BibTex RIS Kaynak Göster

WOMEN'S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us

Yıl 2015, Cilt: 4 Sayı: 2, - 9, 08.08.2015

Öz

Kaynakça

  • Abdul Samie M (2005) Using Information and Communication Technologies (ICTs) in illiteracy eradication in Egypt (Reality and Aspirations) UNESCO, Cairo
  • Adeya Catherine Nyaki (2002) ICTs and Poverty: A Literature Review, Ottawa: International Development Research Council
  • Agrawal, Binod C (1986) Culture, Communication, and Knowledge: The Structural Predicaments. Ahmedabad:
  • Development and Educational Communications Unit, Indian Space Research Organization (unpublished mimeo) Ali M., A. Akbar, S. Alam (2004) Study on best practices in Bangladesh, UNESCO, Dhaka
  • Almeida, Jose de (2004) A Brazilian study about the best educational practices in basic education giving priority to the teaching of reading which uses information and communication technologies. UNESCO, Brasilia
  • Anand, Anita (1982) “Rethinking Women and Development: The case of Feminism”. Convergence, 15, 1. pp 17-26
  • Apple Michael (1990). Ideology and Curriculum, London: Routledge
  • Batliwala, Srilata & Vimala Ramachandran (1987) `Education for Women's Equality- a Pilot Programme in Ten Districts of
  • Karnataka, Uttar Pradesh and Gujarat,' Department of Education, MHRD, Government of India, New Delhi (mimeo) Batliwala, Srilata (1993) Empowerment of Women in South Asia: Concepts and Practices, ASPBAE, Delhi
  • Batliwala, Srilata (1994) Women's Empowerment in South Asia, ASPBAE and FAO, New Delhi
  • Belenky, M.F, B.M. Clinchy, N.R. Goldberger & J.M Tarule (1986) Women's Ways of Knowing: The Development of Self,
  • Voice and Mind. New York: Basic Books Bhasin, Kamla (1984) “The Why and How of Literacy for Women: Some thoughts in the Indian Context”; Convergence, 17.4 pp 37-43
  • Bhasin, Kamla (1985) “Illiteracy, Women and Development” Adult Education and Development, 24, pp 94-105
  • Bhavnani, Kum-kum, J. Foran, P. Kurian (eds) (2006), Feminist Futures: Re-imagining Women, Culture and Development, NewDelhi, Zubaan
  • Canadian Council for International Co-operation (1991), Two Halves Make a Whole: Balancing Gender Relations in
  • Development, Ottawa: CCIC Carron, Gabrielle, K. Mwira and G Righa (1988) The Functioning and Effects of the Literacy Progamme in Kenya, draft report, IIEP, Paris
  • Chatterjee, Bhasker, (2004) ICTs for Basic Education and Literacy: Country study for India. UNESCO, Delhi
  • Dighe, Anita (1995) Women and Literacy in India: a study in a resettlement colony in Delhi, Education for Development,
  • U.K. Occasional Papers, series 1, no.2 Dighe, Anita, I. Patel, P. Krishnan, A. Razzack, S. Saxena, I. Sen, (1996), Deconstructing Literacy Primers, NIAE, New Delhi (mimeo)
  • Farrell, Glen M (2004) ICT and Literacy, who Benefits? Vancouver: Commonwealth of Learning
  • Flor, Alexander G., (2001) `ICT and Poverty: the Indisputable Link' Paper for the Third Asia Development Forum on
  • `Regional Economic Cooperation in Asia and the Pacific, Bangkok Freire, Paulo (1970) Pedagogy of the Oppressed, New York: Herder & Herder,
  • Freire, Paulo, (1985), The Politics of Education: Culture, Power, and Liberation, McMillan, London
  • Gerster, Richard and Sonia Zimmermann (2003) `Information and Communication Technologies (ICTs) for Poverty
  • Reduction?' Discussion Paper, Swiss Agency for Development Cooperation Ghosh, Avik, (2006) Communication Technology and Human Development: Recent Experiences in the Indian Social Sector.
