The document discusses several key topics related to ICT and development:
1. It outlines definitions of ICT and development, noting that ICT can facilitate information creation, storage, management and dissemination, as well as communication.
2. It describes different types of ICT projects focused on areas like e-government, e-learning, e-health, and their potential benefits. The majority of projects in the Philippines are focused on e-governance.
3. It discusses barriers to effective ICT for development projects, including a lack of documented outcomes, a focus on technical deployment over development impacts, and a lack of incentives to report on project failures.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
Big Bang Disruptions throw many enterprises out of business. Enterprises need to have a strategy to face these disruptive innovations. In this presentation we will go over some such disruptive innovations happened in the past to understand what it is and how some companies have faced these disruptions successfully. We sill also have a look at some of the potential disruptive technologies that are in the making.
This presentation was first delivered at the Monthly Meeting of ISACA, Chennai Chapter.
ICT has made a huge contribution to women's empowerment. women living in remote and rural areas are also being benefitted by ICT and they are making their contribution to society-building and development of the country.
Unit – I: INFORMATION AND COMMUNICATION TECHNOLOGY
ICT: Concept, Objectives, Need and Importance of ICT - Characteristics and Scope of Information and Communication Technology.
This powerpoint presentation includes all the various aspects, advantages and disadvantages, merits and demerits of information and communication technology in the field of education.
Information and communications
technologies (ICTs) are different tools
and technologies to transmit information
and communicate with the community
(one to one or in groups). Through the
use of computers and interconnected
networks it provides a feasible and
accurate platform to increase the mobility
of information for different issues and
exchange of knowledge.
Big Bang Disruptions throw many enterprises out of business. Enterprises need to have a strategy to face these disruptive innovations. In this presentation we will go over some such disruptive innovations happened in the past to understand what it is and how some companies have faced these disruptions successfully. We sill also have a look at some of the potential disruptive technologies that are in the making.
This presentation was first delivered at the Monthly Meeting of ISACA, Chennai Chapter.
ICT has made a huge contribution to women's empowerment. women living in remote and rural areas are also being benefitted by ICT and they are making their contribution to society-building and development of the country.
Unit – I: INFORMATION AND COMMUNICATION TECHNOLOGY
ICT: Concept, Objectives, Need and Importance of ICT - Characteristics and Scope of Information and Communication Technology.
This powerpoint presentation includes all the various aspects, advantages and disadvantages, merits and demerits of information and communication technology in the field of education.
Information and communications
technologies (ICTs) are different tools
and technologies to transmit information
and communicate with the community
(one to one or in groups). Through the
use of computers and interconnected
networks it provides a feasible and
accurate platform to increase the mobility
of information for different issues and
exchange of knowledge.
ICTs for development: from e-Readiness to e-AwarenessIsmael Peña-López
Seminar given in Barcelona, November 20th, 2007 at the Executive Master in e-Governance, École Polytechnique Fédérale de Lausanne.
http://ictlogy.net/bibciter/reports/projects.php?idp=801
ICT for sustainable development in rural areasDhiraj Shirode
Technology is the powerful tool that can help to change the mindset of rural citizens. The vision of ICT for sustainable development in rural areas focuses upon the education, health care knowledge, general knowledge, culture and technological infrastructures. The contribution of ICT will be definitely helpful for sustainable development in rural areas. This paper has been developed to find out awareness of information and communication technology with the help of internet, social media networks and smart phones.
Contact me- shirodedhiraj@gmail.com
RELEVANCE OF COMPUTER APPRECIATION/ICT TO THE CURRICULUM OF CERTIFICATE IN AU...Muhammad Muhammad Suleiman
Being A Text of Paper To Be Presented At Its 4-Days Final Phase of ASW Curriculum Review and Adaptation Meeting Held At Tahir Guest Palace, Kano, Organized By Society For Family Health, Between 27th To 30th April 2021
EU Cohesion Policy 2007-13 and public e-services developmentLuigi Reggi
The presentation highlights the contribution of European Regional Policy to e-services development and diffusion across EU27. A principal component analysis is carried out in order to explore the different strategies adopted by European Regions in funding ICT and Information Society projects.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. The world’s poorest two billion people desperately
need healthcares not laptops..
Mothers are going to walk right up that computer
and say” My children are dying what can you
do?” They’re not going to sit there and, like
browse eBay or something.
What they want is for their children to live. Do you
really have to put in computers to figure that
out?
Bill Gates – Chairman and Chief
Software Architect, Microsoft
3. Defining ICT
• Refer to technologies (web-based, SMS,
MIS, lans) that facilitate by electronic
means the creation, storage management
and dissemination of information
(Digital Opportunities Task force,2002)
• As a vehicle for communication rather than
simply a means of processing information
(Curtain, 2004)
4. Types of ICTs
• Old – newspapers, radio and television
• New – networked computers, satellite-sources
communications, wireless technology and the
internet. A feature of these technologies is their
capacity to be networked and interlinked to form
a massive infrastructure of interconnected
telephone services, standardized computing
hardware, the internet, radio and TV, which
reaches every corner of the globe.
