Learning in Rural Contexts: Difference between revisions
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==Problem== | ==Problem== | ||
The paradox in the notion of "[p]romoting learning in rural contexts using ICTs" is that there is in fact a need to promote rural learning, but this needs ICT infrastructure and literacy that are presently rural [https://dl.acm.org/doi/abs/10.1145/2513456.2513496 challenges] rather than rural promotors. The other paradox is how the poverty, characterising rural life, is a challenge to introduction of learning technologies and considered at the same time a low way to reach millions of poor people/groups in least developed countries due to its comparatively low unit cost, which in turn will be "[https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1606102 poverty alleviation vehicle]." | |||
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==Role of ICTs== | ==Role of ICTs== | ||
One of the ICT roles getting in vogue is [[podcasting]]. It is worth looking at its realities and promises. | |||
==Obstacles== | ==Obstacles== | ||
== | ==References== | ||
# Jere, N.; Thinyane, M.; Boikhutso, T.; and Ndlovu, N. (2013). An assessment of ICT challenges in rural areas: ICT experts vs rural users views: a case of the Siyakhula Living Lab. Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference, October 2013, Pages 233–241, <nowiki>https://doi.org/10.1145/2513456.2513496</nowiki>. | |||
# Jere, N.; Thinyane, M.; Boikhutso, T.; and Ndlovu, N. (2013). An assessment of ICT challenges in rural areas: ICT experts vs rural users views: a case of the Siyakhula Living Lab. Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference, October 2013, Pages 233–241, <nowiki>https://doi.org/10.1145/2513456.2513496.Khan</nowiki>, Habibullah and Williams, Jeremy B, Poverty Alleviation Through Access to Education: Can E-Learning Deliver? (July 1, 2006). U21Global Working Paper No. 002/2006 , Available at SSRN: <nowiki>https://ssrn.com/abstract=1606102</nowiki> or http://dx.doi.org/10.2139/ssrn.1606102. | |||
[[Category:Special contents]][[Category:Position paper]] | [[Category:Special contents]][[Category:Position paper]] | ||
[[Category:Digital learning in emergencies]] | [[Category:Digital learning in emergencies]] | ||
Revision as of 20:05, 4 November 2022
Promoting learning in rural contexts using ICTs
Elizabeth Murphy, Memorial University of Newfoundland
Problem
The paradox in the notion of "[p]romoting learning in rural contexts using ICTs" is that there is in fact a need to promote rural learning, but this needs ICT infrastructure and literacy that are presently rural challenges rather than rural promotors. The other paradox is how the poverty, characterising rural life, is a challenge to introduction of learning technologies and considered at the same time a low way to reach millions of poor people/groups in least developed countries due to its comparatively low unit cost, which in turn will be "poverty alleviation vehicle."
.
Role of ICTs
One of the ICT roles getting in vogue is podcasting. It is worth looking at its realities and promises.
Obstacles
References
- Jere, N.; Thinyane, M.; Boikhutso, T.; and Ndlovu, N. (2013). An assessment of ICT challenges in rural areas: ICT experts vs rural users views: a case of the Siyakhula Living Lab. Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference, October 2013, Pages 233–241, https://doi.org/10.1145/2513456.2513496.
- Jere, N.; Thinyane, M.; Boikhutso, T.; and Ndlovu, N. (2013). An assessment of ICT challenges in rural areas: ICT experts vs rural users views: a case of the Siyakhula Living Lab. Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference, October 2013, Pages 233–241, https://doi.org/10.1145/2513456.2513496.Khan, Habibullah and Williams, Jeremy B, Poverty Alleviation Through Access to Education: Can E-Learning Deliver? (July 1, 2006). U21Global Working Paper No. 002/2006 , Available at SSRN: https://ssrn.com/abstract=1606102 or http://dx.doi.org/10.2139/ssrn.1606102.