ICT in developing world. Will we ever accomplish MDGs?
Since the inception of internet from Tim Lee Berners, followed by the technological innovationsmaking its way through the history of ICT, world has shortened into a crystal ball which can bespun by a mouse on your computer. Web 2.0 tools, Social media and distributed networks havechanged the way people will communicate with each in the future. "Technology will not replaceteachers...teachers who use technology will probably replace teachers who do not." - RayClifford . United Nations have set up its Millenium Development Goals for 2015 in terms of education that promises to implement free standardized education for every child on earth.One of the Millennium Development Goals (MDGs) is achievement of universal primaryeducation by 2015. We must ensure that information and communication technologies (ICTs) areused to help unlock the door to education. Kofi Annan (2005). So far project is way behind itsglobal timeline. ICT4E (Information Communication Technology for Education) and ICT4D(Information Communication Technology for development) have played significant impact ondevelopment of communication technologies in developing world but have failed to contributetowards MDGs in a significant manner.With significant research and developmental efforts in this area, we have huge body of knowledge and theories but it will not be unfair to say that ICT implementation on grass rootlevels in developing countries has significantly failed to perform expected. Failure can beattributed to various reasons ranging from micro to macro issues like lack of comprehensible plan, resources, management, intentions of officials and UN structure.“ICT … consists of hardware, software, networks, and media for collection, storage, processing,transmission, and presentation of information (voice, data, text, images).” As Defined in theInformation & Communication Technology Sector Strategy Paper of the World Bank Group,April 2002.I would briefly discuss the developmental efforts and current situation in different geographicalregions to overview the current situation of ICT development. There are numerous publicationsin this domain that highlight the research that has been conducted in order to emphasize issuesand to propose a solution. Some of the important ones are ‘Monitoring and Evaluation of ICT for Education Impact: A Review’ R. B. Kozma, ‘Core Indicators for Monitoring and EvaluationStudies for ICT for Education’ R. B. Kozma and D. A. Wagner, ‘Developing a Monitoring andEvaluation Plan for ICT for Education’ T. James and J. Miller, ‘Capacity Building andManagement in ICT for Education’ T. Unwin, ‘Pro-Equity Approaches to Monitoring andEvaluation: Gender,Marginalized Groups and Special Needs Populations’ D. Wagner, ‘Dos andDon’ts in Monitoring and Evaluation’ T. Unwin & B. Day, ‘Obstacles to the integration of ICTin education: results from a worldwide educational assessment’, W.J Pelgrum, ‘Barriers to