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Technology use in education in low resource, poor, rural and isolated communities

One challenge for educational policymakers and planners with oversight of education activities  exploring the potential use of informational and communication technologies in remote, low income communities is that most models, expertise, and research related to ICT use in education come from high-income contexts and environments (typically urban, or at least peri-urban).

One consequence is that technology-enabled 'solutions' are imported and 'made to fit' into more challenging environments. When they don't work, this is taken as 'evidence' that ICT use in education in such places is irrelevant -- and possibly irresponsible.

That said, lessons are being learned as a result of emerging practices, both good and bad, in the use of ICTs in education in low resource, poor, rural and isolated communities that may be useful to help guide the planning and implementation of ICT in education initiatives in such environments.

Additional information

"Promising uses of technology in education in poor, rural and isolated communities around the world" is a short summary of some related approaches and projects, and includes copious links to related posts that have appeared on the World Bank's EduTech blog. General treatments of the topic include:

Some notable EduTech blog posts on individual projects and initiatives:

Given its increasing availability, indeed near ubiquity, in many rural communities, posts on the use of mobile phones in education may also be of interest, as might posts about the use of e-reading devices.