Appointment of the APCICT Advisory Group Members
APCICT is pleased to announce the following individuals as members of the Centre’s Advisory Group for the period 2022-2023:
ict for development
Expert Group Meeting: Virtual Review of the "Frontier ICTs for Sustainable Development for Government Leaders” draft module
The Asian and Pacific Training Centre for ICT for Development (APCICT/ESCAP) conducted a Virtual Review of the Draft Module on "Frontier ICTs for Sustainable Development for Government Leaders” on 1 April 2022.
Regional Launch of the Capacity Building Programme on “ICT for Climate Resilient Development”
The Asia-Pacific region accounts for nearly half of the global production of greenhouse gas emissions (GHG). As the region most vulnerable to impacts of climate change, efforts to reduce GHG must be accelerated through climate change mitigation and adaptation. Information and communication technologies play a crucial role in climate change mitigation and adaptation strategies.
ICT Trends
This publication aims to provide timely and relevant information on the major ICT trends and the implications of these trends. It serves as a knowledge resource for policymakers and government officials in Asia and the Pacific to increase their awareness and appreciation for the continuously evolving ICT landscape. It intends to present a broad understanding of how new and emerging ICT trends could be utilized to support sustainable and inclusive development.
ICT and Education: Enabling Two Rural Western Kenyan Schools to Exploit Information Technology
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.
Using ICT to enhance curriculum opportunities for students in rural and remote schools
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).
Policies, Partnerships, and Pragmatism: Lessons from an ICT-in-Education Project in Rural Uganda
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.
Supporting ICT based pedagogies in science in rural school settings
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.
The Role of ICT in Social Capital Construction of Rural Female Entrepreneurship
In this paper, ICT is proposed to create or strengthen social capital of rural female entrepreneurs. A model of the impact of ICT on rural female social capital and self-employment was founded under the framework of social capital theory and entrepreneurship theory. A field survey conducted in Liaoling province was reported to support the propositions by the author.
E-Learning technology for rural child development
21 st century is the century of Hi-Tech. Recently Hi- Tech comprises IT, ICT, BT and Nano-Technology. Today ICT (Information Communication Technology) is a unique technology which is used universally in all span of life. ICT plays a predominant role in the creation and development of knowledge. The ICT revolution has changed the learning process of childhood up to the real world. E-learning is a combination of learning services and technology to provide high values. Internet plays a vital role in e-learning. Elearning is attaining significance in the world of internet.