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Information and Communication Technologies for Development (ICT4D) refers to the use of Information and Communication Technologies (ICTs) in the fields of socioeconomic development, international development and human rights. The theory behind this is that more and better information and communication furthers the development of a society. Aside from its reliance on technology, ICT4D also requires an understanding of community development, poverty, agriculture, healthcare, and basic education. This makes ICT4D appropriate technology and if it is shared openly open source appropriate technology.[1] Richard Heeks suggests that the I in ICT4D is related with “library and information sciences”, the C is associated with “communication studies", the T is linked with “information systems", and the D for “development studies”.[2] It is aimed at bridging the digital divide and aid economic development by fostering equitable access to modern communications technologies. It is a powerful tool for economic and social development.[3] Other terms can also be used for "ICT4D" or "ICT4Dev" ("ICT for development") like ICTD ("ICT and development", which is used in a broader sense[4]) and development informatics. ICT4D can refer to assisting disadvantaged populations anywhere in the world, but it is usually associated with applications in developing countries. It is concerned with directly applying information technology approaches to poverty reduction. ICTs can be applied directly, wherein its use directly benefits the disadvantaged population, or indirectly, wherein it can assist aid organisations or non-governmental organizations or governments or businesses to improve socio-economic conditions. The field is an interdisciplinary research area through the growing number of conferences, workshops and publications.[5][6][7] This is partly due to the need for scientifically validated benchmarks and results, that can measure the effectiveness of current projects.[8] This field has also produced an informal community of technical and social science researchers who rose out of the annual ICT4D conferences.[9] Theoretical background The ICT4D discussion falls into a broader school of thought that proposes to use technology for development. The theoretical foundation can be found in the Schumpeterian notion of socio-economic evolution,[10] which consists of an incessant process of creative destruction that modernizes the modus operandi of society as a whole, including its economic, social, cultural, and political organization.[11] The motor of this incessant force of creative destruction is technological change.[12][13] While the key carrier technology of the first Industrial Revolution (1770–1850) was based on water-powered mechanization, the second Kondratiev wave (1850–1900) was enabled by steam-powered technology, the third (1900–1940) was characterized by the electrification of social and productive organization, the fourth by motorization and the automated mobilization of society (1940–1970), and the most recent one by the digitization of social systems.[10] Each one of those so-called long waves has been characterized by a sustained period of social modernization, most notably by sustained periods of increasing economic productivity. According to Carlota Perez: “this quantum jump in productivity can be seen as a technological revolution, which is made possible by the appearance in the general cost structure of a particular input that we could call the 'key factor', fulfilling the following conditions: (1) clearly perceived low-and descending-relative cost; (2) unlimited supply for all practical purposes; (3) potential all-pervasiveness; (4) a capacity to reduce the costs of capital, labour and products as well as to change them qualitatively”.[13] Digital Information and Communication Technologies fulfill those requirements and therefore represent a general purpose technology that can transform an entire economy, leading to a modern, and more developed form of socio-economic and political organization often referred to as the post-industrial society, the fifth Kondratiev, Information society, digital age, and network society, among others. ICT4D cube: an interplay between technology (horizontal: green), society (vertical: blue), policy (diagonal: yellow/red)The declared goal of ICT-for-development is to make use of this ongoing transformation by actively using the enabling technology to improve the living conditions of societies and segments of society. As in previous social transformations of this kind (industrial revolution, etc.), the resulting dynamic is an interplay between an enabling technology, normative guiding policies and strategies, and the resulting social transformation.[10][11][12] In the case of ICT4D, this three-dimensional interplay has been depicted as a cube.[14] In line with the Schumpeterian school of thought, the first enabling factor for the associated socio-economic transformations is the existence technological infrastructure: hardware infrastructure and generic software services. Additionally, capacity and knowledge are the human requirements to make use of these technologies. These foundations (horizontal green dimension in Figure) are the basis for the digitization of information flows and communication mechanisms in different sectors of society. When part of the information flows and communication processes in these sectors are carried out in e-lectronic networks, the prefix "e-" is often added to the sector's name, resulting in e-government, e-business and e-commerce, e-health, and e-learning, etc. (vertical blue dimension in Figure). This process of transformation represent the basic requirements and building blocks, but they are not sufficient for development. The mere existence of technology is not enough to achieve positive outcomes (no technological determinism). ICT for Development policies and projects are aimed at the promotion of normatively desired outcomes of this transformation, the minimization of negative effects, and the removal of eventual bottlenecks. In essence, there are two kinds of interventions: positive feedback (incentives, projects, financing, subsidies, etc. that accentuate existing opportunities); and negative feedback (regulation and legislation, etc.) that limit and tame negative developments (diagonal yellow-red dimension in Figure).[14] History A telecentre in GambiaThe intentional use of communication to foster development is not new. So-called Development Communication research during the 1960s and 1970s set the ground for most existing development programs and institutions in the field of ICT4D, with Wilbur Schramm, Nora C. Quebral and Everett Rogers being influential figures in this academic discipline. In modern times, ICT4D has been divided into three periods:[15] ICT4D 0.0: mid-1950s to late-1990s. This was before the creation of the term "ICT4D". The focus was on broadcasting Development Communication, computing / data processing for back-office applications in large government and private sector organizations in developing countries. ICT4D 1.0: late-1990s to late-2000s. The combined advent of the Millennium Development Goals and mainstream usage of the Internet in industrialised countries led to a rapid rise in investment in ICT infrastructure and ICT programmes/projects in developing countries. The most typical application was the telecentre, used to bring information on development issues such as health, education, and agricultural extension into poor communities. More latterly, telecentres might also deliver online or partly online government services. ICT4D 2.0: late-2000s onwards. There is no clear boundary between phase 1.0 and 2.0 but suggestions of moving to a new phase include the change from the telecentre to the mobile phone as the archetypal application. There is less concern with e-readiness and more interest in the impact of ICTs on development. Additionally, there is more focus on the poor as producers and innovators with ICTs (as opposed to being consumers of ICT-based information). As information and communication technologies evolve, so does ICT4D: more recently it has been suggested that Big Data can be used as an important ICT tool for development and that it represent a natural evolution of the ICT4D paradigm.