Building and Sustaining National ICT Education Agencies

Abstract

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Echoing the effect of information and communications technology on rural education development

“…Hence, ICT use for learning and studying purposes was viewed as very positive. When ICT tools are related to pedagogy, they are likely to have a positive effect [3]. When ICTs are used correctly to supplement the teacher's pedagogical philosophies, it results in a beneficial impact on learners' performance.…”

“…Authors of [2] further present a reliably negative and slightly important association between ICT use and learner lower achievement in some cases. Additionally, author of [3] following reviews of different studies rele vant to ICT in schools, submits that ICT outcome on learning is unclear. Conversely, authors of [4] refer to the positive effect of ICT on learners' achievement.…”

Collaborative risk-driven intervention: research supporting technology-enabled opportunities for upstream virtual services in rural and remote communities

“…Others (TechTerms, 2010) explain ICT as a term that refers to technologies that provide access to information through telecommunications in real time, such as instant messaging, voice-over-Internet, video conferencing or social media. Several observers see ICT as a useful tool for education (Trucano, 2005), economic growth (Avgerou, 2003), and social development (Kozma, 2005). In fact, some researchers (Caperna, 2010) argue that ICT is not simply a tool, but a crucial aspect of sustainable policy that is capable of mitigating various community challenges such as literacy, community involvement in planning, geography, and service access.…”

Leveraging technology to support teaching and learning in Uganda

“…The slow adoption of technology on behalf of local governments stems from the need for more readiness of school stakeholders to implement newly instated national education policies (Mukhula et al, 2021). The ability to quickly adopt national policies is vital, as illustrated in a survey of fifty-three African nations documenting a broad, deliberate, and systemic shift on a continental scale (Farrell & Isaacs, 2007). Governments are implementing more substantial and comprehensive education policy frameworks with a combination of public-private partnerships, namely multi-partnerships, bilateral partnerships, and international partnerships.…”