The appearance of COVID-19 has caused the modification of social relationships in multiple settings, where the university is one of them. How could the possibilities of interactive platforms and the Internet be used appropriately to guarantee the correct development of the teaching process in countries with little development in both aspects?
acredito que não é realidade, pois esses países possuem em geral muita dificuldade de acesso de qualidade a internet, e grande parte da população não consegue conexão.
Developing countries use technology for entertainment rather than scientific benefit
Dear Willy Rodrigez,
just read recently an interesting contribution from the World Bank on this issue:
https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic
Although this is more an overview on some initiatives taken in various countries (even if impressing...), it doesn't say anything about the effectiveness of the measures which has probably still to be evaluated later on...
Kind regards, Volker
The criteria received so far are very interesting, since they point in three important directions:
Alexsande Oliveira Franco, I agree somewhat with your comment but I believe that solutions should be sought to gain access to these technologies. In my opinion it is possible.
Yousif Yaqoob Yousif, I do not think it is something that is done only in developing countries, for example NETFLIX is not something typical of these countries but of highly developed ones. I believe that in developing countries there are many professionals who use technology for scientific purposes, for example: in Cuba the first vaccine proposal for COVID-19 in Latin America has just been made.
Volker G. Täube, I agree with you that although it only represents a description of actions, where also some countries are not included, it does represent an overview possible answers.
Then, for example, ¿it would be possible to comment and exchange some experiences on the use of ICTs in higher education?, considering that at this level of education there are perhaps the greatest possibilities for this.
It is a real possibility if in a given underdeveloped and developing country funds are allocated from the state's public finances for research and development in the field of creating and developing innovations in the field of ICT information technologies, implementing these innovations to various sectors of the economy and if there is cooperation international with highly developed countries, i.e. equipped with modern solutions of ICT and its implementation in various branches and sectors of the economy.
Best regards,
Dariusz Prokopowicz
1.Connectivity.
A first access barrier for using ICTs is the lack of a mobile network or broadband Internet network. In many rural areas, the basic infrastructure for ICT access is not yet presen't
2. Awareness.
Even if there is basic access and connectivity, not everyone understands what a mobile phone or the Internet can do for them, how to use a mobile for something other than a phone call, the kinds of information and services that can be accessed or delivered through a mobile phone or over the Internet, or how this information can be used to improve lives and livelihoods. Young people living in rural areas may not have ever heard of some of the mobile applications touted among development agencies or being used in capital cities.
3. Relevance.
Information and content available by mobile phone or on the Internet is not always culturally relevant, appropriate, in local language, consumable by the illiterate, or produced locally. This affects both motivation for accessing the information and absorption of information once it is accessed. It also means that the voices and contexts of much of the world are not represented.
4. Attainability.
Even if the other barriers to access have been resolved, socio-economic and cultural issues such as gender discrimination or attitudes about people with disabilities impact on the effective use of ICTs.
Technology is never a solution per se: informed by needs, ICT must deliver context-appropriate solutions framed by infrastructure—first and foremost, requisite institutional structure and capacity, a reform-oriented mindset, necessary skills and expertise, appropriate business models, and enabling policy and regulatory environments. Once these prerequisites are at hand or in train, there is great scope for the deployment of e-services and applications.
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Dariusz Prokopowicz, I agree with you that if there are funds for the use of these technologies, then there could be good results. For example: in Cuba, where resources are very limited, there is strong state support for research centers. Of course, access to the best technology is still very distant due to different factors.
Rashmi Pramanik, I agree with your opinions and it is true that not only having good connectivity solves the problem. It is common in underdeveloped countries to have social problems that cause poor use of ICTs. Being able to use ICTs goes through the need for an adequate level of instruction and not seeing them as a simple instrument of communication or entertainment. In many cases, racial, gender and disability barriers also prevent the appropriate use of ICTs.
Olivier Serrat, it is true that not only having technology would solve the problem of using ICTs in underdeveloped countries. I agree with you on the need for sound policies that allow their conscious use and oriented to the solution of multiple tasks in contemporary society.
Very illustrative the materials you shared.
Due to existing gaps in connectivity, are underdeveloped countries condemned not to use ICT as support in their teaching process? What variants could be used to include them?
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