[16] Values framework It is unusual for an objective endeavor, a research, to have corresponding values. However, since ICT4D is foremost an initiative as well as an advocacy, it can be that development itself opts for a certain ideal or state. As such, values in developmental research can be included. The Kuo Model of Informatization has three dimensions, namely: infrastructure, economy and people. These dimensions correspond to:[17] Education and literacy levels Economic indicators (GNP, GDP, etc.) Telecommunications and media infrastructure However, this may not be applicable to all countries. In the model, the three dimensions are correlated with each other, but Alexander Flor notes that in his country, the Philippines, the model is not be entirely suitable due to the following reasons: The high education and literacy levels are not directly correlated with telecommunications infrastructure and degree of economic development. The correlation between the degrees of telecommunications infrastructure and economic development cannot easily be established. Flor proposes a new dimension be added to the Kuo Model - values dimension. This dimension can be operationalized through government priority indicators, subsidy levels and corruption levels among others. He proposes the following values for this dimension: equality, complementarity, integration, participation and inclusion, development from within and convergence.[18] Access and Use of ICT See also: Computer technology for developing areas and List of ICT4D organizations ICT4D projects often employ low-cost, low-powered technology which are sustainable in a developing environment. The challenge is hard, since it is estimated that 40% of the world's population has less than US$ 20 per year available to spend on ICT. In Brazil, the poorest 20% of the population counts with merely US$9 per year to spend on ICT (US$ 0.75 per month).[19] From Latin America it is known that the borderline between ICT as a necessity good and ICT as a luxury good is roughly around the “magical number” of US$10 per person per month, or US$120 per year.[19] This is the cost ICT people seem to strive for and therefore is generally accepted as a minimum. In light of this reality, telecentre, desktop virtualization and multiseat configurations currently seem the most simple and common paths to affordable computing. ICT4D projects need to be properly monitored and implemented, as the system's design and user interface should be suitable to the target users. ICT4D projects installed without proper coordination with its beneficiary community have a tendency to fall short of the main objectives. For example, in the usage of ICT4D projects in those farming sectors where a majority of the population are considered to be technologically illiterate, projects lie idle and sometimes get damaged or allowed to become obsolete. Further, there should be a line of communication between the project coordinator and the user for immediate response to the query of, or the difficulty encountered by, the user. Addressing the problem properly will help encourage the user via interactivity and participation. Peer to peer dialogs facilitated by Cisco’s Telepresence technology is now being used, connecting 10 centers around the world to discuss the best practices on the use of ICT in urban service delivery. ICT4D is also given a new take in the introduction of Web 2.0. With the 5.2 billion internet users, the power generated by the internet should be noticed. With social networking at the frontier of the new web, ICT can have a new approach. Updates, news and ordinances are spread readily by these applications; feedback system can be more evident. In the Philippines, the administration now uses social media to converse more with its citizens for it makes people feel more in touch with the highest official in the land.[20] Also another innovation is a standard suite of city indicators that enabled mayors & citizens to monitor the performance of their city with others, this is important to have consistent & comparable city-level data. Geographic Information Systems (GIS) are also used in several ICT4D applications, such as the Open Risk Data Initiative (OpenRDI). OpenRDI aims to minimize the effect of disaster in developing countries by encouraging them to open their disaster risk data. GIS technologies such as satellite imagery, thematic maps, and geospatial data play a big part in disaster risk management. One example is the HaitiData, where maps of Haiti containing layers of geospatial data (earthquake intensity, flooding likelihood, landslide and tsunami hazards, overall damage, etc..) are made available which can then be used by decision makers and policy makers for rehabilitation and reconstruction of the country.[21][22] The areas which are receiving priority attention include natural resources information assessment, monitoring and management, water shed development, environmental planning, urban services and land use planning.[23] Many of these initiatives are a mixture of donor agency support, international intervention and local community enterprise. For instance, the wireless Town Information Network implemented in the town of Slavutych (Ukraine) to address social-economic issues in the context of the closure of Chernobyl Nuclear Power Plant was supported by international donors, development consultants, and importantly local stakeholders.[24] E-bario (Malaysia) is an example of a grassroots initiative which was also supported by a wider network and is an initiative which has endured and overcome many of the pitfalls of ICT4D projects.[25] ICT for different aspects of Development ICT for Climate, Weather and Emergency Response Activities The use of ICT in weather forecasting is broad. Nowadays, weather forecasting offices are using mass media to inform the public on weather updates. After Tropical Storm Ondoy in the Philippines, the Filipino people are more curious and aware about the weather hazards. Meteorological offices are also using advanced tools to monitor the weather and the weather systems that may affect a certain area. Monitoring devices[26] Weather Satellites Doppler weather radars Automatic weather stations (AWS) Wind profiler other synoptic data or weather instruments One of these is the creation of the weather monitoring devices like 'EARTH SIMULATOR' which is used to advancedly see weather conditions. Climate change is a global phenomenon affecting the lives of mankind. In time of calamities we need information and communication technology for disaster management. Various organisations, government agencies and small and large-scale research projects have been exploring the use of ICT for relief operations, providing early warnings and monitoring extreme weather events.[27] A review of new ICTs and climate change in developing countries highlighted that ICT can be used for (1) Monitoring: observing, detecting and predicting, and informing science and decision making; (2) Disaster management: supporting emergency response through communications and information sharing, and providing early warning systems; and (3) Adaptation: supporting environmental, health and resource management activities, up-scaling technologies and building resilience.