Human computer interaction for international development: past present and future

Recent years have seen a burgeoning interest in research into the use of information and communication technologies (ICTs) in the context of developing regions, particularly into how such ICTs might be appropriately designed to meet the unique user and infrastructural requirements that we encounter in these cross-cultural environments. This emerging field, known to some as HCI4D, is the product of a diverse set of origins. As such, it can often be difficult to navigate prior work, and/or to piece together a broad picture of what the field looks like as a whole. In this paper, we aim to contextualize HCI4D—to give it some historical background, to review its existing literature spanning a number of research traditions, to discuss some of its key issues arising from the work done so far, and to suggest some major research objectives for the future

eTourism for Development (eT4D): The Missing Piece in the ICT4D Research Agenda

No abstrac

Digital leisure for development: Reframing new media practice in the global south.

Photoshopping of newlyweds, downloading the latest movies, teens flirting on social network sites and virtual gaming may seem like typical behavior in the West; yet in the context of a village in Mali or a slum in Mumbai, it is seen as unusual and perhaps an anomaly in their new media practice. In recent years, some studies (Ganesh, 2010; Mitra, 2005; Arora, 2010; 2012; Rangaswamy & Nair, 2012; Kavoori, Chadha & Arceneaux, 2006) have documented these leisure-oriented behaviors in the global south and argued for the need to emphasize and reposition these user practices within larger and contemporary discourses on new media consumption. Yet, for the most part, studies in the field of Information and Communication Technologies for Deve

Teaching data science and cloud computing in low and middle income countries

Large, publicly available data sets present a challenge and an opportunity for researchers based in Low and Middle Income Countries (LMIC). The challenge for these researchers is how they can make use of such data sets given their poor connectivity and infrastructure. The opportunity is the ability to perform leading edge research using these data sets and hence avoid having to invest substantial resources in generating the data sets. The offshoot of this will be to generate solutions to the substantial local problems encountered in these countries and create an educated workforce in data science. Cloud computing in particular may well close the infrastructural gap here. In this paper we discuss our experiences of teaching a variety of summer schools on data intensive analysis in bioinformatics in China, Namibia and Malaysia. On the basis of these experiences we propose that a larger series of summer schools in data science and cloud computing in LMIC would create a cadre of data scientists to start this process. We finally discuss the possibility of the provision of cloud computing resources where the usage costs are controlled so that it is affordable for LMIC researchers

Examination of Technology in Turkish Social Studies Curricula

AbstractThis study is designed in descriptive model because it aims to analyze 4th, 5th, 6th and 7th grade social studies curricula in a technology focused view. In this context, document analysis technique was used which is a qualitative research method. Learning areas, acquisitions and skills in social studies curricula are considered in evaluation process. In conclusion, it was seen that in social studies curricula, Science,Technology and Society learning is directly technology oriented and this learning area has strict connections with others. Technology oriented activities are also implemented as needed in other learning areas. Besides, it was determined that there are 23 technology oriented acquisitions in 4 th, 5 th, 6 th and 7 th grade social studies curricula in Turkey. Six of them are in the 4th grade, six of them are in the 5th grade, five of them are in the 6th grade and six of them in the 7th grade. In this context, technology oriented acquisitions formed 13,2% of whole acquisitions in curricula (total 174). In skill dimension “using information technologies” skill is technology oriented and it is towards the effective usage of technology