%0 Journal Article %1 RefWorks:306 %A Mutonyi, Harriet %A Norton, Bonny %D 2007 %J Language & Education: An International Journal %K & -- 1979-; COMMUNICATION COMPUTER Curricula; DEVELOPING DIGITAL ECONOMIC EDUCATION EDUCATION; Economic INTERNET LITERACY; STUDENTS; TECHNOLOGY UGANDA aspects; conditions conditions; countries; divide; education; gap; in network resources; technology; %N 3 %P 264-270 %T ICT on the Margins: Lessons for Ugandan Education %U http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25492583&site=ehost-live %V 21 %X In this end piece, we argue that while this special issue shifts debates on the digital divide to address students' capacity to use Information and Communication Technologies (ICT) for productive social purposes, access to ICT remains a major challenge in countries like Uganda, in which less than 1%of the population has access to the Internet. However, since the case studies address marginalised communities in Australia, Brazil, Greece and South Africa, the findings have relevance to Uganda and other developing countries. Five lessons, in particular, are important for curriculum planning and policy development in Uganda: the need to collect empirical data on ICT access and use; the importance of recognising local differences across rural and urban communities, male and female students; the need to promote professional development of teachers so that they can make effective use of ICT in classrooms; the importance of integrating in and out-of-school digital literacy practices; and the need to consider how global software can best be adapted for local use. We conclude that if ICT is to play its part in achieving Education for All by 2015, there is an urgent need for collaborative partnerships between a wide range of stakeholders at both the local and global level. ABSTRACT FROM AUTHOR; Copyright of Language & Education: An International Journal is the property of Multilingual Matters and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts) %@ 09500782

@article{RefWorks:306, abstract = {In this end piece, we argue that while this special issue shifts debates on the digital divide to address students' capacity to use Information and Communication Technologies (ICT) for productive social purposes, access to ICT remains a major challenge in countries like Uganda, in which less than 1%of the population has access to the Internet. However, since the case studies address marginalised communities in Australia, Brazil, Greece and South Africa, the findings have relevance to Uganda and other developing countries. Five lessons, in particular, are important for curriculum planning and policy development in Uganda: the need to collect empirical data on ICT access and use; the importance of recognising local differences across rural and urban communities, male and female students; the need to promote professional development of teachers so that they can make effective use of ICT in classrooms; the importance of integrating in and out-of-school digital literacy practices; and the need to consider how global software can best be adapted for local use. We conclude that if ICT is to play its part in achieving Education for All by 2015, there is an urgent need for collaborative partnerships between a wide range of stakeholders at both the local and global level. [ABSTRACT FROM AUTHOR]; Copyright of Language & Education: An International Journal is the property of Multilingual Matters and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)}, added-at = {2008-12-27T17:34:46.000+0100}, author = {Mutonyi, Harriet and Norton, Bonny}, biburl = {https://www.bibsonomy.org/bibtex/2daa731df7d3266b116a167e0cb6c8916/critzo}, description = {test export from refworks}, interhash = {49ba1fb414544de44636cf9032b7f7d7}, intrahash = {daa731df7d3266b116a167e0cb6c8916}, isbn = {09500782}, journal = {Language & Education: An International Journal}, keywords = {& -- 1979-; COMMUNICATION COMPUTER Curricula; DEVELOPING DIGITAL ECONOMIC EDUCATION EDUCATION; Economic INTERNET LITERACY; STUDENTS; TECHNOLOGY UGANDA aspects; conditions conditions; countries; divide; education; gap; in network resources; technology;}, month = {05}, note = {M3: Article; Accession Number: 25492583; Mutonyi, Harriet 1 Norton, Bonny 1; Email Address: bonny.norton@ubc.ca; Affiliation: 1: Department of Language and Literacy Education, University of British Columbia, Canada; Source Info: 2007, Vol. 21 Issue 3, p264; Subject Term: INTERNET in education; Subject Term: DIGITAL divide; Subject Term: COMMUNICATION & technology; Subject Term: DEVELOPING countries; Subject Term: STUDENTS; Subject Term: EDUCATION; Subject Term: LITERACY; Subject Term: COMPUTER network resources; Subject Term: EDUCATION -- Curricula; Subject Term: UGANDA -- Economic conditions -- 1979-; Subject Term: ECONOMIC aspects; Subject Term: ECONOMIC conditions; Subject Term: TECHNOLOGY gap; Subject Term: UGANDA; Number of Pages: 7p; Document Type: Article}, number = 3, pages = {264-270}, timestamp = {2008-12-27T17:34:58.000+0100}, title = {ICT on the Margins: Lessons for Ugandan Education}, url = {http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25492583&site=ehost-live}, volume = 21, year = 2007 }