Relevant bibliographies by topics / ICT and development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ICT and development'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "ICT and development"

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Stepanova, Viktorija, and Ingars Erins. "ICT Transfer Business Model Development." International Journal of Machine Learning and Computing 10, no. 1 (January 2020): 170–75. http://dx.doi.org/10.18178/ijmlc.2020.10.1.915.

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A. S. Desai, A. S. Desai, and Dr Y. S. Patil Dr. Y. S. Patil. "Impact of ICT on teachers Development." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 205–6. http://dx.doi.org/10.15373/2249555x/apr2013/67.

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Jindal, S., and L. Vatta. "ICT : A Deed for Sustainable Development Goals." Journal of National Development 31, no. 1 (July 1, 2018): 222–35. http://dx.doi.org/10.29070/31/57456.

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C, Monisha. "ICT Role in Womens Education and Development." International Journal of Research in Arts and Science 5, Special Issue (March 29, 2019): 211–21. http://dx.doi.org/10.9756/bp2019.1001/22.

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Techatassanasoontorn, Angsana A., Haiyan Huang, Eileen M. Trauth, and Suwan Juntiwasarakij. "Analyzing ICT and Development." Journal of Global Information Management 19, no. 1 (January 2011): 1–29. http://dx.doi.org/10.4018/jgim.2011010101.

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This study uses Trauth’s (2000) Influence-Impact Model as a sensitizing device to examine the influence of four key socio-cultural factors —policy, infrastructure, economy, and culture—on information economy development efforts in Thailand. Our assessment shows that progress has been made but gaps remain. Thailand’s infrastructure challenges include unequal development across regions, a small skilled workforce, and low R&D expenditures in the ICT sector. Future economic growth of Thailand will depend on an increase in investments and improvement in technology and innovation. The authors’ cultural analysis reinforces the need to develop a synergy between Thai cultural systems and development needs. To highlight strategies that Thailand might follow, the authors compare their findings to the lessons learned from the case of Ireland, India, and China. These include facilitating ICT sector work, ensuring a supply of qualified workers, exploiting the country’s distinctive capacities, and reconfiguring policy to adapt to changes in the global ICT market.
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Charles Henry, B. "ICT for Sustainable Development." Science and Technology 2, no. 5 (December 1, 2012): 142–45. http://dx.doi.org/10.5923/j.scit.20120205.06.

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Bird, Angela, and Lucy A. Tedd. "Reader development and ICT." Journal of Librarianship and Information Science 36, no. 4 (December 2004): 159–74. http://dx.doi.org/10.1177/0961000604050566.

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Abdrakhmanova, Gulnara, and Galina Kovaleva. "Trends in ICT Development." Foresight-Russia 3, no. 4 (December 30, 2009): 44–55. http://dx.doi.org/10.17323/1995-459x.2009.4.44.55.

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Madikiza, Lucky. "Embracing ICT for development." Development Southern Africa 29, no. 2 (June 2012): 335–36. http://dx.doi.org/10.1080/0376835x.2012.675701.

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Kautsarina, Kautsarina, Onny Rafizan, Ahmad Budi Setiawan, and Ashwin Sasongko Sastrosubroto. "Information and Communication Technology Service Industry Development in Indonesia." Australian Journal of Telecommunications and the Digital Economy 5, no. 3 (September 13, 2017): 50. http://dx.doi.org/10.18080/ajtde.v5n3.96.

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With the Indonesian Commitment to fulfill the Millennium Development goals which are mainly aimed to improve quality of life, followed by similar commitments to empower Information and Communication Technology (ICT) to achieve those goals, ICT developments in Indonesia has been growing very fast.Basically, the developments of ICT Infrastructure are based on several basic methods. Firstly, the ICT backbones were developed with the support of the Government, then liberalization of the ICT Service Industries was caried out so that private companies are encouraged to develop ICT business, followed by subsidized ICT services for selected areas where ICT services cannot be carried out feasibly. In addition, with the growing democracy in Indonesia, application and content are also liberalized, resulting fast growth of application and content provider, and this has pushed also the development of ICT Infrastructures by private companies.This paper will review the development of ICT service Industries in Indonesia, the history of how the industries was developed, both the policy as well as the development itself. This is followed by the description of the current situation. The future plan of ICT development will be also included. A more in depth explanation is given for the Telecommunication sector.
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Dissertations / Theses on the topic "ICT and development"

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Pade, Caroline Ileje. "An investigation of ICT project management techniques for sustainable ICT projects in rural development." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1002769.