[27] In the Philippines, institutions like the National Disaster and Risk Reduction and Management Council help the public in monitoring the weather and advisory for any possible risks due to hazardous weather. NetHope is another global organization which contributes disaster management and awareness through information technology. According to ICTandclimatechange.com ICT companies can be victims, villains or heroes of climate change. ICT for People with Disabilities According to World Health Organization (WHO), 15% of the world's total population have disabilities. This is approximately 600 million people wherein three out of every four are living in developing countries, half are of working age, half are women and the highest incidence and prevalence of disabilities occurs in poor areas.[28] With ICT, lives of people with disabilities can be improved, allowing them to have a better interaction in society by widening their scope of activities. Goals of ICT and Disability Work Give disabled people a powerful tool in their battle to gain employment Increase disabled people’s skills, confidence, and self-esteem Integrate disabled people socially and economically into their communities; Reduce physical or functional barriers and enlarge scope of activities available to disabled persons At the international level, there are numerous guiding documents impacting on the education of people with disabilities such as Universal Declaration of Human Rights (1948), moving to the Convention against Discrimination in Education (1960), the Convention on the Rights of the Child (1989), the Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005). The Convention on the Rights of Persons with Disabilities (CRPD) includes policies about accessibility, non-discrimination, equal opportunity, full and effective participation and other issues. The key statement within the CRPD (2006) relevant for ICT and people with disabilities is within Article 9: "To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and other facilities and services open or provided to the public, both in urban and rural areas. (p. 9)" Another international policy that has indirect implications for the use of ICT by people with disabilities are the Millennium Development Goals (MDGs). Although these do not specifically mention the right to access ICT for people with disabilities, two key elements within the MDGs are to reduce the number of people in poverty and to reach out to the marginalised groups without access to ICT.[29] ICT Programs: Estonian e-Learning Development Centre alongside with Primus- One activity of Primus is to develop and run a support system for students with special needs. This is done by: developing different support services (e.g. digitalising and recording teaching material for students with visual impairments, creating training courses); improving learning environments (assessing physical accessibility of buildings); running a scholarship scheme for students with special needs to support their full participation in studies.[29] European Unified Approach for Assisted Lifelong Learning (EU4ALL)- The aim of this initiative is to create an accessible and adapted course addressed to students with different disabilities – cognitive, physical and sensory. The course was designed through an Instructional Learning Design. The learner is given access to a course with activities and resources personalised according to the student’s needs profile.[29] Plan Ceibal- aims to promote digital inclusion in order to reduce the digital gap with other countries, as well as among the citizens of Uruguay. In order to support better access to education and culture, every pupil in the public education system is being given a laptop. Within Plan Ceibal an initiative began at the end of 2008 to provide tools to improve accessibility of the laptop for learners with special needs, using particular assistive technology aids in classes equipped with these machines.[29] Leren en werken met autisme (Learning and working with Autism)- is a DVD with several tools aimed at helping students with autism or autistic spectrum disorders in their transition from education to work, or workplace training settings. One of the tools is the wai-pass– specific e-portfolio software. This e-portfolio not only provides information about the skills and competences of a particular student, but also about his/her behaviour in particular settings and situations. This type of very relevant information is gathered by teachers throughout the student’s school career and often vanishes when a student leaves school. Through this e-portfolio tool, the information can be easily disclosed to (potential) employers. There is also a Toolkit for workplace learning and traineeship and Autiwerkt, a movie and a website with roadmaps, tips and tricks on traineeship and preparation for regular employment of students.[29] Everyday Technologies for Children with Special Needs (EvTech)- is a collaborative initiative aiming to increase the possibilities of children with special needs to make choices and influence their environments in everyday life by developing individualised technical environments and tools for children and their families.[29] Discapnet- world's biggest and most visited website dealing with disability issues.[28] ICT for Education ICT for Education (ICT4E) is a subset of the ICT4D thrust. Globalization and technological change are one of the main goals of ICT. One of its main sectors that should be changed and modified is education. ICTs greatly facilitate the acquisition and absorption of knowledge; offering developing countries unprecedented opportunities to enhance educational systems, improve policy formulation and execution, and widen the range of opportunities for business and the poor. One of the greatest hardships endured by the poor, and by many others who live in the poorest countries, is their sense of isolation. The new communications technologies promise to reduce that sense of isolation, and open access to knowledge in ways unimaginable not long ago. Education is seen as a vital input to addressing issues of poverty, gender equality and health in the MDGs. This has led to an expansion of demand for education at all levels. Given limited education budgets, the opposing demand for increased investment in education against widespread scarcity of resources puts intolerable pressure on many countries’ educational systems. Meeting these opposing demands through the traditional expansion of education systems, such as building schools, hiring teachers and equipping schools with adequate educational resources will be impossible in a conventional system of education. ICTs offer alternate solutions for providing access and equity, and for collaborative practices to optimize costs and effectively use resources.[30] Countries with National Programs and Good Practice Examples of ICT Use in Education include: [31] Chile, the Chilean experience[32] Costa Rica, The Ministry of Education and Fundación Omar Dengo’s partnership India (Kerala), IT@school Bangladesh, BRAC's Computer Aided Learning (CAL) Initiative, http://e-education.brac.net Jordan Education Initiative Macedonia's Primary Education Project (PEP) Malaysia, Smart School Namibia’s ICTs in Education Initiative, TECH/NA! Russia E-Learning Support Project Singapore's Masterplan for ICT in Education (now in its third edition)[33] South Korea, first aid beneficiary now donor,[34] the Korea Education Research & Information Service (KERIS) Uruguay, small South American country, Plan Ceibal ICT has been employed in many education projects and research over the world. The Hole in the Wall (also known as minimally invasive education) is one of the projects which focuses on the development of computer literacy and the improvement of learning. Other projects included the utilization of mobile phone technology to improve educational outcomes.[35] In the Philippines, there are key notes that have been forwarded to expand the definition of ICT4E from an exclusive high-end technology to include low-end technology; that is, both digital and analog.