This case study discusses the role of Nepal Wireless in achieving socio economic development of rural communities by facilitating affordable Internet access.
This study was undertaken to evaluate the implementation of ICT to support learning, teaching, school administration and use of E-communication between cooperating rural secondary schools in Western Kenya under the Rotary project, Forssa Rotary Club of Finland District 1410. Two rural schools were selected for the investigation. A case study research design was adopted, where interviews, observation and open-ended questionnaires including document analysis were used to collect qualitative data.
South Australian rural and remote schools have been using a variety of Information and Communication Technologies (ICT) to enhance curriculum opportunities for students whose teachers are at a different campus or different school, or who are out of the school for extended periods of time undertaking courses, such as, Vocational Education and Training (VET).
For at least the past decade, political leaders and policy makers have stressed how important it is for Africa to harness technology, leapfrog development, and take part in the global knowledge economy. In numerous initiatives aimed at realizing these goals, education is a primary target, viewed as a mechanism through which information and communication technologies (ICT) can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation.
Recent research has demonstrated a significant disadvantage for rural teachers in a variety of aspects of ICT use. This context provides a backdrop for two professional learning programs designed to support ICT-based pedagogies in teaching science in Victorian rural primary and secondary schools. In both programs the school-based workshops initiated a community of learners supported with online web-presence. One program used an intensive five-day workshop focused on developing teachers’ knowledge, pedagogical expertise and leadership skills in embedding ICT into classroom practice.
Towards a conceptual framework for ICT for Development: lessons learned from the cube framework used in Latin America
The ICT for Development community is long searching for comprehensive and adequate conceptual frameworks. In 2003, United Nations Regional Commission for Latin America and the Caribbean proposed a three-dimensional conceptual framework that models the transition toward so-called Information Societies as interplay between technology, policy and social change.
This brief article provides the reader with a focused, concise critical analysis regarding the challenges of Cyberspace Governance and Security from Canada's perspectives.
This project utilized emerging technologies such as mobile broadband videoconferencing along with web-based software and materials (http://www.cyscience.com.au) to enhance the provision of science and mathematics in rural and remote schools in Northern Queensland. The paper tracks the role of technology in the development and implementation of the CY Science project. It will explore how technology enabled a successful classroom project to evolve into a regional program and beyond.
This report provides an approach and management framework to address the cyber security challenges faced nationally and by the Distribution Network Organisations as the current network infrastructure is developed with new Smart Grid systems and technologies. It is intended to provide a sound basis upon which detailed and enduring smart grid cyber security efforts can be built through the „low carbon transition‟.
Malaysians are increasingly finding themselves exposed to disasters especially land slides and flood. However, concern can be raised about citizen’s preparedness of disasters. This paper discusses the level of disaster preparedness among Malaysians from a survey of 346 citizens to assess their perceptions of disaster issues, and their attitudes towards increasing the disaster preparedness.