Knowledge Maps: ICTs in Education - What Do We Know about the Effective Uses of Information and Communication Technologies in Education in Developing Countries?
Online Submission, (0101 2005)EM: 2007.Abstract
Recent work at infoDev (the World Bank) created a series of Knowledge Maps of what is known and what isn't about ICT use in education. These knowledge maps reveal that, despite a decade of large investment in ICTs to benefit education in OECD countries, and increasing use of ICTs in education in developing countries, important gaps remain in the current knowledge base. In addition, there appears to be a dearth of useful resources attempting to translate what is known to work and not work in this field for policymakers and donor staff working on education issues in developing countries, especially those issues related to Education For All and other education-related Millennium Development Goals. The knowledge mapping exercise investigated ten topics: impact of ICTs on learning and achievement; monitoring and evaluation; equity issues; costs; current projects and practices; specific ICT tools; teachers, teaching and ICTs; content & curriculum; school-level issues; and policy issues; grouped into four major themes: Impact, Costs, Current Implementations and Planning. These "Knowledge Maps" attempt to outline where important gaps in received knowledge exist, and were utilized in the formulation of recommendations in support of a series of related research projects and workshops at infoDev. Initially a series of internal documents, expressed demand from partner organizations and various donor staff focusing on education issues resulted in infoDev deciding to publish these knowledge maps, in the hope that a wider audience may find them useful as well. The Knowledge Map briefing sheets are meant to serve as quick snapshots of what the research literature tells us about a number of key areas of information related to ICT use in education. Taken together, they are not meant to be an exhaustive catalog of everything that is known (or is debated) about the use of ICTs in education; rather, they are an attempt to limn the general shapes of a very large body knowledge. The knowledge mapping is meant to serve as a tool to point to key general assertions and gaps in the knowledge base of what is known about ICTs in education, especially as such knowledge may relate to the education-related MDGs. Appended are: (1) Millennium development goals related to education. This document is produced by World Bank for Reconstruction and Development/ The World Bank.
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