Educational digital technologies in developing countries challenge third party providers

In this conceptual paper, we consider issues and challenges of third party and governmental organisations in planning and implementing access to and uses of digital technologies for learning and teaching in developing countries. We consider failures and weaknesses in the planning and implementation processes highlighted by research in developed countries (as well as successes supporting implementation). We problematise these issues and challenges, conceptualise them in order to focus on longer-term rather than shorter-term ones, and offer new alternative models and ways of conceiving these practices for future sustainability

Developing the vision: preparing teachers to deliver a digital world-class education system

In 2008 Australians were promised a \u27Digital Education Revolution\u27 by the government to dramatically change classroom education and build a \u27world-class education system\u27. Eight billion dollars have been spent providing computer equipment for upper secondary classrooms, yet there is little evidence that a revolution has occurred in Australian schools. Transformation of an education system takes more than a simplistic hardware solution. Revolutions need leaders and leaders need vision. In this paper, I argue that we must first develop educational leaders by inspiring future teachers with a vision and by designing our teacher-education courses as technology-rich learning-spaces. A multi-layered scenario is developed as the inspiration for a vision of a future-orientated teacher-education system that prepares teachers to deliver a \u27worldclass digital education\u27 for every Australian child. Although written for the Australian context this paper has broad relevance internationally for teacher education

Digital entrepreneurship in a resource-scarce context: A focus on entrepreneurial digital competencies

Purpose – Thepurpose of this paper is to criticallyexplorehow context asan antecedent to entrepreneurial digital competencies (EDCs) influences digital entrepreneurship in a resource-scarce environment. Design/methodology/approach – The data comprises semi-structured interviews with 16 digital entrepreneurs, as owner-managers of small digital businesses in Cameroon. Findings – The results reveal the ways in which EDCs shape the entry (or start-up) choices and post-entry strategic decisions of digital entrepreneurs in response to context-specific opportunities and challenges associated with digital entrepreneurship. Research limitations/implications – The data comes from one African country and 16 digital businesses thus the research setting limits the generalisability of the results. Practical implications – This paper highlights important implications for encouraging digital entrepreneurship by focussing on institutional, technology and local dimensions of context and measures to develop the entrepreneurial and digital competencies. This includes policy interventions to develop the information and communication technology (ICT) infrastructure, transport and local distribution infrastructure, and training opportunities to develop the EDCs of digital entrepreneurs. Originality/value – Whereas the capabilities to adopt and use ICTs and the internet by small businesses have been examined, this is among the first theoretically sensitised study linking context, EDCs and digital entrepreneurship

The role of intermediaries in facilitating e-government diffusion in Saudi Arabia

Recent studies of e-government activity have highlighted adoption and diffusion issues as important subjects for rating e-government success. However in developing countries inadequate resources and limited citizens’ capabilities regarding new e-government have resulted in low diffusion and adoption of e-government services. This paper examines the role of intermediaries, which can be played by a third party; in bridging the gap between e-government implementation and social reality, and looks at the roles a third party can add within the e-government services mechanism. This paper uses a case study approach in order to reflect e-government progress within the context of the Kingdom of Saudi Arabia (KSA) as one developing country. The result of this paper shows that intermediaries play an important role in the diffusion of e-services in relation to improving the availability, accessibility and enhancing privacy and security

Issues and challenges: cloud computing e-Government in developing countries

Cloud computing has become essential for IT resources that can be delivered as a service over the Internet. Many e-government services that are used worldwide provide communities with relatively complex applications and services. Governments are still facing many challenges in their implementation of e-government services in general, including Saudi Arabia, such as poor IT infrastructure, lack of finance, and insufficient data security. This research paper investigates the challenges of e-government cloud service models in developing countries. This paper finds that governments in developing countries are influenced by how the top management deals with the attention to the adoption of cloud computing. Further, organisational readiness levels of technologies, such as IT infrastructure, internet availability and social trust of the adoption of new technology as cloud computing, still present limitations for e-government cloud services adoption. Based on the findings of the critical review, this paper identifies the issues and challenges affecting the adoption of cloud computing in e- government such as IT infrastructure, internet availability, and trust adopted new technologies thereby highlighting benefits of cloud computing-based e-government services. Furthermore, we propose recommendations for developing IT systems focused on trust when adopting cloud computing in e-government services (CCEGov)

Open educational resources : conversations in cyberspace

172 p. : ill. ; 25 cm.Libro ElectrónicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni

The Regulation of E-learning: New National and International Policy Perspectives

The universe of postsecondary education is expanding. It is an era of rapid demographic and labor market changes, increased competition and shifts in institutional form (e.g., the rise of for profit degree granters, the hybrid form of nonprofit/for profit partnerships, corporate universities), and new forms of delivery driven by emerging technologies. In nearly all of these cases, the pace of innovation and establishment of new institutional forms outstrips the ability of regulators or policy makers to stay ahead of the curve.To better understand the complex interplay of public policy drivers regulating e-learning, the Center for Studies in Higher Education convened a meeting of experts in February 2006 for a preliminary examination of existing and emerging public policies that will shape its regulation both domestically and internationally. Three white papers were used as a point of departure for the discussions, which focused on the following areas: The Changing Regulatory Environment: Who, What, Why, and Where?; Finance, Investment, and the Flow of Capital; Student Access and Equity; Social Costs and Benefits from an International Perspective; and Consumer Protection and Cross-border Education. This report summarizes our conversations and recommendations for future research

Big data for monitoring educational systems

This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

Job Creation Through Building the Field of Impact Sourcing

Provides an overview of the field of impact sourcing - using business process outsourcing to create sustainable jobs for the lowest-income populations. Offers case studies, examines models, outlines challenges, and presents an action agenda

Horizon Report 2009

El informe anual Horizon investiga, identifica y clasifica las tecnologías emergentes que los expertos que lo elaboran prevén tendrán un impacto en la enseñanza aprendizaje, la investigación y la producción creativa en el contexto educativo de la enseñanza superior. También estudia las tendencias clave que permiten prever el uso que se hará de las mismas y los retos que ellos suponen para las aulas. Cada edición identifica seis tecnologías o prácticas. Dos cuyo uso se prevé emergerá en un futuro inmediato (un año o menos) dos que emergerán a medio plazo (en dos o tres años) y dos previstas a más largo plazo (5 años)