TY - JOUR
T1 - Technography and design-actuality gap-analysis of internet computer technologies-assisted education
T2 - Western expectations and global education
AU - Greenhalgh-Spencer, Heather
AU - Jerbi, Moja
N1 - Publisher Copyright:
© Author(s) 2017.
PY - 2017/4/1
Y1 - 2017/4/1
N2 - In this paper, we provide a design-actuality gap-analysis of the internet infrastructure that exists in developing nations and nations in the global South with the deployed internet computer technologies (ICT)-assisted programs that are designed to use internet infrastructure to provide educational opportunities. Programs that specifically pinpoint females' access to schooling are foregrounded in this paper. For our research, we aggregated data on internet infrastructure and data on where ICT-assisted educational endeavors were being deployed in order to create a technography - a series of maps - that would illustrate where there is internet infrastructure that might support ICT-assisted educational programs, where ICTassisted educational programs are being deployed, and where there is a design-actuality gap. Our research highlights two types of design-actuality gaps: there are places where there is access to internet infrastructure, but very little access to ICT-assisted educational programs; and there are also places where ICT-assisted educational programs have been deployed, but there is very little access to the kind of internet infrastructure that is necessary to support these programs.
AB - In this paper, we provide a design-actuality gap-analysis of the internet infrastructure that exists in developing nations and nations in the global South with the deployed internet computer technologies (ICT)-assisted programs that are designed to use internet infrastructure to provide educational opportunities. Programs that specifically pinpoint females' access to schooling are foregrounded in this paper. For our research, we aggregated data on internet infrastructure and data on where ICT-assisted educational endeavors were being deployed in order to create a technography - a series of maps - that would illustrate where there is internet infrastructure that might support ICT-assisted educational programs, where ICTassisted educational programs are being deployed, and where there is a design-actuality gap. Our research highlights two types of design-actuality gaps: there are places where there is access to internet infrastructure, but very little access to ICT-assisted educational programs; and there are also places where ICT-assisted educational programs have been deployed, but there is very little access to the kind of internet infrastructure that is necessary to support these programs.
KW - Gender
KW - Global education
KW - Internet computer technologies-assisted education
KW - Technography
UR - http://www.scopus.com/inward/record.url?scp=85025430763&partnerID=8YFLogxK
U2 - 10.1177/1478210317712087
DO - 10.1177/1478210317712087
M3 - Article
AN - SCOPUS:85025430763
SN - 1478-2103
VL - 15
SP - 275
EP - 294
JO - Policy Futures in Education
JF - Policy Futures in Education
IS - 3
ER -