[36] As a leading mobile technology user, the Philippines can take advantage of this for student learning. One project that serves as an example is Project Mind,[37] a collaboration of the Molave Development Foundation, Inc, Health Sciences University of Mongolia, ESP Foundation and the University of the Philippines Open University (UPOU) which focuses on the viability of Short Message System (SMS) for distance learning. Pedagogy, Teacher Training, and Personnel Management are some of the subgroups of ICT4E. UPOU is one of the best examples of education transformation that empowers the potential of ICT in the Philippines' education system. By maximizing the use of technology to create a wide range of learning, UPOU promotes lifelong learning in a more convenient way. Since the education sector plays a vital role in economic development, Education System in developing countries should align with the fast evolving technology because technological literacy is one of the required skills in our current era. ICT can enhance the quality of education by increasing learner motivation and engagement, by facilitating the acquisition of basic skills and by enhancing teacher training which will eventually improve communication and exchange of information that will strengthen and create economic and social development. ICT For Livelihood Agriculture is the most vital sector for ICT intervention most especially that majority of the population around the world rely on agriculture to live sustainably. Dr. Alexander G. Flor, author of the book ICT4D: Information and Communication Technology for Development, agriculture provides our most basic human needs that are food, clothing and shelter. Ever since people have this natural way of thinking on how they can survive and make a living by harvesting crops used for food and fiber, raising livestock such as cow, sheep and poultry that produces animal products like wool, dairy and eggs, catching fish or any edible marine life for food or for sale, forestry and logging to grow and harvest timber to build shelter. With agriculture, people learned and acquired knowledge through sharing information with each other but of course this is not enough as there are also changes and developments in agriculture. Farmers should be able to take hold of updated information like prices, production techniques, services, storage, processing and the like. Evidently, updated information with the change and developments in agriculture can be addressed by the effective use of ICT (the Internet, mobile phone, and other digital technologies). Poor families in the rural areas have limited or no access at all to information and communication technology. However, these people also needs access to ICT since this technology would help lessen their expenses on their resources like time, labor, energy, and physical resources, thus, would have a greater positive impact on their livelihoods and incomes.[38] The lives of the rural poor could be alleviated through the application of information and communication technology through the following: 1.By supplying information to inform the policies, institutions, and processes that affect their livelihood options. 2.By providing access to information needed in order to pursue their livelihood strategies, including: Financial Capital – online and mobile banking will allow rural poor to have greater access to banking facilities and provide a secure place for cash deposits and remittances. Human Capital – using ICT will allow intermediaries or knowledge providers impart updated knowledge, techniques and new developments in technology to the locals. Physical Capital – service providers will be able to monitor access to local services. Natural Capital – access to information about availability and management of natural resources will be enhanced. Also, market access for agricultural products will be einforced. Lastly, ICT could provide early warning systems to reduce the hazard to natural disasters and food shortages. Social Capital – connectivity, social networking, and contact for geographically disparate households will be reinforced. In the advent of ICT it offers new opportunities to support development of the rural livelihoods. It strengthens the production and increased market coordination which are the main processes that can contribute to the future opportunity of the sector and create income for the people that depend on it. ICT for Agriculture Farmers who have better access to ICT have better lives because of the following:[39][40] 1.access to price information – farmers will be informed of the accurate current prices and the demands of the products. Hence, they will be able to competitively negotiate in the agricultural economy and their incomes will be improved. 2.access to agriculture information – according to the review of global and national agricultural information systems done by IICD with support from DFID in 2003, there is a need for coordination and streamlining of existing agriculture information sources, both internationally and within the developing countries. The information provided is usually too scientific that farmers cannot comprehend. Therefore, it is vital that the local information to be relayed to the farmers must be simplified. 3.access to national and international markets – Increasing the level of access of farmers is very vital in order to simplify contact between the sellers and the buyers, to publicize agricultural exports, facilitate online trading, and increase the awareness of producers on potential market opportunities including consumer and price trends. 4.increasing production efficiency – due to several environmental threats such as climate change, drought, poor soil, erosion and pests, the livelihood of farmers are unstable. Thus, the flow of information regarding new techniques in production would open up new opportunities to farmers by documenting and sharing their experiences. 5.creating an conducive policy environment – through the flow of information from the farmers to policy makers, a favorable policy on development and sustainable growth of the agriculture sector will be achieved. For example, the following ICT4D innovation have been found in Taiwan:[41] A rice germination electronic cooker[42] A robotic tubing-grafting system for fruit-bearing vegetable seedlings[43] An air bubble machine and multi-functional, ultrasonic machine for fruit cleaning[44] ICTs offer advantages over traditional forms of agricultural training, using extension agents. However, these forms of communication also pose limitations. For example, face-to-face farmer training often costs $50 per farmer per year, while training via radio may cost as little as $0.50 per farmer per year. However, the capacity of radio to transmit information and collect is more limited than face-to-face interactions.[45] ICT4D for Other Sectors In 2003, the World Summit on the Information Society (WSIS) held in Geneva, Switzerland came up with concrete steps on how ICT can support sustainable development in the fields of public administration, business, education and training, health, employment, environment, agriculture and science.[46] The WSIS Plan of Action identified the following as sectors that can benefit from the applications of ICT4D: E-government The e-government action plan involves applications aimed at promoting transparency to improve efficiency and strengthen citizen relations; needs-based initiatives and services to achieve a more efficient allocation of resources and public goods; and international cooperation initiatives to enhance transparency, accountability and efficiency at all levels of government. E-business Governments, international organizations and the private sector are encouraged to promote the benefits of international trade and e-business; stimulate private sector investment, foster new applications, content development and public/private partnerships; and adapt policies that favor assistance to and growth of SMMEs in the ICT industry to stimulate economic growth and job creation. A specific sector that has received some attention has been tourism. Roger Harris was perhaps one of the first to showcase the possible benefits. His work focused on a remote location in Malaysia[47][48] and highlighted some of the possibilities of small tourism operators using the internet. Others have shown the possibilities for small tourism operators in using the internet and ICT to improve business and local livelihoods.