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Poverty alleviation by means of rural development has become a priority among developing countries. In turn, rural development may be significantly enhanced and supported by Information and Communication Technologies (ICTs), the use of which is highlighted by the emerging importance of information and knowledge as key strategic resources for social and economic development. An analysis of rural case studies where ICTs have been introduced, suggests that there are a number of barriers and constraints that are faced when taking advantage of these technologies. These include access to infrastructure, limited formal education, insufficient training and capacity building, financial and political constraints, and social and cultural challenges. These challenges threaten the success and sustainability of rural ICT projects. Sustainability is key to the effectiveness of a rural ICT project; therefore it is important to understand the concept and categories associated with ICT project sustainability in rural areas. The categories of sustainability which include social and cultural, institutional, economic, political, and technological, reveal critical success factors that need to be considered in the implementation and management of rural ICT projects. The project management discipline acknowledges the importance of understanding the project’s environment, particularly environmental factors associated with rural communities. The complexity of the environment therefore implies the need for a project to be undertaken in phases comprising the project life cycle. Project management practice for rural ICT project sustainability can therefore be examined, adapting the traditional project life cycle to a rural ICT project. A Rural ICT Project Life Cycle (RICT-PLC) that is sensitive to the critical success factors of sustainability is therefore proposed. In order to further investigate the phases of the life cycle of a rural ICT project, two case study investigations are explored: the Dwesa ICT community project, and the Rhodes University Mathematics Education Project (RUMEP) (MathsNet). A multiple case study analysis confirms the practices associated with the RICT-PLC model, and identifies additional characteristics, phases and practices associated with rural ICT projects. Finally, an enhanced RICT-PLC model is developed, that sets sustainability guidelines for ICT project management in rural areas and identifies the people, environments, technologies, systems, and requirements for ICTs to support rural development activities.
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Chung, Hyunsook. "Governmentality in educational development : education, development and the role of ICT." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/556102/.

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Contemporary discourse in the related fields of education and development are increasingly dominated by notions of the knowledge economy, global competition, market compatibility, privatisation, performativity and entrepreunership. These dominant notions or imaginaries, proliferating through discourse across the world, impact on how we think about education and development and how thoughts are materialised in our everyday actions. Drawing on a Foucauldian approach to discourse analysis, this thesis problematises these inconspicuous, taken-for-granted notions, to make them visible and tangible, and to interrogate their role as mechanisms of discourse formation. It traces how such notions are manifested through the rhetorics, structures and trajectories of some instances of ‘education for development’. It works towards a better understanding of how the apparent post-WW2 neoliberal consensus has framed, transmitted and ratified these globalised and globalising discourses, and changed the dynamics of our social construction as citizens of a [post]modern globalised world, through the constitutive power of governmentality. Recent developments in ICT and digital education technologies have contributed to transfers or mobility of global education policies and a widening technologisation of educational systems. The thesis argues that these changes have been fuelled by transnational development programmes, such as Official Development Assistance funding, public-private partnership funding, and large scale philanthropy - under the rubric of bridging the digital divide. It further argues that these changes at the level of discourse are formed and sustained through relations of knowledge and power, which serve to legitimate the discourse and, in a kind of strategic game, make its dominant imaginaries appear more real. International policy makers, researchers and consultants are positioned at the centre of production and reproduction of the dominant discourse/s, and the consequent formation of policy and governance. The empirical data for this study comprises interviews with 51 such global knowledge workers, together with the texts of some key national and transnational policy documents. The study shows how these actors have themselves been constructed as subjects in the process of educational globalisation, and how the logic of the knowledge economy has been objectified and naturalised through this technology of the self.
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Mlambo-Ngcuka, Phumzile. "Mobile learning facilitated ICT teacher development : innovation report." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58641/.

