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...countries, computers are quickly becoming a part of the school in the dissemination of knowledge. Udai Singh, et al (2006), ‘computers-in-education projects range from small, isolated, computer kiosks in rural villages to large-scale, high-end, computer installations in wealthier urban schools.’ This observation is supported by Kashorda and Waema (2007) in their work on the e-readiness of the various higher education institutions in Kenya where they note that middle-level colleges, but in affluent regions, for example the United States International University (Africa) ranks higher in computer and general information communication technology use than any other in Kenya (p.74). The same is repeated in India, Brazil and other developing countries. What all scholars agree is that computers supplement teacher shortages as well as familiarizing underprivileged children with technology (Pawar, et al, 18). This paper seeks to look into how computers improve access to information and education in developing nations. The definition of a computer in this paper is ‘programmable usually electronic device that can store, retrieve, and process data’ while a developing nation is one ‘that has a relatively high standard of living, achieved primarily through social, economic, and technological infrastructure.’
Computers And Access To Information And Education
Osin (1981, 86), deals with the questions why and how in trying to investigate how computer as a tool is being used in education in developing nations and the purposes for its use (p.2). acknowledging the difficulties facing developing nations, like adverse poverty, he first tries to justify why computers should be prioritized together with other needs like those of addressing poverty, concluding that ‘the only way to reach a long-term solution for the economic problems of the population is to raise the educational...
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