[49][50] E-learning Capacity building and ICT literacy are essential to benefit fully from the Information Society. ICT contributions to e-learning include the delivery of education and training of teachers, offering improved conditions for lifelong learning, and improving professional skills. E-health ICTs can aid in collaborative efforts to create a reliable, timely, high quality and affordable health care and health information systems, and to promote continuous medical training, education, and research. WSIS also promotes the use of ICTs to facilitate access to the world’s medical knowledge, improve common information systems, improve and extend health care and health information systems to remote and underserved areas, and provide medical and humanitarian assistance during disasters and emergencies. E-employment The e-employment action plan includes the development of best practices for e-workers and e-employers; raising productivity, growth and well-being by promoting new ways of organizing work and business; promotion of teleworking with focus on job creation and skilled worker retention; and increasing the number of women in ICT through early intervention programs in science and technology. E-environment The government, civil society and private sector are encouraged to use and promote ICTs as instruments for environmental protection and the sustainable use of natural resources; to implement green computing programs; and to establish monitoring systems to forecast and monitor the impact of natural and man-made disasters. E-agriculture WSIS recognizes the role of ICT in the systematic dissemination of agricultural information to provide ready access to comprehensive, up-to-date and detailed knowledge and information, particularly in rural areas. It also encourages public-private partnerships to maximize the use of ICTs as an instrument to improve production. E-science The plan of action for e-science involves affordable and reliable high-speed Internet connection for all universities and research institutions; electronic publishing, differential pricing and open access initiatives; use of peer-to-peer technology for knowledge sharing; long-term systematic and efficient collection, dissemination and preservation of essential scientific digital data; and principles and metadata standards to facilitate cooperation and effective use of collected scientific information and data. E-security The number of prevalent crimes online and offline, local and international (terrorism and acts to it) has led to the increased development of arsenals (including ICT) to preempt and enforce proper security measures that lead to it and put public security, peace and order a number one priority. Reporting, projects and follow-up: Since the first edition of the WSIS Stocktaking Report was issued back in 2005, biannual reporting has been a key tool for monitoring the progress of ICT initiatives and projects worldwide. The 2012 report reflects www.itu.int/wsis/stocktaking/docs/reports/S-POL-WSIS.REP-2012-PDF-E.pdf more than 1 000 recent WSIS-related activities, undertaken between May 2010 and the present day, each emphasizing the efforts deployed by stakeholders involved in the WSIS process. ICT4D and Mobile Technologies In recent years, development in mobile computing and communication led to the proliferation of mobile phones, tablet computers, smartphones, and netbooks. Some of these consumer electronic products, like netbooks and entry-level tablet computers are often priced lower as compared to notebooks/laptops and desktop computer since the target market for these products are those living in the emerging markets.[51] This made the Internet and computing more accessible to people, especially in emerging markets and developing countries where most of the world’s poor reside. Furthermore, these consumer electronic products are equipped with basic mobile communication hardware like, WiFi and 2.5G/3G Internet USB sticks. These allowed users to connect to the Internet via mobile and wireless networks without having to secure a landline or an expensive broadband connection via DSL, cable Internet or fiber optics. According to International Telecommunication Union, mobile communications and technology has emerged as the primary technology that will bridge in the least developed countries. This trend can be further supported by the rosy sales reports of technology companies selling these electronic devices in emerging markets which includes some of the least developed countries. In fact, some multinational computer manufacturers like Acer and Lenovo are focusing in bringing cheaper netbooks to emerging markets like China, Indonesia and India.[52] Moreover, data from the ITU’s Measuring the Information Society 2011 report shows that mobile phones and other mobile devices are replacing computers and laptops in accessing the Internet. Countries in Africa have also recorded growth in using mobile phones to access the Internet. In Nigeria, for example, 77% of individuals aged 16 and above use their mobile phones to access the Internet as compared to a mere 13% who use computers to go online.[53] These developments and growth in mobile communication and its penetration in developing countries are expected to bridge the digital divide between least-developed countries and developed countries although there are still challenges in making these services affordable.[54] Mobile Technology in Education The field of Mobile Learning is still in its infancy, and so it is still difficult for experts to come up with a single definition of the concept.[55] One definition of Mobile Learning or mLearning is provided by MoLeNet: “It is the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning”.[56] Advancements in hardware and networking technologies made it possible for mobile devices and applications to be used in the field of education.[57] Newer developments in mobile phone technology makes them more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions and internet connectivity. Such technologies can have a great impact on learning by providing a rich, collaborative and conversational experience to both teachers and students.[58] Mobile learning is adapted in classes since aside from the fact that it helps in the enhancement of students' learning, it also helps teachers to easily keep track of the students' progress. Communication when needed is possible at any given time. Discipline and responsibility must go though with the contents in mobile learning since whatever is posted is made available to those who are given access.[59] Despite the challenges that it presently faces, both technical and pedagogical, experts still remain positive about the concept of mobile learning. The most commonly expected advantages from adopting mobile technology in education include their potential to be engaging for students, to enable interactive learning, and to support personalization of instruction to meet the needs of different students.