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This Innovation Report reports on best practice in ICT teacher development (ICTTD) based on a literature study and an empirical action research study. The study was conducted with the assistance of a mobile-learning tutoring programme in four resource-constrained schools in South Africa. All the participating teachers had little or no ICT skills. It is predicated on the assumption that quality education helps in the reduction of poverty and inequality. It argues that the performance of an education system reflects the quality of its teachers, which is enhanced by in-service training, especially access to ICT-enriched lifelong learning (LLL) and continuing professional development (CPD). This requires teachers to acquire ICT skills and for their ICT learning styles to be considered. The main research question was concerned with how teachers acquire and improve ICT skills. The response to the main question identified the following important ICTTD enablers and best practice: collaborative learning, integration of pedagogy and subject knowledge with technology, leadership and use of practical ICTTD. The study took advantage of the ubiquity of mobile phones in South Africa, which as the most rapidly adopted technology in history, enabled learners to participate in the study. The participating tutoring teachers (TTs) were Life Orientation and Life Skills (LOLS) teachers who were asked to conduct online Life Orientation and Life Skills tutorials. They were chosen because they were least likely to be ICT competent. The participation in synchronous online tutorials gave the teachers a practical ICT user experience. They made use of the limited numbers of computers, and the learners used the more widely available mobile phones. The tutoring teachers (TTs) were supported by suitably qualified volunteer tutors (VTs) whose participation in the study improved both the tutor: learner ratio and the technology-enhanced learning TEL experience for the teachers and learners. The VTs and TTs were called Dr LOLS tutors. The interactions between the mobile learners and teachers were enabled by the social network MXit and the Chat Call Centre online (C3TO) platform, which is created by the Council for Scientific and Industrial Research (CSIR) in Pretoria. All the teachers acquired new ICT skills during the study. Key findings of the study include: -- The importance of enabling the VTs to ‘teach from anywhere’ and at a time agreed with learners, compared to the notion of ‘learning from anywhere anytime’, given that most learners did not own, but shared the mobile phones they used. -- Mobile-learning can be a gateway to a ‘device agnostic’ technology-enhanced learning (TEL) experience. -- The lack of mainstreamed TEL policy in poor schools limits the contribution TEL can make to poverty and inequality reduction. Implications for educational policy include; making integrated ICTTD mandatory at pre-service training, a TEL policy that integrates mobile-learning and repositions TEL as part of poverty reduction imperative.
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Almeida, Antonio. "ICT and sustainable development in an outermost region." Thesis, University of Newcastle Upon Tyne, 2008. http://hdl.handle.net/10443/133.

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The aim of this research project is to understand the link between the adoption of ICT tools and the economic development of a peripheral region. This study is focused on the current status of adoption of ICT tools by a sample of SMEs operating in a peripheral island, the Autonomous Region of Madeira, Portugal. The overt optimism propagated by supra-national organisations such as the EU, stresses that the adoption of ICT tools constitutes one of the key strategic weapons in overcoming the peripheral/remote character and competitiveness problems of less-favoured regions. This argument is based on evidence (core region based) that suggests a causal link between investment in ICTs and economic growth. However, there is no evidence to prove such a linkage in peripheral regions. The argument developed in this thesis is that a large scale adoption of ICT tools may have neutral or even negative effects on regional development prospects, in the specific context of remote island economies. The development of this new line of reasoning assumes that the examination of the potential contribution of ICTs in increasing growth prospects should be based on: an indepth analysis of the territorial dynamics of the region under analysis; the growth options available in such a specific territory; the degree of preparedness to embrace ICT tools; and the local firms' response to the on-going technological revolution. It is concluded, in line with the expectations developed in the thesis, that the large scale adoption of sophisticated ICT tools - namely, the adoption of complex e-commerce platforms - has not occurred in Madeira. It is also evident that the widespread adoption of ICT tools cannot provide a short term answer to island development problems. The current growth path is strongly conditioned by geographical constraints and by specialisation in traditional sectors, which cannot be reversed overnight. However, although the adoption of ICT tools such as the Internet has not impacted upon the macro-economy level, it does have consequences at the micro (firms) level for those firms making intensive use of Internet functionalities. This study, although based on quite a specific geographical and economic context, may provide interesting theoretical insights to be explored further. In fact, it is suggested that the traditional EU approach focused on increasing levels of general awareness should be reoriented towards a more promising focal point such as increasing the levels of effective use of ICT tools. Finally, this research project provides evidence to suggest that in the absence of a favourable macroeconomic environment, the adoption and use of ICT tools only increases the 'selection mechanism' at work (ie which firms survive, and which fail). As larger firms have the greater capacity to adopt complex ICT tools, any advantage arising from the adoption of such technologies will be concentrated on those firms already at an advantage. In the end it can be asserted that the traditional development strategies (personified by investments in transport and other 'hard' infrastructures) should continue to be pursued for the time being, in order to avoid the negative consequences of reduced income transfers in the period until a new cycle of development can be established in islands such as Madeira.
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Persson, Johan, and Andreas Torbiörnsson. "Banking the Unbanked – The Case of Mobile Money in Nepal." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-125614.