5. Definition of Development
A critical factor that has to be considered in
the application of ICT for development is
whether it serves the poor especially with
respect to dimensions of poverty such as
health, lack of voice and lack of
information (Curtain, 2004)
6. Development Projects
Development projects pertain to activities
that relate to the socio-economic well
being of the country or the community.
This involves activities related to health,
education, commerce, the environment
and governance. These are projects
administered within the context of an
organization
7. As such, understanding the
definitions of ICTs and development,
Tiglao & Alampay (2003) highlights
the ICT projects that have direct
impact on empowering people in poor
communities as well as impact on
alleviating poverty and addressing the
MDGs
8. Reclassification of ICT4D
World Summit on the Information Society (WSIS)
ICT4D Typology ICT Application
Political/Governance/empower
ment
E-government
Economic/Livelihood E-business
E-employment
E-agriculture
Social/Education E-learning
E-health
E-environment
Infrastructure/Access E-science
9. The UN Millennium
Development Goals
• MDG is a system of time bound and measurable
goals and targets that the 191 member states on
the UNs have committed to during the UN
Millennium Summit in Sept. 2000.
• The goals and targets cut across three broad
sectors of development:
a. Economic well-being
b. Social development
c. Environmental sustainability and
regeneration
10. • The system seeks to enhance the
capability of member states in achieving
development by combating poverty,
hunger, disease, illiteracy, environmental
degradation and discrimination against
women as well as commitment to human
rights, good governance and democracy
The UN Millennium
Development Goals
11. • The Millennium declaration clearly
recognizes the potential and crucial role
that information and communication
technologies can play in meeting the
development goals as contained in target
18, which states that “in co-operation with
the private sector, make available the
benefits of new technologies, especially
information and communication”
The UN Millennium
Development Goals
14. The WSIS (2003) identified the five (5) priority
themes and their respective sub-themes under its
ICT4D platforms
1. Innovating for Equitable Access
a. Access/connectivity/last/first mile innovation
including WIFI
b. Financing ICT4D
c. Affordable solutions
d. Open solutions/open source
15. 2. Enhancing Human Capacity and
Empowerment
a. Capacity building (formal and non-formal
education/skills development, e-learning)
b. Youth
c. Women/gender
d. Indigenous community/ people
e. Health
16. 3. Strengthening Communications for
Development
a. Enhancing communication through media
b. Intercultural communication
c. Humanitarian aid and disaster information
system
d. Conflict prevention and resolution
17. 4. Promoting Local Content and knowledge
a. Local culture, knowledge and content
b. Indigenous knowledge
c. Local media
18. 5. Fostering Policy Implementation
a. e-Strategies
b. e-Governance (including security)
c. e-Commerce/e-Business
19. Approaches to the Use
of ICT in Development
1. ICT as LEAD. In focuses on ICT as a
driver of the development process. The
ICT led approach usually aims to provide
the poor the opportunities to receive up-
to-date information or achieve an
enhanced ability to communicate with
others.
(Telecentres seek to promote economic growth
through access to better opportunities to
generate income as a means of poverty
reduction)
20. 2. ICT plays a supporting
roles. In ICT support places
development objective to the
fore and seeks to use ICT to
support the objective
Approaches to the Use
of ICT in Development
24. ICT4D Applications
1. E-government/E-governance
• Easier to access government information
• Government is also the largest single contributor
to the local economy
• Diversity in e –governance projects
• Diversity in the technologies used
25. Websites
• Philippine government portal (www.gov.ph)
• 1,694 LGUs have a web-presence (91% are at
stage 1 –static)
• Notable websites that won awards from NCC are
Naga City, Nueva Ecija province, Zamboanga
del Sur province, municipalities of Gerona,
Tarmac, Abra de Ilog, Occidental Mindoro
26. Short Messaging Systems (SMS)
• Used for complaints, suggestions, and
request for information ex. Patrol 117,
DepEd DETxt, TextSSS, Patrol 2920 and
Text NAIA
27. Computerization and Specialized
Databases
1. e-LGUs projects
a. Real property tax systems
b. Business permits and licensing
system
c. Treasury operations management
systems
d. Tax mapping system
e. Geographic information system
28. Best Practices
Naga City. The city’s website, which
updates and informs the citizens on city
services, financial and bidding reports, city
legislations, investment data, statistics and
procedures in local bureaucracy
29. 2. E-business
a. E-ticketing
b. B2b: b2bpricenow, bayantrade,
virtual malls (divisoria.com,
turoturo.com, myAyala.com,
PadalaKo.com,online portal
EXPERTRADE, electronic yellow pages
(EYP.ph)
c. For SMEs: eastASEANbiz.net, Asia Pacific Economic
Council (APEC), APEC Centre for Technology
Exchange for Small and Medium Enterprise
(ACTETSME)
30. 3. E-learning – a. Distance learning b.