[60] Future Technology in Education Digital Devices in the Classroom E-Reader The E-reader serves as a device for reading content, such as E-books, newspapers and documents. An E-reader has wireless connectivity for downloading content and conducting other web-based tasks. Popular E-readers include Amazon Kindle and Sony Reader. Amazon Kindle E-Readers one day may be thin as the paper they replaced. The retailer has predicted a light Kindle that would not require a battery, a processing unit or local storage to be built into the body. This device would communicate with a remote that would transmit power and data to the display, offering a longer lifespan than on a rechargeable battery. Kindle E-Readers would allow those students going from class-to-class to use the display all day without charging the battery. Additionally, “Google Glass” has plans in the works to provide portable E-reader’s within the windshield of an automobile. ELMO Document Camera You can integrate ELMO into lessons. Some examples of lessons are Modeling Writing, Shared Reading, Letter Formation, Math, Health Education, History and Geography. The future of the ELMO depends on how teachers set up and provide interactive lessons for students. The ELMO provides demonstration of practical skills, lessons are brought to life, students are involved in an interactive classroom, Video-Conference System, Student-Response System, Digital Recorder and Own Slate/Tablet. Flipped Classroom Direct instruction is done outside classroom (usually through videos on the Internet) and students watch lecture videos before topic is visited in class. Class time can be dedicated to deepen interaction, knowledge collaborative learning, practice skills with the instructor and received feedback from instructor. For K-12 education, most Flipped Classrooms are dedicated to Secondary Math and Science classes. Every student has access to a device (laptop, tablet, iPod, smartphone), whether they brought it themselves or it is provided by the school. Teachers facilitate a deeper understanding. Students are engaged, active and there are fewer classroom disruptions. In the near future, Flipped Classrooms will be in all grades K-12. Additional benefits of a Flipped Classroom are the teacher is a “guide on the side,” not “sage on the stage.” Students are engaged in different strategies for learning and it becomes more personalized. Assistive Technology Since learning disabilities can't be cured or fixed, it’s imperative to develop a work around for students with learning disabilities. It is imperative that we accommodate students with low-tech and high-tech tools. These tools will help students reach their full potential and provide greater freedom and independence. Voice Recognition Software Speech-to-Text helps students who are physically unable to access a computer. It helps with spelling, grammar, computer-reading, navigating, typing, research and sending emails. Braille Displays for the IPad For individuals who are blind and need screen reading, access to the internet, email, and other computer applications for communication, research and learning. MathPad Plus Electronic math worksheets assists students work through math problems on a computer screen and it takes the place of students from writing on paper worksheets. It makes it possible for students to correct or build on deficient skills that will make them more self-sufficient. Furthermore, it helps the student’s learning experiences more effective, and enjoyable, whereby a greater volume of learning will take place. Lastly, it allows for self-monitoring, self-evaluation and self-instruction. Mobile Shopping Based on a February 2012 survey, the percentage of online shoppers in Asia Pacific are 80% in Thailand and China, 74% in Japan, 71% in Korea, 68% in Australia, 67% in Malaysia and New Zealand, 64% in Taiwan, 61% in Vietnam, 58% in Hong Kong, 57% in Indonesia and Singapore, 54% in India, and 41% in the Philippines. The most famous websites shopped on were 36% for clothing/accessories, 33% for coupons/vouchers and books/DVDs, and 31% for movie tickets. Mobile shopping has grown to be popular especially for the Asian shoppers of which 59% are from Thailand, 37% are from China, 32% are from Vietnam and India. Their reason for mobile shopping was either it was more convenient or more app-compatible. The top mobile buys were 31% on applications, 24% on music, 17% on coupons/vouchers and clothing/accessories, and 16% on movie tickets.[61] Mobile Telephony and Development Opportunities Mobile phone subscribers per 100 inhabitants growth in developed and developing world between 1997 and 2007The use of mobile phones as part of ICT4D initiatives has proven to be a success as the rapid distribution of mobile telephony has made it possible for poor people to have easy access to useful and interactive information.[62] For instance, in India, the total number of mobile phone subscriptions reached 851.70 million in June 2011, among which 289.57 million came from rural areas, with a higher percentage of increase than that in urban areas.[63] The unexpected growth of affordability and coverage of mobile telephony services has increased its importance not just as a means of two way communication but that of ease-of-access to information as well. Mobile phones are capable of much more than the exchange of information between two people through calling or text messaging. Advanced models of mobile phones can take photos, record video, receive local AM/FM stations radio frequencies, share and receive multimedia and even connect to the Internet: almost all the features that come with being connected to the World Wide Web. These features make an even better device to aid in ICT4D projects. A study in Kenya identified innovation in mobile technologies for development,[64] in particular the success of M-PESA mobile banking. They looked at sectors like m-agriculture and m-health where best practice is still to be achieved and have high demand from Kenyan people. The main lesson they learnt was exemplified by M-PESA where they found the presence of three factors required if mobile technology innovation is to be fostered in developing countries.[64] A creative private sector seizing the initiative and acting upon a specific and wide demand for innovation A process coordinated by a government that is supportive Committed international donors supporting the innovation across all phases. They found demand in Kenya present for health and agriculture and found case studies of best practice in these fields.[64] They learnt that best practice in m-health seems to depend on demand and on the government facilitating innovation. Alternatively, they found m-agriculture leaving more room for entrepreneurship.[64] According to a study conducted in Tanzania,[65] the use of mobile phones has impacted rural living in ways which include: Entrepreneurship and Job Search: Mobile phones reduce the cost of running a business and, in some cases, the technology could even enable a user to start one. A good example of this would be the case of the many women in Pakistan who have been able to start small businesses offering beauty and hairdressing services, without having to shell out money for setting up beauty salons. Clients can easily contact them via their mobile numbers to set up an appointment and enjoy their services. Easy Access to Information: Mobile phones enables users to access valuable information such as prices, arbitrage and market or trade opportunities which could better prepare them for business transactions. Mobile telephony has empowered farmers and fishers to realize their potential as businesspeople as they directly engage in bargaining processes with their customers. Buyers can use their mobile phones to find out where the best quality and well-priced products are in the market. Market Inefficiencies: The use of mobile phones can correct market inefficiencies, therefore regaining the balance in the supply market. The information and services that could be available through mobile phones would prevent exploitation by middlemen or traders, provide employment opportunities (particularly for rural women), reduce information gaps, save cost and time, and strengthen access of service providers to rural people. Community-relevant information regarding education, emergency, situations, markets, weather, etc. could be shared to empower women economically. Transport Substitution: The improvement in the information flows between the buyers