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This thesis investigates ICT diffusion in the context of developing countries, morespecifically in the case of Mobile Money in the Asian country Nepal. Mobile Moneyhas recently emerged in Nepal and has the potential to improve the lives of millions.The aim of the thesis was to examine the dominant business models in Nepal and thebarriers and drivers for the future diffusion of Mobile Money in Nepal. This was donethrough a case study consisting of a field study in Nepal and an extensive literaturereview in the field of ICT diffusion and Mobile Money. Interviews with stakeholdersin the Mobile Money business ecosystem, observations and databases fromorganizations such as the World Bank were used as data sources. The results showthat there are both barriers and drivers for Mobile Money and that the attitudes ofinstitutions, in this case the central bank, have a high impact on diffusion. The introduction of a technology into a new context was affirmed to be a complex,multi-dimensional process. However, in the case of Nepal, one of the solutions couldbe to improve institutional attitudes and make the regulations more accommodating.<br>Detta examensarbete undersöker spridningen av informations- och kommunikationsteknik(ICT) i utvecklingsländer. Fallet som undersöks är ‘Mobile Money’ i Nepal.‘Mobile Money’ har nyligen introducerats i Nepal och har potentialen att förbättralivet för miljontals människor. Syftet med denna uppsats är att undersöka dedominerande affärsmodellerna i Nepal samt vilka drivkrafter och hinder det finns föratt ‘Mobile Money’ ska spridas inom landet. För att möta syftet genomfördes enfältstudie i Nepal tillsammans med en omfattande litteraturstudie inom ICT spridningoch ‘Mobile Money’. Intervjuer med intressenter inom ‘Mobile Money’,observationer samt information från databaser från t.ex. Världsbanken har använtssom datakällor. Resultaten av studien visar att det finns både hinder och drivkrafterför ‘Mobile Money’ i Nepal och att inställningen hos landets institutioner, i detta fallCentralbanken, har en stor påverkan på spridningen. Införandet av teknik i en ny kontext, eller land i detta fall, visade sig vara en komplex,multidimensionell process. En lösning i Nepal skulle dock kunna vara att förbättraden institutionella attityden och göra regleringarna mer tillmötesgående.
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Bankole, Felix Olubisi. "Investigating the impact of ICT investments on human development." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11873.

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Includes abstract.<br>Includes bibliographical rereneces (leaves 114-128).<br>In the last two decades, the worldwide information and communication technology (ICT) market has been growing at a rapid rate. This has led to the global net increase in ICT usage and investments. International organizations, ICT vendors, policy makers have been trying to determine if such huge investments are worthwhile. However, the result regarding this issue is inconclusive, for this research area is fraught with complexity and existing empirical study is limited. Investigating the impact of ICT investments on human development requires appropriate methods that can provide a deeper understanding and which are based on IS perspective theory. Of particular importance are different aspects of ICT investments and the components of human development. For example, ICT investments consist of four aspects namely hardware, software, internal spending and telecommunication investments while human development components are GOP, literacy rates and life expectancy rates. If these variables are not modelled correctly, their effect on each other can be either under- or overestimated and the appropriate level of impact is therefore required.
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Magagane, Raesetja Linah. "The development and technologizing of selected Sepedi ICT terminology." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002156.