  • New Delhi: Sage Publications Girijana, Deepika, Yakshi & Anthra; (2002) “Literacy and Empowerment: an Experimental Account of Using REFLECT as an Innovative Approach to Adult Education in Andhra Pradesh” in Practice and Research in Literacy, edited by Aditi
  • Mukherjee and Vasanta Duggirala, New Delhi, Sage Publications, Green, Lindsay (2002) Women and ICTs for Open And Distance Learning: Some Experiences and Strategies from The Commonwealth; The Commonwealth and Learning, Vancouver
  • Greenberg, Alan (2005), `ICTs for Poverty Alleviation: Basic Tool and Enabling Sector, Stockholm: Swedish International Development Agency
  • Greenberg, Daphne (2002) `Women and Literacy' available at http://www.litwomen.org/Research/Greenberg.html
  • Hamelink, Cees (1983) Cultural Autonomy in Global Communications. New York: Longmans
  • Horsman Jennie (1988) 'Social Dimensions of Literacy' Canadian Women's Studies, Vol.9, Nos.3-4
  • Huyer, Sophia and Tatjana Sikoska (2003) `Overcoming the Gender Digital Divide: Understanding ICTS and their Potential for the Empowerment of Women,' INSTRAW Research Paper, Series no.1
  • Huyer, Sophia and Swati Mitter (2005), ICTs, Globalization and Poverty Reduction: Gender Dimensions of the Knowledge
  • Society (Mimeo) http://gab.wigsat.org/partI.pdf Kidd, Ross and Krishna Kumar (1981) `Co-opting Freire,' Economic and Political Weekly, 16: 1 & 2
  • Levine, Keith (1984). The Social Context of Literacy, Routledge & Kegan Paul, London
  • Lind, Agneta (1992) “Literacy: a tool for the Empowerment Women? Women's participation in Literacy programmes of the Third World” in Women and Literacy: Yesterday, Today and Tomorrow, International Institute of Education, University of Stockholm
  • Livingstone, Sonia (1999) New Media, New audiences? New Media and Society, 1 (i), pp 59-66 ISSN 1461-7315: http://eprints.lse.ac.uk/arclive/00000391/
  • Mapping Gender in the Information Society: from Reality to Discourse (2005) WSIS Gender Caucus, UNDP and IT for
  • Change, in partnerships with IDRC and UNIFEM, South Asia McCombs, Barbara (2003) `A Framework for the Redesign of K-12 Education in the Context of Current Educational
  • Reform,' Theory into Practice, Vol.42, No.2, Spring Mishra, Renuka, Malini Ghose, & Dipta Bhog (1994) `Concretising Concepts: Continuing Education Strategies for Women,'
  • Convergence, XXVII (2 and 3) Mitter, Swasti, (2005) 'Globalization & ICT : Employment opportunities for women'http://www.idrc.ca/uploads/user
  • S/10859374761partIII_ICT_Mitter_Huyer.pdf
  • Mukherjee, Aditi (2002), `Language, Dialect and Literacy,' in Practice and Research in Literacy ,edited by Mukherjee,Aditi and Vasanta Duggivala New Delhi, Sage publications,
  • Mukherjee, Aditi and Vasanta Duggivala, (2002) ed. Practice and Research in Literacy,
  • New Delhi Sage publications, National Literacy Mission (1988) Ministry of Human Resource Development, Government of India, New Delhi
  • New London Group (1996) “A Pedagogy of Multi Literacies: Developing Social Futures” Harvard Education Review, Vol. 66, No. 1 Spring Issue.
