This list can be seen a personal and idiosyncratic tour of some of the most interesting and useful research for a general audience related to ICTs and education topics and issues. The resources below should not be considered officially endorsed by infoDev; rather, they offer a reader a quick crash course in much of the most important issues in the field today, and can help point the reader to additional useful resources.
The list below is far from exhaustive or representative. Please note that each infoDev topic Knowledge Map contains a short list of useful publications related to a particular theme as well. The full bibliography of all resources consulted during the knowledge mapping process is also available.
Related resources from infoDev:
- Knowledge Maps: ICTs in Education
- Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries
- Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries
- Quick guide to useful resources related to the monitoring and evaluation of ICT in education initiatives
Some recommended resources
Background and context
Two rather long but user-friendly documents provide a good sense of background and context related to challenges facing the educational systems in many of the poorest low income countries today. The official EFA Global Monitoring Report 2005 reviews countries progress towards meeting goals related to 'Education For All', while Long Walk To School provides some historical perspective related to progress and improvement in the education sector over the last century.
EFA Global Monitoring Report 2007
Long Walk To School: International Education Goals in Historical Perspective
Michael A. Clemens
Center for Global Development (2004)
ICTS and EFA
The best short, general treatment of the use and potential of ICTs specifically geared towards issues related to Education For All is Applying New Technologies and Cost-Effective Delivery Systems in Basic Education. If you read one document on the subject, this is the one to read. The World Bank's Task Managers' ICT Toolkit, while a bit dry, points to specific issues and challenges for donor organizations related to investments utilizing ICTs and provides quite relevant guidance to those involved in planning for, supervising and evaluating large donor-supported investments in developing countries.
Applying New Technologies and Cost-Effective Delivery Systems in Basic Education.
World Education Forum Education For All 2000 Assessment
by Hilary Perraton, Charlotte Creed
Paris: UNESCO (2001)
Task Managers' ICT Toolkit: Good Practice for Planning, Delivering, and Sustaining ICT Products
The World Bank (2004)
Available: http://wbln0018.worldbank.org/ict/resources.nsf/a693...[URL truncated]
Perhaps the best short essay on this topic is unfortunately not available for free viewing on-line, but it is worth mentioning:
A short review of information and communication technologies and basic education in LDCs – what is useful, what is sustainable?
Jeremy Grace and Charles Kenny
International Journal of Educational Development 23 (2003), p.627-636
Available: print only
Two subject specific works are recommended here because of their direct relevance to the needs and realities of most countries struggling to meet the educaiton-related Millennium Development Goals. The titles of these studies, Interactive Radio Instruction and Gender issues in the use of computers in education in Africa, sum up their content nicely.
Interactive Radio Instruction: Twenty-three Years of Improving Educational Quality
Education and Technology Technical Notes Series
Volume 2 Number 1
Washington, DC: World Bank (1997)
Available: http://www-wds.worldbank.org/servlet/WDSContentServer/W...[URL truncated]
Gender issues in the use of computers in education in Africa
imfundo (January 2003)
Lesson learned from developing countries
Four studies commissioned by UNESCO-Bangkok (the organization that has been leading efforts to document and analyze the use of ICTs in education in developing countries over the past five years) take stock of what has been happening with the use of ICTs to benefit in education in the Asia-Pacific region, and extract a series of useful recommendations and lessons learned, based on actual on-the-ground experience. The African Schoolnet Toolkit is an adaptation of a similar work by UNESCO, based on the African context. Chile's Enlaces program has been one of the leaders in exploring the effective use of ICTs in the developing world. The excellent Technology in Schools synthesizes some of the most important lessons learned from that initiative. The short essay Ten Lessons for ICT and Education in the Developing World evolved out of the experience of the World Bank Institute's innovative World Links for Development program. Technologies for Education is a collection of essays that examine specifc themes related to ICT use in education in developing countries.
African Schoolnet Toolkit
Comonwealth of Learning (2005)
Integrating ICTs into Education: Lessons Learned
SchoolNetworking: Lessons Learned
Metasurvey on the use of Technologies in Education in Asia and the Pacific (2003-2004)
Glen Farrell and Cedric Wachholz (eds.)
Bangkok: UNESCO (2003)
Technology in Schools: Education, ICT and the Knowledge Society
Pedro Hepp, Enrique Hinostroza, Ernesto Laval and Lucio Rehbein
World Bank (2004)
Ten Lessons for ICT and Education in the Developing World
Harvard Center for International Development (2002)
Technologies for Education: Potentials, Parameters and Prospects
Wadi D. Haddad and Alexandra Drexler (eds.)
UNESCO & The Academy for Educational Development (AED) 2002
ICTs in Teacher Education: A Planning Guide
Best practice from OECD experience
Two documents examine global best practice related to the use of ICTs in OECD countries. While the recommendations and insights in these studies may or may not pertain directly to circumstances in the countries most at risk of not meeting the EFA targets by 2015, they point to what is known in general about successful implementations in technology in the most privileged environments. Best Practices for Technology Utilization in High Schools surveys leading global experts in the field and distills their advice into a set of key observations and recommendations. Changing the Conversation about Teaching, Learning and Technology presents the findings from the innovative 'Apple Classroom of Tomorrow' project. While it concluded in 1995, in most ways the findings and recommendations of this project remain as relevant today as they did in 1995. The Second Information Technology in Education Study: Module 2 examines innovative use of ICTs around the world through a series of over 170 short case studies. Unfortunately, Technology, Innovation, and Educational Change, the excellent summary book exploring the results of this work, is not available for free viewing on-line, but the individual case studies are.
Best Practices for Technology Utilization in High Schools: A Delphi Research Report
Kevin Clark (2003)
Changing the Conversation about Teaching, Learning and Technology: A Report on 10 Years of ACOT Research
Apple Computer (1995)
Technology, Innovation, and Educational Change — Global Perspective
A Report of the Second Information Technology in Education Study, Module 2
Robert B. Kozma, Editor
Eugene, Oregon, USA: ISTE (2003)
Available: print only
The Second Information Technology in Education Study: Module 2 (SITES: M2) ISTE Case Reports
A cautionary note
Larry Cuban's excellent Oversold and Underused, which traces the cycles of hype around technology use in education in the United States in the twentieth century, remains the best source of historical perspective on the use of ICT in schools more generally.
Oversold and Underused: Computers in the Classroom
Harvard University Press (2001)