Making education technologies work. A gender analysis of the ICT programmes (ICTE) at Makerere University.

Autor/in	Mulyampiti, Tabitha
Titel	Making education technologies work. A gender analysis of the ICT programmes (ICTE) at Makerere University. Gefälligkeitsübersetzung: Bildungstechnologien in Uganda. Eine Genderanalyse des Electronic Learning Programms an der Makerere Universität.
Quelle	Aus: Bammé, Arno (Hrsg.); Getzinger, Günter (Hrsg.); Wieser, Bernhard (Hrsg.): Yearbook 2005 of the Institute for Advanced Studies on Science, Technology and Society. München: Profil-Verl. (2005) S. 169-189Verfügbarkeit
Reihe	Technik- und Wissenschaftsforschung. 47
Beigaben	Abbildungen 3; Tabellen 2
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-89109-595-4
Schlagwörter	Soziale Folge; Frau; Lernen; Computer; Computerunterstützter Unterricht; Programm; Technikfolgen; Technologie; Technologiepolitik; Entwicklungsland; Partizipation; Hochschule; E-Learning; Implementierung; Informationstechnologie; Afrika; Anglofones Afrika; Ostafrika; Subsahara-Afrika; Südliches Afrika; Uganda
Abstract	"Universities in the more technologically advanced countries have played a major role in the development and utilisation of information and communications technologies in their societies. In developing countries, where the absence of ICTs is compounded by poverty and high levels of illiteracy, universities have an even more critical role to play, and must be at the forefront of efforts to bridge the digital divide. This is aligned with the outreach and service to the community role of universities in developing countries. This study is not an evaluation or an impact assessment of e-learning (ICTE) programmes at Makerere University, rather it is an examination of instructional technologies with a 'gender lens'. The study examines the extent to which gender influences the success of any new technology programme. If access to and use of these technologies is directly linked to better education delivery systems, employment prospects and easier management of large classes, then it is imperative to ensure that women as well as men understand the significance of these technologies and use them." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2008/1