  • Ouane, Adama (ed) (2003) Towards a Multilingual Culture of Education, UNESCO Institute for Education, Hamburg
  • Oxenham, John, A.H. Diallo, A. Katahoire, A. Petkova-Mwangi, and O. Sall (2002) `Strengthening Livelihoods with
  • Literacy' African Region Human Development Working Paper Series, World Bank Papen, Uta (2002), Literacy and Livelihoods Revisited: Final Report of the Uppingham Seminar, http://www.uppinghamseminars.org/report_2002.htm
  • Patel, Ila (1987) Non-formal Education for Rural Women in Gujarat: for Development or Domestication? (mimeo)
  • Pigato, Miria (2001) `Information and Communication Technology, Poverty and Development in sub-Saharan Africa and South Asia,' African Region Working Paper, Series No. 20
  • Primo, Natasha , (2005) “The Potential of ICT for promoting gender equality” in Access, Empowerment and Governance;
  • Creating a world of Equal opportunity with ICT' eds. by Rahim, Rinalia Abdul, Daniele Waldburger, and Gabreille Siegendthelwe Muinde. Kuala Lumpur Global Knowledge Partnerships, Ramachandran, Vimala (2002); 'Literacy, Development and Empowerment' in The Gender Gap in Basic Education: NGOs as
  • Change Agents, edited by Rekha Wazir, New Delhi, Sage Publications, Ramdas, Lalita (1990) “Women and Literacy: a Quest for Justice” Convergence, 23.1, pp. 27-40
  • Ramilo, Chat Garcia (2005) Gender Sensitive Indicators: a Missing Piece in ICT and Development Policies, Women's World 2005, Gender and ICT Track
  • Rampal, Anita, R. Ramanujan & L. S. Saraswathi (1997) Numeracy Counts : A Handbook for Literacy Activists and Resource Persons, National Literacy Resource Centre, Mussoorie
  • Reddi, Usha Vyasulu et al (2000), An Evaluative Study of the Jhabua Communications Development Project in Jhabua,
  • Madhya Pradesh. Ahmedabad: Development and Educational Communication Unit, Indian Space Research Organization. (mimeo). Reddi, Usha Vyasulu, (2004) “Using ICTs To Remove Barriers In Education”. Paper presented at the SEAMEO - UNESCO
  • Education Congress and Expo: Adapting to Changing Times and Needs, Bangkok, Thailand, 27-29 May, 2004
  • Rogers, Alan (2004) 'Foreword: The World of Literacy Today' in ICT and Literacy, who Benefits? by Glen M. Farrell,
  • Vancouver: Commonwealth of Learning, Saxena, Sadhna and Kamal Mahendroo (1993) 'Politics of Language,' Economic and Political Weekly, November 06
  • Saxena, Sadhna (1997) 'Language and the Nationality Question,' Economic & Political Weekly, Vol XXXII, No. 6, Feb. 8
  • Sen, Amartya (1999), Development as Freedom, New York: Alfred A Knopf
  • Shingi, Prakash M, Gurinder Kaur and Ravi P. Rai (1982) Television and the Knowledge Gap Hypothesis. Ahmedabad:
  • Indian Institute of Management. Slater, Don and Jo Tacchi (2004) Research; ICT Innovations for Poverty Reduction, UNESCO, New Delhi
  • Street, Brian (1984) Literacy in Theory and Practice, Cambridge: Cambridge University Press
  • Street, Brian (1995) `Social Literacies: Critical Approaches Literacy' in Development, Ethnography and Education. Essex: Longman
  • Street, Brian (2001) Literacy and Development: Ethnographic Perspectives Routledge, London
  • Stromquist, Nelly (1992) `Challenges to the attainment of Women's Literacy' in Women and Literacy; Yesterday, Today and Tomorrow, IIE University of Stockholm, Stockholm
  • Stromquist, Nelly (1994) Literacy for Citizenship: Gender and Grassroots Dimensions in Sao Paulo. Los Angeles:
  • University of Southern California, School of Education Study of best practices in education based on ICT (2004), UNESCO, Mexico
  • Tacchi, Jo, Don Slater & Greg Hearn (2003) Ethnographic Action Research, UNESCO, New Delhi
  • Tichenor, P.J, G.A. Donahue, and C.N. Olien (1970) “Mass Media Flow and the Differential Growth of Knowledge” Public
  • Opinion Quarterly, Vol 34, 1970; pp. 159-70
  • UN ICT Task Force (2003) Tools for Development: Using ICTs to achieve the Millennium Development Goals, Working
  • Paper, United Nations ICT Task Force UNESCO (2002) Education for All: Is the World on Track? Paris: UNESCO
  • UNESCO (2002) UN Literacy Decade International Plan of Action, Paris: UNESCO
  • UNESCO (2006) Education for All, Global Monitoring Report on Literacy for Life, Paris: UNESCO.