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It is my wish that the Sepedi language speakers, through the development and technologization of certain Sepedi ICT terminology, are able to operate a computer in their own language, and implement the new developed and technologized ICT terminology (technologization). The pupils and students at their various institutions should be made comfortable in using the developed and technologized Sepedi language terminology. In the long run the Sepedi language speakers should be ensured access to the web in order to find information about Sepedi language, culture and terms in disciplines such as ICT. It is recommended in this thesis that higher learning institutions offer bursaries to students to develop all South African languages in such a manner that they can be used in all high status functions.
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James, Martin Barrie. "State of the nation : a comparative analysis of teacher professional development with ICT between ICT PD clusters and non-ICT PD schools : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2803.

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Professional Development programmes in Information and Communication Technologies (ICT PO) in schools have had significant growth since the development of successive national ICT strategies by the Ministry of Education. Since the late 1990s the Ministry has provided funding to clusters of schools to carry out professional development programmes in the use and the integration of ICT into teaching and learning. Research, looking at the impact this ICT PO is having on teacher skills and attitudes, has amassed large quantities of rich data. By the end of 2004 40% of New Zealand schools will have been involved in an ICT PO cluster. This research sought to make a comparative analysis of ICT PO and non- ICT PO schools. The project looked at data from those exiting an ICT programme, those about to enter a programme and those who had had no involvement in ICT PO cluster programmes. This project found that schools who had not been involved in ICT PO clusters had high levels of personal ICT skills and confidence on a comparable level to those who had completed three years of ICT PD. Differences in the cohorts were apparent in the amount of time teachers attempted to integrate ICT into their programmes for student's use. It appears that: • ICT PO clusters are making a difference. The key difference is that they increase ICT usage by teachers and students. • ICT PO clusters create high levels of anxiety for teachers on entry cluster programmes. • Other ICT initiatives are having a positive effect on teachers unable to access ICT PO cluster programmes.
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Hjelmervik, Ove Rustung. "ICT-supported knowledge representation for Development of Routines in industry." Doctoral thesis, Norwegian University of Science and Technology, Department of Productions and Quality Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1467.

