Technology in the classroom in conditions of infrastructural and capacity constraints: Lessons from Uganda

For at least the past decade, political leaders and policymakers 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 ICT can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation. This paper’s argument is centered on and informed by ICT-in- education projects that are increasing in number, yet still often lack necessary pre-project assessments, enumerated goals for outcomes, or an understanding of what technology can and cannot do. The paper introduces a case study of an ICT-in-education project in rural Uganda that offers important lessons to inform similar projects in the future, as well as government-led policy initiatives

Mean and Random Errors of Visual Roll Rate Perception from Central and Peripheral Visual Displays

A large number of roll rate stimuli, covering rates from zero to plus or minus 25 deg/sec, were presented to subjects in random order at 2 sec intervals. Subjects were to make estimates of magnitude of perceived roll rate stimuli presented on either a central display, on displays in the peripheral ield of vision, or on all displays simultaneously. Response was by way of a digital keyboard device, stimulus exposition times were varied. The present experiment differs from earlier perception tasks by the same authors in that mean rate perception error (and standard deviation) was obtained as a function of rate stimulus magnitude, whereas the earlier experiments only yielded mean absolute error magnitude. Moreover, in the present experiment, all stimulus rates had an equal probability of occurrence, whereas the earlier tests featured a Gaussian stimulus probability density function. Results yield a ood illustration of the nonlinear functions relating rate presented to rate perceived by human observers or operators

Dynamic Bargaining and the Prospects for Learning in the Petroleum Industry: The Case of Kazakhstan

1his article examines the bargaining interface between petroleum-rich developing countries and large multinational corporations, with an application to the case of Kazakhstan, formerly a Soviet Republic. In the analytic narrative tradition, this ankle combines a case study with an extensive form game, applying Theodore Moran\u27s dynamic bargaining theory, which posits that, over time and through repeated interaction, developing countries do better for themselves, incrementally improving their outcomes through bargaining and strategic interaction, thereby advancing along a learning curve. The application of this theory is systematized through the utilization of game theory; an extensive game modded on strategic, iterated bargaining behavior between the two actors is introduced. 1his dynamic game allows for the recalculation of strategies based on the players\u27 revealed moves, allowing for the concept of learning while doing. The game is then applied to Kazakhstan\u27s particular situation. The application of Moran\u27s theory through the use o fa generalizable game provides a method for resource-rich developing countries particularly those in the nascent stages of developing these industries to systematize the negotiation process and accelerate their ascent on a bargaining learning curve

From “street car suburb” to ‘student ghetto:” Allston and urban change

Allston, considered Boston’s student neighborhood, has a historical trajectory that has been understudied, in that the neighborhood has not followed a linear path of either ascent or descent. Given Allston’s status as a hybrid neighborhood, displaying durable trends of both ascent and decline, residents and other neighborhood actors utilize cultural narratives to orient Allston’s history and future, which, in turn, reify certain aspects of the neighborhood. Based on ethnographic observations for two years and interviews with over 60 residents, students, business owners, real estate agents, and workers in Allston, this study extends previous literature on urban change in demonstrating Allston’s understudied hybridity, as well as locals’ use of cultural narratives to navigate this context. In so doing, neighborhood actors have perpetuated cultural narratives of Allston that embrace Allston’s gritty nature as the root of Allston’s legitimacy. The perception of Allston as a relatively disinvested and student neighborhood have allowed two distinct cohorts to see themselves as early stage gentrifiers, investing in the area. Nostalgia for the past also shapes residents’ cultural narratives of Allston, specifically for lifelong residents and other longtime residents. Tensions persist between the two groups, as an imagined past informs each groups distinct orientation to Allston’s future. Real estate agents and students perpetuate Allston’s student narrative by engaging in ritual interactions specifically related to “Allston Christmas,” or the September 1st moving day. Combined with Allston’s gritty nature, these rituals and interactions perpetuate an exploitative housing market characterized by poor housing conditions. This study demonstrates how neighborhood actors utilize cultural understandings to make sense of their surroundings and how these narratives reify existing conditions and perpetuate neighborhood inequality in the context of non-linear neighborhood change. This study contributes to literature on cultural understandings of place by examining how neighborhood hybridity facilitates specific neighborhood narratives, and how different cohorts utilize the same narrative frame, but with distinct orientations

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. Even as ICT-in-education projects increase rapidly in number and scope across the continent, many still lack necessary pre-project assessments, enumerated goals for outcomes, or understanding of what technology can and cannot do. This article’s focus on policies, partnerships, and pragmatism is informed by a case study of a multi-partnered ICT-in-education project in rural Uganda that set pragmatic technology-use goals, a project for which governmental policy provided an important initial incentive, and which was subsequently revised to address actual student needs for acquiring technology skills. The case offers important lessons to inform both similar projects and government-led policy initiatives in the future

Making the transition from pilot to scale: examining sustainability and scalability issues in a public-private telecenter partnership in Sri Lanka

Public-private partnerships (PPPs) are increasingly the vehicles of choice for the implementation of information and communications technology in the developing world. This is particularly true with regard to locally appropriate, shared-access models such as the telecenter franchise. However, the sustainability and the scalability of such initiatives remain in question. This article examines an innovative PPP project at a crucial developmental point: the period of transition from pilot to scaling stage. It identifies challenges and success factors seldom covered in the literature on such projects, then addresses the question(s) of sustainability and scalability, and explores the advantages of focusing on sub-urban areas and the small-and-medium-enterprise sector of emerging economies

Policy Considerations from a Nationwide IT-in-Education Initiative: Macedonia Connects

Though information technology (IT) is increasingly touted as an effective tool through which governments may enhance their development efforts, to date, many IT-related deployments have remained in a pilot stage, which does little to aid governments in understanding macro-level IT policy approaches to confronting development challenges. To address this shortcoming, this article presents a unique nationwide initiative: Macedonia Connects, a multipartner, scaled IT-for-education project wherein every school in the country was equipped with both computers and wireless Internet connections and through which the Internet was made available to citizens across the entire country. A number of policy-related aspects of the project are identified and discussed, including the predeployment training of teachers in IT adoption, the equality of technology and training provision across the entire country, the long-term focus on the part of all stakeholders in terms of outcomes, and the business model employed in the public–private partnership. Although it is too early to discuss long-term outcomes, there are many aspects of this case that will be applicable to governments and practitioners alike in future IT-for-development endeavors. Some of Macedonia\u27s neighboring states have already indicated interest in following this model

A Pilot Takes Off: Examining Sustainability and Scalability in the Context of a Sri Lankan Public-Private Partnership Telecenter Project

Public-Private Partnerships (PPPs) are being looked to as a promising method for bringing the benefits of information and communications technology (ICT) to the developing world, particularly in the case of shared access (telecenter) models, but questions remain as to how best to pursue sustainability and scalability with such initiatives. This paper provides a “snapshot” of an innovative, franchise-model partnership, captured at a unique point in time: the transition period from completion of pilot stage to project scaling stage. The paper thus identifies both challenges and success factors arising at this pivotal point, often not addressed in the literature on such projects. Going beyond what makes a successful pilot to the question of what is important for scaling, this case provides insight on the critical topics of sustainability and scalability. The project also promotes the development of small and medium sized enterprises, which has been identified as crucial for sustainable development in emerging economies