  • UNESCO (2006) Using ICT to Develop Literacy, (2006), UNESCO, Bangkok
  • Wangsatorntanakhun, Jo Anne (2001). 'Getting in on the Action: Using Teacher Inquiry in Action Research to promote ESL student literacy. Http://www.klingenstein.org/research/projects
  • Wagner, Daniel & R. Kozma (2005 in press), New Technologies for Literacy and Adult Education: a Global Perspective.
  • International Literacy Institute. http://www.literacyonline.org/products/wagner_kozma.pdf Wagner, Daniel edited (2005) Monitoring & Evaluation Of ICT In Education Projects : A Handbook For Developing
  • Countries. Washington D.C. The World Bank: Infodev http://www.infodev.org/en/Document.9.aspx Women's Empowerment through Literacy and Livelihood Development (WELLD) Project, PRIA and World Education, (undated) Windows to the World: Developing a Curriculum for Rural Women (1997), Nirantar, New Delhi
  • World Telecommunication Development Report (2002), ITU
  • Zafar Iqbal M (2004) A study on best practices in ICT based education in Pakistan
  • Zhang Z and L Zhao (2004) ICT-based illiteracy elimination and technological training in China's western countryside, UNESCO, Beijing
Yıl 2015, Cilt: 4 Sayı: 2, - 9, 08.08.2015

Öz

Kaynakça

  • Abdul Samie M (2005) Using Information and Communication Technologies (ICTs) in illiteracy eradication in Egypt (Reality and Aspirations) UNESCO, Cairo
  • Adeya Catherine Nyaki (2002) ICTs and Poverty: A Literature Review, Ottawa: International Development Research Council
  • Agrawal, Binod C (1986) Culture, Communication, and Knowledge: The Structural Predicaments. Ahmedabad:
  • Development and Educational Communications Unit, Indian Space Research Organization (unpublished mimeo) Ali M., A. Akbar, S. Alam (2004) Study on best practices in Bangladesh, UNESCO, Dhaka
  • Almeida, Jose de (2004) A Brazilian study about the best educational practices in basic education giving priority to the teaching of reading which uses information and communication technologies. UNESCO, Brasilia
  • Anand, Anita (1982) “Rethinking Women and Development: The case of Feminism”. Convergence, 15, 1. pp 17-26
  • Apple Michael (1990). Ideology and Curriculum, London: Routledge
  • Batliwala, Srilata & Vimala Ramachandran (1987) `Education for Women's Equality- a Pilot Programme in Ten Districts of
  • Karnataka, Uttar Pradesh and Gujarat,' Department of Education, MHRD, Government of India, New Delhi (mimeo) Batliwala, Srilata (1993) Empowerment of Women in South Asia: Concepts and Practices, ASPBAE, Delhi
  • Batliwala, Srilata (1994) Women's Empowerment in South Asia, ASPBAE and FAO, New Delhi
  • Belenky, M.F, B.M. Clinchy, N.R. Goldberger & J.M Tarule (1986) Women's Ways of Knowing: The Development of Self,
  • Voice and Mind. New York: Basic Books Bhasin, Kamla (1984) “The Why and How of Literacy for Women: Some thoughts in the Indian Context”; Convergence, 17.4 pp 37-43
  • Bhasin, Kamla (1985) “Illiteracy, Women and Development” Adult Education and Development, 24, pp 94-105
  • Bhavnani, Kum-kum, J. Foran, P. Kurian (eds) (2006), Feminist Futures: Re-imagining Women, Culture and Development, NewDelhi, Zubaan
  • Canadian Council for International Co-operation (1991), Two Halves Make a Whole: Balancing Gender Relations in
  • Development, Ottawa: CCIC Carron, Gabrielle, K. Mwira and G Righa (1988) The Functioning and Effects of the Literacy Progamme in Kenya, draft report, IIEP, Paris
  • Chatterjee, Bhasker, (2004) ICTs for Basic Education and Literacy: Country study for India. UNESCO, Delhi
  • Dighe, Anita (1995) Women and Literacy in India: a study in a resettlement colony in Delhi, Education for Development,
  • U.K. Occasional Papers, series 1, no.2 Dighe, Anita, I. Patel, P. Krishnan, A. Razzack, S. Saxena, I. Sen, (1996), Deconstructing Literacy Primers, NIAE, New Delhi (mimeo)
  • Farrell, Glen M (2004) ICT and Literacy, who Benefits? Vancouver: Commonwealth of Learning
  • Flor, Alexander G., (2001) `ICT and Poverty: the Indisputable Link' Paper for the Third Asia Development Forum on
  • `Regional Economic Cooperation in Asia and the Pacific, Bangkok Freire, Paulo (1970) Pedagogy of the Oppressed, New York: Herder & Herder,
  • Freire, Paulo, (1985), The Politics of Education: Culture, Power, and Liberation, McMillan, London
  • Gerster, Richard and Sonia Zimmermann (2003) `Information and Communication Technologies (ICTs) for Poverty
  • Reduction?' Discussion Paper, Swiss Agency for Development Cooperation Ghosh, Avik, (2006) Communication Technology and Human Development: Recent Experiences in the Indian Social Sector.