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<p>The ability to develop operating routines through the support of information and communication technology (ICT) is being valued by the business community as a source of competitive advantage in the information economy; and research concerning the facilitating role of such technology in relation to organizational learning and development of routines is therefore required. In this thesis the focus is directed at the relationship between communication technology and the development of routines in an industrial organization leading to enhanced value creation. The impact computer-supported knowledge representation has on an organization’s ability to change through development of operating routines are addressed, and propositions concerning the effects on different aspects of communication technology (e.g. system structure and functionality) and organizational environment (e.g. organizational learning, empowerment, systemic innovation, and absorptive capacity) are developed. The moderating role (i.e. the learning mechanisms) of an organization’s ability to learn from, and share, experience within a multilevel nested organizational structure is also discussed and evaluated.</p><p>The main goal of this study has been to reveal and explain how operating routines are developed and learned through ICT-supported knowledge representation, and on this basis build concepts and methods that can be used to improve the development of operating routines in business organizations. In this context we have developed a deliberate organizational learning model (DOLM). The main contributions of this work are the following:</p><p>• Development of operating routines may be enhanced through computercommunication given a multilevel nested iterative organization structure applying an ICT-supported deliberate organizational learning model.</p><p>• Empowered employees are willing to participate in the development of routines through such communication by sharing experience that may impact on operative and strategic activities, resulting in enhance productivity.</p><p>• Employees participating directly, or indirectly, in the design of ICT systems are positive to applying computers for the purpose of organizational learning and development of routines.</p><p>• Because of their capacity to absorb new knowledge within a context specific domain, experienced operational personnel understand new routines presented through ICTsupported deliberate organizational learning structure.</p><p>Many people take it for granted that computers support organizational learning, yet to the best of our knowledge little empirical proof has been forthcoming through the literature. We will argue that the development of operating routines can be enhanced through the application of a computer-based deliberate organizational learning model. Furthermore, our case identifies a multilevel nested iterative organization structure as a contributing mechanism for such a model to succeed. The current theory on empowerment does not say anything about employees’ willingness to apply ICT, nor does it suggest that employees are willing to share experience through the application of ICT. Our findings clearly indicate that empowered employees are applying ICT in the pursuit of developing routines and are willing to share experience through computers. Furthermore, our findings suggest systemic innovation theory to include employees that are indirectly participating in the design of systems as being positive to using computers. Such indirect participation includes employees knowing of colleagues participating in system design. While some theories argue that employees learn new routines through story-telling within a community-of-practice (COP), our data indicate that new operating routines transferred to experienced operators through ICT can be learned. Experienced operators learn new routines through having an absorptive capacity because knowledge will diffuse more rapidly among employees who have prior experience.</p><p>Our case study shows that organizations can develop operating routines supported by knowledge represented in ICT. This research contributes to the understanding that development of routines can take place through an ICT-supported deliberate organizational learning model applied within an employee-empowered multilevel nested iterative organization structure.</p><p>A best practice knowledge management (KM) system representing the firm’s operating routines is studied over time as it is being implemented in the business units within a corporation. Our focus is on change processes through development of operating routines by studying how the organization can learn from its experience, share such experience and from accumulated experience develop new routines. This thesis is a longitudinal explorative case study, basing its findings on in-dept interviews at operator, middle and senior management levels. We are basing our observations primarily on the cognitive/behavioural organisational learning theory. Based on our observations we mapped and analyzed if, how and under which circumstances an organization, supported by ICT-represented knowledge, is able to develop operating routines and thus enhance the value creation in the company. On this basis we have developed a set of “within-case” propositions. These propositions predict how and under which circumstances organizations may learn through the support of ICT, leading to development of operating processes and routines for the purpose of enhancing value creation in business organizations.</p><p>Some literature argues that knowledge is tacit and organizations learn only through practice. Our findings cannot confirm this. We have through the application of the cognitive/behavioural theory tested out organizational learning. Our research indicates that in context specific situations experienced employees can learn new routines through computer systems support. However, in order for organizations to learn, it is not enough to just implement a computer system. Our findings suggest a need for the implementation of a strategic process where the development of an integrated DOLM is the objective. Furthermore, certain organizational structures need to be in place for such a system to be applied resulting in capturing and sharing accumulated experience. In this sense strategy, change processes, and KM systems are intrinsically linked.</p><p>This research is based on a case study of Hydro Aluminium’s BestPracticeSystem (BPS), a successful in-house developed enterprise KM system implemented in the period 2003/4. The case study demonstrates the usefulness of the model to support change processes through development of operating routines, and the improvement in productivity that can be achieved by implementing a deliberate organizational learning model in conjunction with a process oriented manufacturing practice. Knowledge represented through ICT can drive value creation.</p>
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Park, Melanie Lynn. "Middle School Teachers' Professional Development Needs for ICT Literacy Integration." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2751.

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This qualitative case study explored U.S. middle school teachers' professional development needs in Information, Communication, and Technology (ICT) literacy integration. Past literature has suggested that teachers should improve classroom practices that promote ICT literacy, but few studies have addressed educators' specific training needs. This study was designed to identify the unique professional development needs of academic teachers in a Midwestern middle school using focus groups and interviews to explore teacher perceptions of current technology usage as well as the barriers and/or facilitators of ICT literacy integration. The conceptual framework was based on Knowles's theory of adult learning, which suggested that adult learners are motivated when they understand the real applications of new information. Methodological triangulation was obtained using 3 teacher focus groups and 2 interviews with 17 academic teachers, 1 administrator, and 1 resource teacher. Transcription documents from the focus groups and interviews were color-coded to identify emerging themes. The findings revealed that the participants believed that their students currently use technology to access information, but rarely evaluate the validity of digital information. To address this deficit, a professional development plan was created with the goal of increasing teachers' ICT literacy integration skills in the area of information evaluation. This plan was designed to improve methodological practices and lead to better classroom instruction, creating positive social change by making educators better-equipped to meet the needs of their students. The local community will also benefit as students leave school better prepared to meet the demands of a technological workforce.
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Books on the topic "ICT and development"

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Kaur, Harleen, Ewa Lechman, and Adam Marszk, eds. Catalyzing Development through ICT Adoption. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56523-1.

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Zunguze, Margaret. Contextualising ICT for development in Zimbabwe. [Harare]: EKOWISA, 2009.

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Contextualising ICT for development in Zimbabwe. [Harare]: EKOWISA, 2009.

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Meng, Qingxuan. New economy and ICT development in China. Helsinki: United Nations University, World Institute for Development Economics Research, 2001.

