By N'Dri Assie-Lumumba

Amidst the euphoria in regards to the new frontiers of know-how occasionally perceived as a panacea for enlargement of upper schooling in constructing international locations, there's a have to study continual and new grounds of unequal chance for entry, studying, and the creation of data. This quantity addresses basic questions on the academic technique comparable to: using know-how in greater schooling for a holistic academic process for social improvement; the particular technological means in Africa and probabilities for digital larger schooling; Cultural relevance of the curriculum and pedagogy; Pedagogy and gender in our on-line world schooling; Perils of externally-driven distance education schemes in Africa and the hunt for possession in the direction of improvement; demanding situations and possibilities within the making of information society in an Asian context; concepts to advertise optimistic digital larger schooling in Africa and Asia. Readership: This booklet is inventive within the fields of schooling, know-how, communique, computing & details technological know-how, political economic climate, foreign reports, improvement reviews, gender experiences, and indigenous wisdom structures.

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Most of the content offered by African telecenters is in English. This affects who accesses and uses the content services offered by the telecenters. For example, in a report conducted by Acacia, a Canadian Government ICT project in Africa, the researchers report that “telecenters are perceived as places providing services for the educated on account of the language of the content, most of which is in English” (Etta and ParvynWamahiu 2003:xiii). Nonetheless, the main purposes of telecenter use in the African context are to contact family and friends (principally through the telephone), prepare documents for social events (using telecenter printing services), obtain computer training, and find sources of personal entertainment (through television and video, radio, and newspapers).

Schools and telecenters The World Bank Institute initiated a program in the late 1990s to link students and teachers in more than 20 developing countries via the Internet for collaborative projects and integration of technology into learning and, as part of the process, to help teachers and students learn to use information and communication technologies. 1 An important complement to this activity, identified officially as World Links for Development (WorLD), was the creation of school-based telecenters that would be open to the community after the close of the school day and on holidays.

These included opportunities for: relatively convenient individual information searching through a vast array of information sources, on-demand and often 24 hours a day; timely interaction between and among computer users that allows convenient and “contemplated” exchanges: exchanges that are quick but not necessarily instantaneous; “broadcasting” of information to many by ordinary individuals, including easier “bottom-up” message initiation; global reach almost constantly and instantly; convenient storage facilities for text, graphics, audio, video, and data; and intermixing of media forms and content.

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