  • New Delhi: Sage Publications Girijana, Deepika, Yakshi & Anthra; (2002) “Literacy and Empowerment: an Experimental Account of Using REFLECT as an Innovative Approach to Adult Education in Andhra Pradesh” in Practice and Research in Literacy, edited by Aditi
  • Mukherjee and Vasanta Duggirala, New Delhi, Sage Publications, Green, Lindsay (2002) Women and ICTs for Open And Distance Learning: Some Experiences and Strategies from The Commonwealth; The Commonwealth and Learning, Vancouver
  • Greenberg, Alan (2005), `ICTs for Poverty Alleviation: Basic Tool and Enabling Sector, Stockholm: Swedish International Development Agency
  • Greenberg, Daphne (2002) `Women and Literacy' available at http://www.litwomen.org/Research/Greenberg.html
  • Hamelink, Cees (1983) Cultural Autonomy in Global Communications. New York: Longmans
  • Horsman Jennie (1988) 'Social Dimensions of Literacy' Canadian Women's Studies, Vol.9, Nos.3-4
  • Huyer, Sophia and Tatjana Sikoska (2003) `Overcoming the Gender Digital Divide: Understanding ICTS and their Potential for the Empowerment of Women,' INSTRAW Research Paper, Series no.1
  • Huyer, Sophia and Swati Mitter (2005), ICTs, Globalization and Poverty Reduction: Gender Dimensions of the Knowledge
  • Society (Mimeo) http://gab.wigsat.org/partI.pdf Kidd, Ross and Krishna Kumar (1981) `Co-opting Freire,' Economic and Political Weekly, 16: 1 & 2
  • Levine, Keith (1984). The Social Context of Literacy, Routledge & Kegan Paul, London
  • Lind, Agneta (1992) “Literacy: a tool for the Empowerment Women? Women's participation in Literacy programmes of the Third World” in Women and Literacy: Yesterday, Today and Tomorrow, International Institute of Education, University of Stockholm
  • Livingstone, Sonia (1999) New Media, New audiences? New Media and Society, 1 (i), pp 59-66 ISSN 1461-7315: http://eprints.lse.ac.uk/arclive/00000391/
  • Mapping Gender in the Information Society: from Reality to Discourse (2005) WSIS Gender Caucus, UNDP and IT for
  • Change, in partnerships with IDRC and UNIFEM, South Asia McCombs, Barbara (2003) `A Framework for the Redesign of K-12 Education in the Context of Current Educational
  • Reform,' Theory into Practice, Vol.42, No.2, Spring Mishra, Renuka, Malini Ghose, & Dipta Bhog (1994) `Concretising Concepts: Continuing Education Strategies for Women,'
  • Convergence, XXVII (2 and 3) Mitter, Swasti, (2005) 'Globalization & ICT : Employment opportunities for women'http://www.idrc.ca/uploads/user
  • S/10859374761partIII_ICT_Mitter_Huyer.pdf
  • Mukherjee, Aditi (2002), `Language, Dialect and Literacy,' in Practice and Research in Literacy ,edited by Mukherjee,Aditi and Vasanta Duggivala New Delhi, Sage publications,
  • Mukherjee, Aditi and Vasanta Duggivala, (2002) ed. Practice and Research in Literacy,
  • New Delhi Sage publications, National Literacy Mission (1988) Ministry of Human Resource Development, Government of India, New Delhi
  • New London Group (1996) “A Pedagogy of Multi Literacies: Developing Social Futures” Harvard Education Review, Vol. 66, No. 1 Spring Issue.