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Alias, Nor Aziah. ICT Development for Social and Rural Connectedness. New York, NY: Springer New York, 2013.

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Kordha Tolica, Ermelinda, Kozeta Sevrani, and Klodiana Gorica. Information Society Development through ICT Market Strategies. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17196-8.

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Alias, Nor Aziah. ICT Development for Social and Rural Connectedness. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6901-8.

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Ben Ahmed, Mohamed, Sehl Mellouli, Luis Braganca, Boudhir Anouar Abdelhakim, and Kwintiana Ane Bernadetta, eds. Emerging Trends in ICT for Sustainable Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-53440-0.

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ICT influences on human development, interaction, and collaboration. Hershey, PA: Information Science Reference, 2013.

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Pusat Penelitian dan Pengembangan Aplikasi Informatika dan Informasi dan Komunikasi Publik (Indonesia). Pengaruh investasi ICT terhadap pertumbuhan ekonomi. Jakarta: Kementerian Komunikasi dan Informatika, Badan Penelitian dan Pengembangan SDM, Puslitbang Aptika & IKP, 2014.

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Book chapters on the topic "ICT and development"

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Oh, Myung, and James F. Larson. "Energy and ICT." In Digital Development in Korea, 155–71. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge advances in Korean studies: Routledge, 2019. http://dx.doi.org/10.4324/9780429022111-8.

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Maurseth, Per Botolf. "ICT, Growth and Happiness." In Digitalisation and Development, 31–86. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9996-1_2.

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Hilty, Lorenz M., and Magda David Hercheui. "ICT and Sustainable Development." In IFIP Advances in Information and Communication Technology, 227–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15479-9_22.

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Lysne, Olav. "Development of ICT Systems." In The Huawei and Snowden Questions, 31–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74950-1_4.

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Bhattacharya, Poulomi, and Vivekananda Mukherjee. "Red Tape, Corruption and ICT." In Digitalisation and Development, 345–60. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9996-1_13.

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Frissen, Valerie, and Marc van Lieshout. "Ict in everyday life." In User Behavior and Technology Development, 253–62. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-5196-8_25.

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Tolica, Ermelinda Kordha, Kozeta Sevrani, and Klodiana Gorica. "ICT Sector and the Importance of ICT Infrastructure Management." In Information Society Development through ICT Market Strategies, 23–36. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17196-8_2.

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Hanna, Nagy K. "Options for ICT-Enabled Development." In e-Transformation: Enabling New Development Strategies, 79–99. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-1185-8_3.

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Gibbons, Pamela, Kathryn Crawford, Susan Crichton, and Robert Fitzgerald. "Cognitive development in ICT contexts." In Communications and Networking in Education, 221–30. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35499-6_20.

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Mckenney, Susan, and Nienke Nieveen. "ICT Tools for Curriculum Development." In Curriculum Landscapes and Trends, 199–215. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_12.

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Conference papers on the topic "ICT and development"

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Lin, Kui Fong, and Su Lynn Tan. "LEVELLING UP TEACHERS’ ICT COMPETENCIES: A DEPARTMENT’S APPROACH TO ICT INTEGRATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0521.

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Mayoral, Asunción, Javier Morales, Fernando Borrás, and Juan Aparicio. "ICT TRAINING FOR FUTURE TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2131.

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Smeriglio, Donatello, Aldo Epasto, Sebastiano Nucera, and Alessandro Mazzeo. "ICT AND LEARNING: DIGITAL LITERATES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1332.

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Habib, Ahsan, Debojyoty Chowdhury, and Mridul Kanti Bhattacharjee. "ICT for development and UISC." In ICEGOV '13: 7th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2591888.2591950.

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Riaz, Waleed, Haris Durrani, Suleman Shahid, and Agha Ali Raza. "ICT Intervention for Agriculture Development." In ICTD '17: Ninth International Conference on Information and Communication Technologies and Development. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136560.3136598.

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Houlin Zhao. "Global ICT development and ITU." In 2008 Third International Conference on Communications and Networking in China (CHINACOM). IEEE, 2008. http://dx.doi.org/10.1109/chinacom.2008.4684950.

