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  • The States of Sub Saharan Africa on the way to the Global Information Society

    Konstantin A. Pantserev (International Institute of Informatics and Cybernetics, 2010-12-01)
    The paper devotes to the problem of overcoming of the digital divide in the Sub Saharan African States. On the example of Kenya the author speaks about the comparative success of the development of the information technologies in Africa and in turn underlines the most significant obstacles on the way of African states to the global information society and suggests the means how to overcome them.
  • Which Are the Tools Available for Scholars? A Review of Assisting Software for Authors during Peer Reviewing Process

    J. Israel Martínez-López; Samantha Barrón-González; Alejandro Martínez López (MDPI AG, 2019-09-01)
    There is a large amount of Information Technology and Communication (ITC) tools that surround scholar activity. The prominent place of the peer-review process upon publication has promoted a crowded market of technological tools in several formats. Despite this abundance, many tools are unexploited or underused because they are not known by the academic community. In this study, we explored the availability and characteristics of the assisting tools for the peer-reviewing process. The aim was to provide a more comprehensive understanding of the tools available at this time, and to hint at new trends for further developments. The result of an examination of literature assisted the creation of a novel taxonomy of types of software available in the market. This new classification is divided into nine categories as follows: (I) Identification and social media, (II) Academic search engines, (III) Journal-abstract matchmakers, (IV) Collaborative text editors, (V) Data visualization and analysis tools, (VI) Reference management, (VII) Proofreading and plagiarism detection, (VIII) Data archiving, and (IX) Scientometrics and Altmetrics. Considering these categories and their defining traits, a curated list of 220 software tools was completed using a crowdfunded database (AlternativeTo) to identify relevant programs and ongoing trends and perspectives of tools developed and used by scholars.
  • The Electronic Payments as a Major Factor for Futher Economic Development

    Olena Slozko; Anna Pelo (Centre of Sociological Research, Szczecin, Poland, 2014-09-01)
  • National Policies that Connect ICT-Based Education Reform to Economic and Social Development

    Robert B. Kozma (University of Jyväskylä, 2005-01-01)
    Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.
  • Las políticas TIC en la educación de América Latina: tendencias y experiencias

    Lugo, Maria Teresa (Universidad de Sevilla: Facultad de Ciencias de la EducaciónUniversidad de Sevilla, 2010)
    The following article presents an overview of Information and Communication Technologies (ICT) integration policies in Latin American education systems. Although it has become an issue in Latin American public agendas, ICT in itself does not change education practices. A research stemming from ECLAC and OEI shows that poverty and indigence rates in the region are 33% and 12% respectively. Poverty scenarios within the region differ according to the country. Inequalities pass on to the education field. A 10% illiteracy rate in the region represents approximately 34 million people. Facing this prospect, Latin America�s main challenges are universalizing basic and secondary education, integrating excluded social sectors, improving quality and standardizing higher education and dealing with dropout and repetition problems. ICT must not be regarded as the panacea that solves the problems, but as a window of opportunity to innovate knowledge management, teaching strategies, institutional organization, role of teachers and students. The countries of the region have taken due notice of the importance to integrate ICT in their education projects as a means to attain democratic inclusion and justice projects. Thus, various types of ICT integration initiatives have been developing in their education systems that are at different stages. The article describes a series of ICT paradigmatic initiatives. One of the main conclusions arrived at is that none of these initiatives detected are in the most advanced developing stage; however, it is an encouraging scenario since all Latin American countries are carrying out experiences aimed at inclusion and equality.

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