  • Ouane, Adama (ed) (2003) Towards a Multilingual Culture of Education, UNESCO Institute for Education, Hamburg
  • Oxenham, John, A.H. Diallo, A. Katahoire, A. Petkova-Mwangi, and O. Sall (2002) `Strengthening Livelihoods with
  • Literacy' African Region Human Development Working Paper Series, World Bank Papen, Uta (2002), Literacy and Livelihoods Revisited: Final Report of the Uppingham Seminar, http://www.uppinghamseminars.org/report_2002.htm
  • Patel, Ila (1987) Non-formal Education for Rural Women in Gujarat: for Development or Domestication? (mimeo)
  • Pigato, Miria (2001) `Information and Communication Technology, Poverty and Development in sub-Saharan Africa and South Asia,' African Region Working Paper, Series No. 20
  • Primo, Natasha , (2005) “The Potential of ICT for promoting gender equality” in Access, Empowerment and Governance;
  • Creating a world of Equal opportunity with ICT' eds. by Rahim, Rinalia Abdul, Daniele Waldburger, and Gabreille Siegendthelwe Muinde. Kuala Lumpur Global Knowledge Partnerships, Ramachandran, Vimala (2002); 'Literacy, Development and Empowerment' in The Gender Gap in Basic Education: NGOs as
  • Change Agents, edited by Rekha Wazir, New Delhi, Sage Publications, Ramdas, Lalita (1990) “Women and Literacy: a Quest for Justice” Convergence, 23.1, pp. 27-40
  • Ramilo, Chat Garcia (2005) Gender Sensitive Indicators: a Missing Piece in ICT and Development Policies, Women's World 2005, Gender and ICT Track
  • Rampal, Anita, R. Ramanujan & L. S. Saraswathi (1997) Numeracy Counts : A Handbook for Literacy Activists and Resource Persons, National Literacy Resource Centre, Mussoorie
  • Reddi, Usha Vyasulu et al (2000), An Evaluative Study of the Jhabua Communications Development Project in Jhabua,
  • Madhya Pradesh. Ahmedabad: Development and Educational Communication Unit, Indian Space Research Organization. (mimeo). Reddi, Usha Vyasulu, (2004) “Using ICTs To Remove Barriers In Education”. Paper presented at the SEAMEO - UNESCO
  • Education Congress and Expo: Adapting to Changing Times and Needs, Bangkok, Thailand, 27-29 May, 2004
  • Rogers, Alan (2004) 'Foreword: The World of Literacy Today' in ICT and Literacy, who Benefits? by Glen M. Farrell,
  • Vancouver: Commonwealth of Learning, Saxena, Sadhna and Kamal Mahendroo (1993) 'Politics of Language,' Economic and Political Weekly, November 06
  • Saxena, Sadhna (1997) 'Language and the Nationality Question,' Economic & Political Weekly, Vol XXXII, No. 6, Feb. 8
  • Sen, Amartya (1999), Development as Freedom, New York: Alfred A Knopf
  • Shingi, Prakash M, Gurinder Kaur and Ravi P. Rai (1982) Television and the Knowledge Gap Hypothesis. Ahmedabad:
  • Indian Institute of Management. Slater, Don and Jo Tacchi (2004) Research; ICT Innovations for Poverty Reduction, UNESCO, New Delhi
  • Street, Brian (1984) Literacy in Theory and Practice, Cambridge: Cambridge University Press
  • Street, Brian (1995) `Social Literacies: Critical Approaches Literacy' in Development, Ethnography and Education. Essex: Longman
  • Street, Brian (2001) Literacy and Development: Ethnographic Perspectives Routledge, London
  • Stromquist, Nelly (1992) `Challenges to the attainment of Women's Literacy' in Women and Literacy; Yesterday, Today and Tomorrow, IIE University of Stockholm, Stockholm
  • Stromquist, Nelly (1994) Literacy for Citizenship: Gender and Grassroots Dimensions in Sao Paulo. Los Angeles:
  • University of Southern California, School of Education Study of best practices in education based on ICT (2004), UNESCO, Mexico
  • Tacchi, Jo, Don Slater & Greg Hearn (2003) Ethnographic Action Research, UNESCO, New Delhi
  • Tichenor, P.J, G.A. Donahue, and C.N. Olien (1970) “Mass Media Flow and the Differential Growth of Knowledge” Public
  • Opinion Quarterly, Vol 34, 1970; pp. 159-70
  • UN ICT Task Force (2003) Tools for Development: Using ICTs to achieve the Millennium Development Goals, Working
  • Paper, United Nations ICT Task Force UNESCO (2002) Education for All: Is the World on Track? Paris: UNESCO
  • UNESCO (2002) UN Literacy Decade International Plan of Action, Paris: UNESCO
  • UNESCO (2006) Education for All, Global Monitoring Report on Literacy for Life, Paris: UNESCO.
