that they were “impressed by the work of the youth”.

Within the community development systems and particularly the structure of devolved funding, there is a gap in terms of monitoring and evaluation (M&E) that the CDF committee to date has not been able to play effectively. As Samuel Musyoki stated the youth “could watch to ensure that public resources are well utilized to benefit the communities.” The Youth Officer even invited the youth to submit proposals for assistance in buying GPS gadgets and computers to strengthen this work.

Continuing the on and offline integration

As discussed, the work in Kwale on various issues is dynamic and evolving. The 5 weeks we spent with the teams were meant to provide initial trainings and support and to catalyse action that would be continued by the youth in the area, with support from Plan Kenya. Not only did we provide training to the young people, but Plan Kwale staff were also involved in the process and started documenting their work through the tools and techniques introduced by our team. With these skills, the Plan Kwale staff will support the on-going field mapping and new media work. We are also available to provide remote assistance with questions about strategies and technical challenges.

Some of the future activities include:

Holding a “leaders forum” during which the youth interact with a wider cross-section of stakeholders and share their work.
Continuing work on their various websites – updating the sites with results from social auditing work to be carried out throughout the last weeks of November, as well as digitizing previous information collected during historical social auditing.
Validating the data by revisiting some project sites and documenting projects that haven’t been done yet, gathering stories from some of the Project Management Committees, taking more photos, and potentially conducting surveys within the communities to get more representative views on project evaluations.
Each group also needs to develop a more structured advocacy strategy to direct their activities in these areas.
All teams expressed interest in developing proposals to submit to the Ministry of Youth Affairs, through the Youth Enterprise Fund and CDF Committee, based on the suggestion of potential funding for this process. Plan Kwale staff, as well as some of the Country Office advisers offered to support the youth in developing these proposals.
Most importantly, the teams want to consult the wider community in their respective areas to demonstrate the relevance of YETAM, including the skills they have gained, to the community stakeholders (beyond the relevant government authorities

The potential of new technologies, including digital mapping to promote accountability, is only as powerful as the offline systems into which it is integrated. Without offline engagement, existing community systems of trust and recognition will be threatened and thus undermine any online work. The youth must remain grounded within their existing work and use new technology to amplify their voices, build their network, share their stories and lessons and learn from and engage with others.

February 27, 2012/by actualize

Agriculture, Education, Education, Education Partnerships, Originally posted on the GBI Portal

Attention ICT Innovators: Have you Considered Peace Corps?

No, I don’t actually mean you should commit to 2 years of service in the Peace Corps (though if you have the time, “life is calling” as the PC recruiters say), but what about joining forces with them? With over 9,000 volunteers, 40% of which focus on education and another 12% in business and ICT, and spanning the globe in about 76 developing countries, isn’t that a resource worth exploring?

I’ve been thinking about this lately since there seems to be a growing amount of speculation about how new innovations in information communication technologies (ICT) are being introduced into classrooms throughout the developing world without enough, or any, teacher training to ensure sustainability. Take for example the One Laptop Per Child (OLPC) program. It drew a lot of criticism after it first released the XO 1.0 laptop for lack of teacher-focused training programs on how to use the devices and it is soon to become even more controversial with the release of the much talked-about XO 3.0 tablet.

Amidst reading the numerous critical blogs and some rather heated debates, I’ve started to wonder: What on-the-ground research is being done to assess the need for some of these new innovations in a specific country in the first place? What resources, particularly people, are already available to help introduce and support the teacher training needed for local teachers to deem the technology useful and relevant within the unique cultural context?

In Cambodia, where I recently served as a Peace Corps Volunteer at the Prey Veng Regional Teacher Training Center (RTTC), the Khmer have a saying: “Don’t take the straight or winding path. Take the path your ancestors have taken.” And new innovations in ICT can be seen as just that — a long winding path of new and confusing devices, unfamiliar to an aging population of school officials and teachers that think they have fared well enough as educators without the help of new gadgets.

Last month, leading experts and stakeholders in the field of mobile learning discussed how people’s perceptions of mobile phones are impeding progress in mobile learning in the recently released UNESCO Mobile Learning Week report:

Perhaps due to the intellectually-light and entertainment-heavy content that has been optimized for mobile devices over the past decade, the primary social challenge is convincing people that phones are NOT a barrier to learning.

Even in American classrooms, mobile phones can often be thought of as a distraction, most commonly used for texting and watching YouTube videos, rarely ever thought of as a valuable teaching aide that teachers could already be using if they had the training or interest to explore its potential on their own.

And mobile devices are just the tip of this growing iceberg of ICT, OER, FOSS, and a plethora of other acronyms used in this field. So once the need and appropriateness of a technology is determined useful for a particular country and educational environment, who might be able to help train teachers how to use and develop it? Who has three months of intensive language training and culture-sensitivity seminars, works and lives with the locals, has a wide range of connections within the school system, and strives to understand the complexities of the education system? That’s right — the tech-savvy Peace Corps Volunteers.

Now that’s an assumption and generalization that all PCVs know and care about what’s going on in the ICT4D field and have any interest of being involved in such endeavors — dealing with stray dogs and gastrointestinal diseases is a challenge enough. But why not reach out to the volunteers in your ICT-destined country and give them a chance to use some of those international relationship building skills that they spent hours cultivating during training.

And Peace Corps is just one of several organizations that send volunteers into the developing world. VSO UK and VSO International, Volunteer Service Overseas organizations, are quite similar to Peace Corps volunteers in regards to their culture and language immersion and 26% work in the education sector. The interactive map below shows where Peace Corps and VSO volunteers are currently serving and the program sectors that they work in. Almost every country has volunteers working in the education sector and some have already launched information technology-related projects:

View Volunteer Programs in Education and ICT in a larger map

February 23, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal, Women in Development

Girls in ICT Portal: ITU Inspires Next Generation of Women

Pictures of leading women in information communication technology (ICT) from around the world scroll across the main page of the UN International Telecommunication Union’s (ITU) new Girls in ICT Portal, launched just last month. Profiles like Sara Adams, Senior Software Editor at Google Germany, are accompanied by inspirational stories of each woman’s entry into the largely male-dominated field, just one of several ways the website aims to inspire a new generation of girls to explore career opportunities in ICT.

ITU, the United Nations specialized agency for ICT, created the new portal as part of it’s new 3-year campaign, “Technology Needs Girls”. Susan Schorr, Head of the Special Initiatives Division at ITU, discussed the vital role that successful women in ICT can play during a brief presentation at the World Radiocommunication Conference 2012, currently being held in Geneva.

“It’s very important for women and girls to have role models,” Schorr said. “We have already over 20 profiles of women spanning the globe from practically every region around the world and representing all kinds of ICT career paths because our message is that a career in the ICT sector can take many different forms.”

The Girls in ICT Portal also features an ICT studies and careers database. Users can search over 400 programs including scholarships, contest and awards, trainings and internships, online networks, tech camps, and Girls in ICT Day activities, even refining the search by geographical region. Because the portal is targeted towards young women from around the world, the website can also be read in Arabic, Spanish, French, and Russian.

In addition, a number of studies and white papers surrounding the prevalence of women in ICT can be found in the Trends, Analysis, and Profiles section of the website. Over 100 regional and private sector organizations active in the ICT sector are also featured which include a link and brief description of each.

Along with the web portal, ITU is planning to promote the new “Technology Needs Girls” campaign through two major events: An advocacy event in New York on International Girls in ICT Day, April 26, and the World Telecommunication and Information Society Day 2012 (WTISD): “Women and Girls in ICT”. Aiming to raise awareness to the possible uses of ICT in bridging the digital divide, these two events will focus on encouraging young women, educators, and the industry itself to promote education and careers paths in ICT for girls.

“Technology can help people,” said Doreen Bogden, ITU’s Chief of Strategic Planning and Membership at the World Radiocommunication Conference. “What we find is that girls often pursue careers where they think they can make a difference [by] becoming a doctor, becoming a teacher. We believe the same is true for ICT. It can make a difference, it can change people’s lives, and it can empower people.”

February 16, 2012/by actualize

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