and sellers make for a more effective bartering of information without traveling. This is particularly significant in rural areas where traders need to travel to urban areas simply to check for demand and negotiate prices. Mobile phones eliminate the need for middlemen and journeys as traders could ensure that demand for their products exists before leaving their rural homes. Disaster Relief: In cases of severe drought, floods, wars or weak economies, mobile phones can be used to keep in touch with one's home community. Mobile operators have proven to be incredibly helpful in disaster relief efforts by providing emergency-related communications infrastructure. Education and Health: Mobile services are being used to spread locally generated and locally relevant educational and health information. Social Capital and Social Cohesion: Mobile services enable participants to act together more efficiently to pursue shared objectives by promoting cooperation among social networks. An Example: Zidisha Zidisha is an online peer-to-peer lending platform that allows individuals in developing countries to raise microfinance loans from individuals worldwide. Unlike earlier microfinancing websites such as Kiva, Zidisha does not work through local intermediary organizations. Instead, the individual borrowers themselves use the Zidisha website to create Facebook-style profiles and negotiate loans with individuals in the US and Europe. The Zidisha website records each borrower's repayment performance and lender feedback rating, which become the basis of online reputations that are displayed in lieu of credit scores to prospective lenders. Zidisha lenders and borrowers dialogue with each other directly in the loan profile pages and Zidisha forum.[66] An Example: Esoko Esoko[67] is a successful ICT4D initiative which uses mobile phones to give farmers and their businesses the opportunity to share and receive information quickly, affordably and efficiently. Founded in Accra, Ghana by a young and energetic team, the service provides information on prices, trades, transports, contacts, projects and real-time updates on stock, harvests, etc. Esoko believes that being better-informed is a key factor in how markets operate so they try to both push data out to the fields as well as pull data in from the field. Esoko features a hosted application that is maintained and organized by their team. This means that farmers need not acquire special software or hardware to gain access to information. They simply need to log on to the Internet or request the information by SMS from any phone in any country. Over time, as the user develops a set of networks and contacts on the platform, it enables them to choose the applications that could help them the most; they receive these through simple SMS alerts. Support and training to anyone who wants to better comprehend a sustainable and successful market information systems are available. An Example: Scientific Animations Without Borders Scientific Animations Without Borders (SAWBO) is an award winning program, based at the University of Illinois at Urbana Champaign, focused on ICT4D.[68] SAWBO creates two- and three-dimensional animations explaining concepts that can be used to improve agricultural production,[69] reduce postharvest losses, prevent and treat diseases. Specific video topics include, for example, malaria prevention,[70] use of bednets to prevent vector borne diseases (specifically malaria),[71] cholera prevention,[72] dengue prevention,[73] yellow fever prevention, West Nile virus prevention,[74] Chagas disease prevention,[75] use of biocontrol agents in pest management,[76] treatment of cassava flour to prevent konzo,[77] tuberculosis prevention and treatment,[78] how to make an oral rehydration solution,[79] handwashing,[80] use of neem seed extracts as an alternative to synthetic pesticides,[81] proper processing of shea seeds and shea butter,[82] hermetic storage of seeds to prevent insect attack, solar treating of cowpeas to prevent insect attack,[83] proper transportation and storage of grain to prevent postharvest losses,[84][85][86][87] and micro-finance, as well as videos useful for hospital systems both in the developing and developed world.[88] Animations are translated into numerous languages[89] and are made freely available to any group interested in deploying these videos for educational purposes only. SAWBO is focused on delivering critical knowledge to low literate learners in their own languages using cell-phone ready animations which can be shared between video- and Bluetooth(R)- capable cell phones. SAWBO also has a longstanding interest in developing videos to share indigenous knowledge that has been verified in the scientific literature.[90] SAWBO partners with local NGOs, government organizations, and other academic institutions to create and deploy these videos in the field.[91] SAWBO videos can be viewed and downloaded from one of several online SAWBO[92][93] websites, YouTube(R),[94] or from the Sustainable Development Virtual Knowledge Interface (SusDeViKI),[95] an online journal for materials appropriate for educational programs focused on low literate learners.[96] Opportunities See also: Global digital divide, Digital divide, and Global Internet usage Graph of ICT penetration per 100 inhabitants by International Telecommunication UnionICT is central to today's most modern economies. Many international development agencies recognize the importance of ICT4D – for example, the World Bank's GICT section has a dedicated team of approximately 200 staff members working on ICT issues. A global network hub is also promoting innovation and advancement in ICT4D. Global Knowledge Partnership (GKP) is the world's first multi-stakeholder network, bringing together public sector, private sector and civil society organizations with the goal of sharing knowledge and building partnerships in ICT4D. Developing countries far lag developed nations in computer use and internet access/usage. For example, on average only 1 in 130 people in Africa has a computer[97] while in North America and Europe 1 in every 2 people have access to the Internet.[98] 90% of students in Africa have never touched a computer.[99] However, local networks can provide significant access to software and information even without utilizing an internet connection, for example through use of Wikipedia for Schools or the eGranary Digital Library. The World Bank runs the Information for Development Program (infoDev), whose Rural ICT Toolkit analyses the costs and possible profits involved in such a venture and shows that there is more potential in developing areas than many might assume.[100] The potential for profit arises from two sources- resource sharing across large numbers of users (specifically, the publication talks about line sharing, but the principle is the same for, e.g., telecentres at which computing/Internet are shared) and remittances (specifically the publication talks about carriers making money from incoming calls, i.e., from urban to rural areas). A good example of the impact of ICTs is that of farmers getting better market price information and thus boosting their income.[101][102] The Community e-Center in the Philippines developed a website to promote its local products worldwide.[103] Another example is the use of mobile telecommunications and radio broadcasting to fight political corruption in Burundi.[104] This is a short video that discusses the impact of ICT4D in our society: http://www.youtube.com/watch?v=JwxWHC7NCs8 Women and ICT4D In recent years there has been a major thrust in the effort to fight longstanding gender discrimination through ICT and to empower women. In May 29 at the "International Girls in ICT Day 2012" held in Geneva, Swizerland, the ITU's Secretary General Dr. Hamadoun Touré said that “Technology needs girls for all sorts of reasons – but perhaps the most important one is that women drive social and economic growth.