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Butrime, Edita, Vida Melninkaite, Rita Valteryte, and Vida Statkeviciene. "ICT TEACHERS’ AND DISTANT ICT STUDENTS’ APPROACH TOWARDS WORK AND COMMUNICATION IN VLE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1056.

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Pereira Meireles da Silva, Algeless Milka, Anna Engel, and César Coll. "USES OF ICT DEVICES, ICT-MEDIATED ACTIVITIES AND IMPORTANCE OF ICT TO LEARN THE ATTRIBUTED BY BRAZILIAN UNDERGRADUATES FROM HUMANITIES AND TECHNOLOGICAL COLLEGE CAREERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1557.

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Benedek, András, and György Molnár. "OPEN CONTENT DEVELOPMENT IN ICT ENVIRONMENT." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0572.

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In Jong Kim and Sungpil Lee. "Development of telemetry data processing program." In 2013 International Conference on ICT Convergence (ICTC). IEEE, 2013. http://dx.doi.org/10.1109/ictc.2013.6675398.

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Reports on the topic "ICT and development"

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Ceia, Vanessa, Benji Nothwehr, and Liz Wagner. Gender and Technology: A rights-based and intersectional analysis of key trends. Oxfam, May 2021. http://dx.doi.org/10.21201/2021.7598.

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This report employs an intersectional feminist framework to identify and analyze key trends related to gender and technology. It aims to provide a holistic picture of how gender and technology are embedded in and influenced by a myriad of intersecting issues and challenges that complicate how ICT for development (ICT4D) initiatives concretely impact women’s lives. Based on synthesized research, the report provides recommendations for relevant stakeholders on how to approach the field of international development using technology as a tool for social good in ways that benefit the most marginalized members of our global community.
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Melvin, Jeremy A., Sean Miller, and Erik L. Vold. Development of ICF Mix Code. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1090630.

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Melvin, Jeremy A., Sean Miller, and Erik L. Vold. Development of ICF Mix Code. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1090631.

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Tatinclaux, Jean-Claude P., and Carl R. Martinson. Development of a River Ice Prow. Fort Belvoir, VA: Defense Technical Information Center, July 1988. http://dx.doi.org/10.21236/ada199466.

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Stewart, Jr., W. Development of ice self-release mechanisms. Office of Scientific and Technical Information (OSTI), September 1989. http://dx.doi.org/10.2172/5792712.

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Author, Not Given. Electron Storage Ring Development for ICS Sources. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1483823.

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Kok, Gregory, and Gourihar Kulkarni. Development of a Mobile Ice Nucleus Counter. Office of Scientific and Technical Information (OSTI), July 2014. http://dx.doi.org/10.2172/1136534.

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Loewen, Roderick. Electron Storage Ring Development for ICS Sources. Office of Scientific and Technical Information (OSTI), September 2015. http://dx.doi.org/10.2172/1221937.

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Lau, F. S., and R. H. Carty. Development of the IGT RENUGAS{reg_sign} process. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10177076.

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Hicks, Jacqueline. Environmental Challenges of Digital Transformation in Developing Countries. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.107.

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This rapid review synthesises the literature on the environmental risks of four different aspects of digital transformation in developing countries: ICT adoption, digitally-enabled energy efficiency, ride-hailing apps, and big data use. The overall message which runs throughout the diverse literatures and results is that it is not digital technologies that create environmental risks or opportunities, but how they are used. Efficiency gains derived from digital transformation may yet lead developing countries down existing unsustainable development paths if not accompanied by careful, context-dependent policy. For policy-makers seeking to mitigate environmental risks, this means putting the context of digital use at the centre of analysis rather than the technologies themselves. However, the research literature covers more specific aspects of digital transformation. In practice, this report defines digital transformation as: ICT adoption, digitally-enabled energy efficiency, ride-hailing apps, and big data use. These topics were chosen after an initial scoping review of available literature, and because they exemplify a range of the different types of potential digital effects. The literature on the environmental risks of digital transformation is huge and conflicting. This is problematic because it could be easy to cherry pick preferred research results. Several studies noted that there is less research on developing countries than developed countries, but the evidence base is still large. As an evidence review, this report focused on the academic literature, but there is also a large grey literature. Some of the literature has a gender aspect, not covered in this report.
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