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首页> 外文期刊>Aslib Proceedings >'Being on the wrong side of the digital divide': seeking technological interventions for education in Northeast Nigeria
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'Being on the wrong side of the digital divide': seeking technological interventions for education in Northeast Nigeria

机译：“在数字鸿沟的错误方面”：寻求尼日利亚东北地区教育的技术干预措施

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Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas - basic Excel skills and using Excel for data analysis - which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.
机译：目的本文旨在报告一个项目的初步调查结果，该项目旨在在尼日利亚东北恐慌中重建基础教育，并提高教育提供者计划和提供基本教育服务的能力。作者提出了对尼日利亚教师的信息通信技术（ICT）的初步分析，他们的技术技能以及相关的国家信息通信技术政策。设计/方法/方法本案例研究使用两个共同设计的工具的结果，在第一例使用Kobotoolbox到教育管理人员，以及第二个的教师。来自工具的数据构成了分析的基础。在初审调查中，教育管理人员报告缺乏技术，互联网和培训和专业发展。在第二个审议中，教师报告了课堂环境中存在的问题，包括糟糕的基础设施，缺乏资源和过度拥挤的教室。很少有教师可以访问计算机或互联网。研究限制/含义33个教育管理人员代表一个小的样本规模，可能没有完全代表所涵盖的区域。 ICT能力审计工具在两个不同的区域中列出了Excel - 基本Excel技能，并使用Excel进行数据分析 - 这可能导致参与者的混淆。应重复，扩展和比较数据收集以保持一致性。对于团队来说，提出的（Sense）框内容的变更意味着我们无法提供低技术工具，例如布吉板，或高科技工具，如平板电脑。特素/价值尽管看似不可逾越的挑战，研究团队将低技术工具确定为课堂上的可行资源。现有的工具（如教师智能手机和使用WhatsApp应用程序）可用于共享教育资源并提供教师培训。本文认为，尼日利亚需要最新的国家信息通信技术政策，以指导国内努力，以制定信息技术教育倡议的实施。

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