[105] A study made by ITU shows that narrowing the gap between men and women in the workplace increases economic growth, while fighting to maintain the gap costs billions of dollars a year. Plus, a more diverse gender pool in the workplace makes for a more robust and healthy business environment.[106] As of today, it is a fact that --on average-- women have less access to ICT than men, that they use ICT less intensively and that they are vastly outnumbered in high-level ICT positions worldwide. There is disagreement for reasons of this gap. On the one hand, one often cited argument are that women are somehow technophobic and that they perceive ICT to be a male-dominated terrain, making it less appealing to approach them, and as a career choice (see for example at Insight's study or[107] Changes are currently underway in the Americas, Europe, Asia and the Pacific, and Russia to change the perspective of girls at the primary educational level regarding the feasibility of ICT as a long-term and fruitful career.[108] On the other hand, a carefully controlled study[109] has shown that women actually embrace digital technology even more than men, disproving the stereotype of "technophobic women". The reason for the negative correlation of ICT with women is confounded by a spurious correlation. The confounding variables are income, education and employment. In other words, the reason why fewer women access and use ICT is a direct result of their unfavorable conditions with respect to employment, education and income. When controlling for these variables, women turn out to be more active users of digital tools than men. This turns the alleged digital gender divide into an opportunity: given that digital ICT have the potential to provide access to employment, education, income, as well as health services, participation, protection, and safety, among others (ICT4D), the natural affinity of women with these new communication tools provide women with a tangible bootstrapping opportunity to tackle social discrimination. This shows that if woman are provided with modern information and communication technologies, these digital tools represent an opportunity for women to fight longstanding inequalities in the workplace and at home. Examples of women's empowerment through ICT include:[110] Training in the use and design of computer applications, such as e-mail, word-processing and design applications, builds marketable skills Marketable skills create alternative possibilities for income generation and the possibility of upward mobility An independent income is the basis for individual autonomy, increased agency and control and, frequently, increased self-esteem and self-confidence Increased agency and self-confidence allow women to travel more and develop a wider network of contacts. Such travel and networking expose them to the availability of more economic opportunities ICTs open new avenues for education, communication and information sharing ICTs can be a valuable tool for the organization and mobilization of women’s advocacy and interest groups Education and information increase knowledge about the world and the political, economic, social and cultural factors that shape women’s lives. ITU, in cooperation with Sookmyung Women's University of Korea and the Asia Pacific Information Network Center, recently funded an ICT pilot program in the Philippines and Bhutan that specifically targets rural women. Its results show that women tend to adapt much quicker to the use of ICT once exposed to it, and participants, though initially averse to the idea of using ICT for information gathering and marketing, found the application of ICT in their local setting beneficial.[111] Artificial Intelligence for Development Insightful applications of machine learning, reasoning, planning, and perception have the potential to bring great value to disadvantaged populations in a wide array of areas, including healthcare, education, transportation, agriculture, and commerce. As an example, learning and reasoning can extend medical care to remote regions through automated diagnosis and effective triaging of limited medical expertise and transportation resources. Machine intelligence may one day assist with detecting, monitoring, and responding to natural, epidemiological, or political disruptions. Methods developed within the artificial intelligence community may even help to unearth causal influences within large-scale programs, allowing a better understanding on how to design more effective health and education systems. Ideas and tools created at the intersection of artificial intelligence and electronic commerce may provide new directions for enhancing and extending novel economic concepts, such as micro-finance and micro-work. Machine learning holds particular promise for helping populations in developing regions. Unprecedented quantities of data are being generated in the developing world on human health, commerce, communications, and migration. Automated learning methods developed within the AI community can help to tease out insights from this data on the nature and dynamics of social relationships, financial connections and transactions, patterns of human mobility, the dissemination of disease, and such urgent challenges as the needs of populations in the face of crises. Models and systems that leverage such data might one day guide public policy, shape the construction of responses to crises, and help to formulate effective long-term interventions. Machine intelligence has been pursued before in projects within the broader Information and Communication Technologies for Development (ICT-D) community. These and other ICT-D efforts have already led to valuable ideas, insights, and systems. AI-D[112] stimulates a larger focus on opportunities to harness machine learning, reasoning, and perception to enhance the quality of life within disadvantaged populations. Funding ICT4D Heeks’ argues that more traditional ICT4D work was driven by money from a relatively small number of international development agencies. Modern ICT4D projects tend to be funded by a much more eclectic range of sources: Private sector. Private firms are increasingly investing in ICT4D for reasons which appear to lie at the rather murky interface between CSR (corporate social responsibility) and BOP (seeing the poor as bottom of the pyramid consumers).[113] Southern governments. Previously – and still somewhat – reliant on donor funding in this area, some governments in the South are starting to invest their own funds in ICT4D, drawn by the push of community demand and the pull of perceived benefits.[113] New donors. The 21st century is seeing a new wave of Southern aid donors emerging. Newly industrialized and transitional nations such as China, India and South Korea are now active in development aid because of their own economies and expertise and they have been particularly keen on funding ICT4D; arguably more so than some Northern donors.[114] Korea, for example, had already spent more than US$120m on ICT4D aid (over 10% of its total aid budget).[115] Revived old donors. Funding for ICT4D from Northern and international (i.e. Northern-dominated) donors has followed a dot.com-like cycle. It ramped up massively from the late 1990s; fell away after the 2005 Tunis World Summit on the Information Society; and showed signs of reviving from 2008 with, for example, the UK's Department for International Development placing ICTs back onto its agenda and the World Bank doubling its funding for African ICT initiatives.[113] One of the main challenges is to widen the influence of the respective policies from those carried out by just the telecommunications authority to the entire public sector (be this on the international-, national-, or local level). While most of the national digital agendas are led by national telecommunications authoriti |
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