  • UNESCO (2006) Using ICT to Develop Literacy, (2006), UNESCO, Bangkok
  • Wangsatorntanakhun, Jo Anne (2001). 'Getting in on the Action: Using Teacher Inquiry in Action Research to promote ESL student literacy. Http://www.klingenstein.org/research/projects
  • Wagner, Daniel & R. Kozma (2005 in press), New Technologies for Literacy and Adult Education: a Global Perspective.
  • International Literacy Institute. http://www.literacyonline.org/products/wagner_kozma.pdf Wagner, Daniel edited (2005) Monitoring & Evaluation Of ICT In Education Projects : A Handbook For Developing
  • Countries. Washington D.C. The World Bank: Infodev http://www.infodev.org/en/Document.9.aspx Women's Empowerment through Literacy and Livelihood Development (WELLD) Project, PRIA and World Education, (undated) Windows to the World: Developing a Curriculum for Rural Women (1997), Nirantar, New Delhi
  • World Telecommunication Development Report (2002), ITU
  • Zafar Iqbal M (2004) A study on best practices in ICT based education in Pakistan
  • Zhang Z and L Zhao (2004) ICT-based illiteracy elimination and technological training in China's western countryside, UNESCO, Beijing
Toplam 86 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Anita Dıghe Bu kişi benim

Usha Vyasulu Reddı Bu kişi benim

Yayımlanma Tarihi 8 Ağustos 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 4 Sayı: 2

Kaynak Göster

APA Dıghe, A., & Reddı, U. V. (2015). WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us. International Women Online Journal Of Distance Education, 4(2), 9.
AMA Dıghe A, Reddı UV. WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us. International Women Online Journal Of Distance Education. Nisan 2015;4(2):9.
Chicago Dıghe, Anita, ve Usha Vyasulu Reddı. “WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us”. International Women Online Journal Of Distance Education 4, sy. 2 (Nisan 2015): 9.
EndNote Dıghe A, Reddı UV (01 Nisan 2015) WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us. International Women Online Journal Of Distance Education 4 2 9.
IEEE A. Dıghe ve U. V. Reddı, “WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us”, International Women Online Journal Of Distance Education, c. 4, sy. 2, s. 9, 2015.
ISNAD Dıghe, Anita - Reddı, Usha Vyasulu. “WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us”. International Women Online Journal Of Distance Education 4/2 (Nisan 2015), 9.
JAMA Dıghe A, Reddı UV. WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us. International Women Online Journal Of Distance Education. 2015;4:9.
MLA Dıghe, Anita ve Usha Vyasulu Reddı. “WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us”. International Women Online Journal Of Distance Education, c. 4, sy. 2, 2015, s. 9.
Vancouver Dıghe A, Reddı UV. WOMEN’S LITERACY AND INFORMATION AND COMMUNICATION TECHNOLOGIES: Lessons That Experıence Has Taught Us. International Women Online Journal Of Distance Education. 2015;4(2):9.