FIRE, Volume 02, Issue 01 (2015): Information and Communication Technology (ICT) for Development - Special Issue

Technology has greatly impacted educational systems around the world, even in the most geographically isolated places. This study utilizes an ethnographic approach to examine the patterns of learning in a kindergarten in Mana, Fiji. Data comprised of interviews, observations and examination of related artifacts. The results provide baseline data for a larger study examining the evolution of learning patterns after iPads were introduced to the Mana school.

<strong>Redefining Technology in Development Work: </strong> <strong>A Need for Learning Outcomes in ICT Projects</strong> Jayson W. Richardson Gregory C. Sales Technology has redefined, and will likely continue to redefine, educational processes and procedures around the world. In many development efforts, however, the focus is on the hardware, software, or professional development. Rare is the international development project focused on teaching and learning.

We are grateful to the Kenyan Ministry of Education, Science and Technology, and the committed teachers and educators in Kenya. We are thankful for the excellent editorial work of Erin Newton and Lynda Grahill. This work was supported by the United States Agency for International Development through the Kenya PRIMR Initiative prepared under the USAID Education Data for Decision Making (EdData II) project [Task Order Contract No. AID-623-M-11-00001] and by a Professional Development Award from RTI International [award number 0190453.300.001].

Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students.

BOOK REVIEW: Bigalke, T. W., & Zurbuchen, M. S. (Eds.). (2014). Leadership for Social Justice in Higher Education: The Legacy of the Ford Foundation International Fellowships Program. Palgrave Macmillan. 250 pages. ISBN: 9781137366498

Integrating ICTs into international development projects is common. However, focusing on how ICTs support leading, teaching, and learning is often overlooked. This article describes a team's approach to technology integration into the design of a large-scale, five year, teacher and leader professional development project in the country of Georgia. The main goal of this project was to improve student outcomes via changing core pedagogical practices such as formative assessment, higher order thinking, and student-centered learning.

My acknowledgement to FIRE: Forum for International Research in Education, for giving the opportunity to the researchers of different corners of the world for sharing their learning experiences and research.

Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools.