New information and communications technologies for education in Latin America: risks and opportunities

Includes bibliography

Policies and practices for the use of information and communications technologies (ICTs) in education in Latin America and the Caribbean

Includes bibliography

Resolution 672(XXXIV): establishment of the Conference on Science, Innovation and Information and Communications Technologies of the Economic Commision for Latin America and the Caribbean

Incluye Bibliografía

Resolution 672(XXXIV) Establishment of the Conference on Science, Innovation and Information and Communications Technologies of the Economic Commission for Latin America and the Caribbean

Spanish version available

Report on the working group on information and communications technologies of the statistical conference of the Americas of ECLAC

Incluye Bibliografía

Information and communication technologies for disaster risk management in the Caribbean

Includes bibliography.

The Figmentum Project: appropriating information and communication technologies to animate our urban fabric

This paper explores how we may design located information and communication technologies (ICTs) to foster community sentiment. It focuses explicitly on possibilities for ICTs to create new modalities of place through exploring key factors such as shared experiences, shared knowledge and shared authorship. To contextualise this discussion in a real world setting, this paper presents FIGMENTUM, a situated generative art application that was developed for and installed in a new urban development. FIGMENTUM is a non-authoritative, non-service based application that aims to trigger emotional and representational place-based communities. Out of this practice-led research comes a theory and a process for designing creative place-based ICT’s to animate our urban communities.

Measuring the use of information and communication technologies (ICTs) in the classroom

In 2003, the “ICT Curriculum Integration Performance Measurement Instrument” was developed froman extensive review ofthe contemporary international and Australian research pertaining to the definition and measurement of ICT curriculum integration in classrooms (Proctor, Watson, & Finger, 2003). The 45-item instrument that resulted was based on theories and methodologies identified by the literature review. This paper describes psychometric results from a large-scale evaluation of the instrument subsequently conducted, as recommended by Proctor, Watson, and Finger (2003). The resultant 20-item, two-factor instrument, now called “Learning with ICTs: Measuring ICT Use in the Curriculum,” is both statistically and theoretically robust. This paper should be read in association with the original paper published in Computers in the Schools(Proctor, Watson, & Finger, 2003) that described in detail the theoretical framework underpinning the development of the instrument.