ICT Skills Development c. Networking
Knowledge Institutions and d. Providing
access and exposure to the technologies
DOTC Mobile Information Technology
Classroom
31. 4. E-employment: overseas and local
employment
Overseas: use of internet, e-mail,net
meeting, cyber photos and cyber
greetings.OWWA “teleugnayan centres”,
SART Padala Remittance Service,
SMART money (Estopace, 2004)
32. Local employment – DOLE(http://phil-
jobnet2.dole.gov.ph) LGUs: job posting in
Naga City, Bulacan Province and Bohol
Province (Niles and Hanson, 2003)
33. 5. E-environment. Most of the projects
involved Geographic Information System
(GIS) applications to map out, contour,
hydrology, land use, soil type, erosion,
loan cover, population, among others
SMS: bantay usok, bantay dagat, bantay
kalikasan
NDCC/PAGASA monitor weather and
environmental disturbances
34. 6. E-Agriculture. Agriculture and Fisheries
Research and Development Information
system (AFRDIS), national Information
Network (NIN), Agriculture and Natural
Resources Information Network (AGRINET),
Farmer’s Information and
Technology services (FITS), Geographic
Information System to identify soil patters and
topographies and mapping properties
35. 7. E-Science. Projects pertains to the
access of the ICT infrastructure:
Multipurpose Community TeleCenter
project (www.barangayconnect.ph),
ATIKHA’s use of video phones for OFW
families (Doyo, 2002), broadband access
such as in PREGINET and CATNET and
IFDCI’s use of satellite and omni
directional antennas (Hocson, 2002)
36. 8. E- Health. E-health initiatives can be
classified into main categories:
a. Health information and education (internet,
SMS, dedicated hotlines) DOH SARs hotlines
and textlines)
b. Specialised databases and information
systems (Infectious Disease Data Management
Systems) e-conferences Qu4Rad
(www.qu4rad.net), ICT enhanced management
information system on HIV/AIDS and sexual
reproductive health services
37. LGU Web-presence (as of September 30, 2005)
NATIONWIDE
With
Website
Stage
1
Stage
2
Stage
3
Stage
4
Stage 5 Total %
Cities
(n=117)
20 75 20 0 0 115 98.3
Provinces
(n=79)
18 47 14 0 0 79 100
Municipalities
(n= 1500)
1,215 229 50 0 0 1,494 99.6
Total
(n=1696)
1,253 351 84 0 0 1,688 99.5
Source: National Computer Centre (2005)
39. • At the Summit in Kyushu-
Okinawa in 2000, the G8 Charter
on Global Information Society
was adopted
• The G8 leaders agreed to
established a Digital Opportunity
Task Force (DOT force)
40. 43 members participated
DOT Force Representatives
17 government
representatives + 1
Canada, France, Germany, Italy, Japan, Russia, UK,
USA, and a representative from European Commission
Developing countries governments (Bolivia, Brazil,
Egypt, India, Indonesia, Senegal, South Africa and
Tanzania)
7 representatives
from Internationals
/multilateral
organizations
ECOSOC, ITU, OECD, UNDP, UNCTAD, UNESCO,
WB
11 representatives
from private sectors
Three global networks: GIIC, GBDE and WEF
8 Representative from
non profit sector
One representative from each G8 country
41. DOT Force focused on
the three main objectives
1. To enhance global understanding and
consensus on the challenges and
opportunities posed by information and
communication technologies, and the role
that these technologies can play in
fostering sustainable, participatory
development, better governance, wealth
creation, and empowerment of local
communities and vulnerable groups
42. 2. To foster greater coherence among
various initiatives, both G8 and other
currently underway or proposed to
address these challenges and
opportunities
3. To enhance the effective mobilization of
resources to address these challenges
and opportunities
43. Barriers to take up of ICT for
Development
• No robust inventory of documented development
outcomes
• Many projects have been viewed as “technology
transfer” rather than aiming to achieve
development outcomes. This means that project
“success” or “failure” has been measured in
terms whether a technical system was deployed
or not. The actual development outcome (or
relevance) of the system was neither monitored
nor measured
44. • There is the “iceberg phenomenon” meaning
that ICTs have been hidden beneath the surface
of other development projects. When viewed as
enables of other development sectors, ICTs
were rarely liked to impact indicators. This
phenomenon suggests that ICT in many
development projects is best viewed as a
crosscutting issue
• A focus in project evaluation on management
issues and project cycles together with the use
of inadequate tools, methodologies and
timeframes, has hidden ICT’s contribution to
longer-term social change
45. • There has also a desire to hide failures on the
part of those involved, in many cases. Although
any ICT for development initiatives have failed,
few failure have been documented. This is due
to lack of incentives in the development system
to encourage project managers, development
agencies or implementing partners to critically
report and make public project shortfalls or
failures
UNDP Evaluation Office 2001