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Computers in Third-World Schools

Examples, Experience and Issues

  • Authors
  • David Hawkridge
  • John Jaworski
  • Harry McMahon

Table of contents

  1. Front Matter
    Pages i-xv
  2. Context

    1. Front Matter
      Pages 1-1
    2. David Hawkridge, John Jaworski, Harry McMahon
      Pages 3-14
    3. David Hawkridge, John Jaworski, Harry McMahon
      Pages 15-32
  3. Technology and Training

    1. Front Matter
      Pages 33-33
    2. David Hawkridge, John Jaworski, Harry McMahon
      Pages 35-54
    3. David Hawkridge, John Jaworski, Harry McMahon
      Pages 55-74
    4. David Hawkridge, John Jaworski, Harry McMahon
      Pages 75-89
  4. Experience

    1. Front Matter
      Pages 91-91
    2. David Hawkridge, John Jaworski, Harry McMahon
      Pages 93-112
    3. David Hawkridge, John Jaworski, Harry McMahon
      Pages 113-124
    4. David Hawkridge, John Jaworski, Harry McMahon
      Pages 125-144
    5. David Hawkridge, John Jaworski, Harry McMahon
      Pages 145-161
    6. David Hawkridge, John Jaworski, Harry McMahon
      Pages 162-169
    7. David Hawkridge, John Jaworski, Harry McMahon
      Pages 170-181
    8. David Hawkridge, John Jaworski, Harry McMahon
      Pages 182-192
    9. David Hawkridge, John Jaworski, Harry McMahon
      Pages 193-214
    10. David Hawkridge, John Jaworski, Harry McMahon
      Pages 215-222
    11. David Hawkridge, John Jaworski, Harry McMahon
      Pages 223-228
    12. David Hawkridge, John Jaworski, Harry McMahon
      Pages 229-239
  5. Policy and Practice

    1. Front Matter
      Pages 241-241
    2. David Hawkridge, John Jaworski, Harry McMahon
      Pages 243-262
    3. David Hawkridge, John Jaworski, Harry McMahon
      Pages 263-270
    4. David Hawkridge, John Jaworski, Harry McMahon
      Pages 271-288
    5. David Hawkridge, John Jaworski, Harry McMahon
      Pages 289-297
  6. The Next Ten Years

    1. Front Matter
      Pages 299-299
    2. David Hawkridge, John Jaworski, Harry McMahon
      Pages 301-313
    3. David Hawkridge, John Jaworski, Harry McMahon
      Pages 314-334
  7. Back Matter
    Pages 335-357

About this book

Introduction

The reasons why governments of developing countries should put computer technology in their schools are highly controversial, but no less than the actual use being made of these comparatively expensive machines and their software. This book looks at experience in African, Asian and Arabic-speaking countries that already have computers in some of their schools. It is based mainly on research in China, Jordan, Kenya, Mauritius, Sri Lanka and Tunisia. The authors debate policy and practice in the light of experience to date. They identify the rationales commonly deployed by Ministries of Education and international agencies, but argue themselves for a long-term view of the potential of computers to liberalise education, and through such education to reduce dependency and inequity.

Keywords

computer education technology

Bibliographic information