By Heather E. Hudson
From Rural Village to worldwide Village: Telecommunications for improvement within the info Age examines the function of knowledge and conversation applied sciences (ICTs) on either the macro level–societal, socio-economic, and governmental–and area level–education, well-being, agriculture, entrepreneurship– emphasizing rural and constructing areas. writer Heather E. Hudson examines the capability impression of ICTs by means of reviewing the present learn and including her personal findings from large fieldwork in ICT making plans and overview. the quantity comprises case experiences demonstrating cutting edge purposes of ICTs plus chapters on evaluate suggestions and acceptable applied sciences. She additionally analyzes the coverage matters that needs to be addressed to facilitate cheap ICT entry in rural and constructing areas. This dialogue pertains to the bigger “digital divide” factor, and the effect that entry to conversation technology–or the inability of it–has on groups and societies. This complete quantity is a useful source for students, execs, researchers, and scholars in telecommunications legislations and coverage, media economics, foreign conversation, and communique and improvement fields. it's also compatible to be used as an advanced-level textual content in those parts.
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Extra resources for From Rural Village to Global Village: Telecommunications for Development in the Information Age (Telecommunications) (Telecommunications)
These problems exist in both rural and inner city schools, and in large schools and districts where resources in terms of equipment, support staff, and trained teachers may be stretched very thin. These preliminary assessments indicate that bridging the educational digital divide requires much more than equipment in both developing countries and disadvantaged regions of industrialized countries. Sustainability Sustainability, or the ability to continue an activity after the experimental or pilot phase, remains a daunting problem for educational ICT initiatives.
Php Chapter 3 Applications of ICTs for Education and Training We need information—masses of it. Without it, our culture will die. —Inuit leader, Nunavut, Canadian Arctic Perhaps the most extensive experience in using ICTs for development is in the field of education. The first applications of mass media to extend the range of education used radio in the 1950s and 1960s for nonformal education such as basic literacy for adults, and for formal education, either by teaching children directly in classrooms where teachers were unqualified, or by instructing the teachers themselves, so that they could better teach the students.
In many countries, print-based correspondence courses are offered for adult and distant students, who study on their own and mail in assignments and tests. Drop-out rates for such courses are often very high, as it may take a long time to get feedback on assignments by mail, and students who get behind or stuck on a particular topic tend to quit. Timely feedback and interaction with other students has been found to reduce dropout rates. For example, the University of the West Indies and the University of the South Pacific offer regular audio tutorials with instructors for correspondence students from their extension centers using audio conferencing and interaction through e-mail and group activities.
From Rural Village to Global Village: Telecommunications for Development in the Information Age (Telecommunications) (Telecommunications) by Heather E. Hudson