Information and communication technologies have expanded dramatically in Latin America. During the last two decades, mobile phones have penetrated more quickly in this region than in developed regions at a remarkable rate. Similarly, the per capita growth rates of Internet users have been higher in developing countries than in developed countries. The really fast diffusion of newer technologies such as mobile telephony, broadband and Internet has opened up big opportunities for using these technologies in the delivery of information in businesses and social service providers in Latin America and the Caribbean. 'Information Technologies in Latin America' provides a collection of rigorous empirical studies that contributes to a better understanding of the role and impact of old and new information technologies on Latin American economic development. It provides evidence using randomized and quasi-experimental designed studies for different ICT interventions. In evaluating their development impact a critical concern has been to contribute to the little existing evidence. In fact, whereas many ICT projects in the developing world have been promoted by multilateral organizations, bilateral aid agencies and nongovernmental organizations in recent years, the extent to which these interventions and policies actually contribute to the development of the region is unclear. The book provides evidence on what works and what does not. An important objective is to test one of the frustrating benefits of randomized controlled trials, namely, their ability to show that a program works when it does not and in fact, important policy lessons can be gained from failed field experiments. This collection of essays aims to provide valuable insight on both the promise and the pitfalls of trying to replace conventional, high-cost outreach with technological alternatives. Thus, it may be relevant both to researchers working in the area of information technologies and development, as well as to practitioners pondering how to leverage technology to improve outreach and reach clients in innovative ways.

Written by a team of expert practitioners at the Independent Office of Evaluation of International Fund for Agricultural Development (IFAD), this book gives an insight into the implications of new and emerging technologies in development evaluation. Growing technologies such as big data analytics, machine learning and remote sensing present new opportunities for development practitioners and development evaluators, particularly when measuring indicators of the Sustainable Development Goals. The volume provides an overview of information and communication technologies (ICTs) in the context of evaluation, looking at the theory and practice, and discussing how the landscape may unfold. It also considers concerns about privacy, ethics and inclusion, which are crucial issues for development practitioners and evaluators working in the interests of vulnerable populations across the globe. Among the contributions are case studies of seven organizations using various technologies for data collection, analysis, dissemination and learning. This valuable insight into practice will be of interest to researchers, practitioners and policymakers in development economics, development policy and ICT.

Mobile phones are close to ubiquitous in developing countries; Internet and broadband access are becoming commonplace. Information and communication technologies (ICTs) thus represent the fastest, broadest and deepest technical change experienced in international development. They now affect every development sector – supporting the work of hundreds of millions of farmers and micro-entrepreneurs; creating millions of ICT-based jobs; assisting healthcare workers and teachers; facilitating political change; impacting climate change; but also linked with digital inequalities and harms – with the pace of change continuously accelerating. Information and Communication Technology for Development (ICT4D) provides the first dedicated textbook to examine and explain these emerging phenomena. It will help students, practitioners, researchers and other readers understand the place of ICTs within development; the ICT-enabled changes already underway; and the key issues and interventions that engage ICT4D practice and strategy. The book has a three-part structure. The first three chapters set out the foundations of ICT4D: the core relation between ICTs and development; the underlying components needed for ICT4D to work; and best practice in implementing ICT4D. Five chapters then analyse key development goals: economic growth, poverty eradication, social development, good governance and environmental sustainability. Each chapter assesses the goal-related impact associated with ICTs and key lessons from real-world cases. The final chapter looks ahead to emerging technologies and emerging models of ICT-enabled development. The book uses extensive in-text diagrams, tables and boxed examples with chapter-end discussion and assignment questions and further reading. Supported by online activities, video links, session outlines and slides, this textbook provides the basis for undergraduate, postgraduate and online learning modules on ICT4D.

How the definition, production, and leveraging of information are shaped by caste, class, and gender, and the implications for development. Information, says Janaki Srinivasan, has fundamentally reshaped development discourse and practice. In this study, she examines the history of the idea of “information” and its political implications for poverty alleviation. She presents three cases in India—the circulation of price information in a fish market in Kerala, government information in information kiosks operated by a nonprofit in Puducherry, and a political campaign demanding a right to information in Rajasthan—to explore three uses of information to support goals of social change. Countering claims that information is naturally and universally empowering, Srinivasan shows how the definition, production, and leveraging of information are shaped by caste, class, and gender. Srinivasan draws on archival and ethnographic research to challenge the idea of information as objective and factual. Using the concept of an “information order,” she examines how the meaning and value of information reflect the social relations in which it is embedded. She asks why casting information as a tool of development and solution to poverty appeals to actors across the political spectrum. She also shows how the power to label some things information and others not is at least as significant as the capacity to subsequently produce, access, and leverage information. The more faith we place in what information can do, she cautions, the less attention we pay to its political lives and to the role of specific social structures, individual agency, and material form in the defining, production, and use of that information.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

communities." --Book Jacket.

As more associations struggle with limited professional development funding, the opportunities for library and information experts to advance their skills are being examined in a more effective and cost-efficient manner. Revolutionizing the Development of Library and Information Professionals: Planning for the Future examines the future of library professional development by investigating the aspects that make these development events worthwhile. This book is essential for library association personnel, educational institutions, and management personnel in large library systems to aid in determining future trends in professional development opportunities for their staff.

Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.

Originally published in 1976, the authors present a theory of cognitive development based upon an information-processing approach. Here is one of the first attempts to apply the information-processing view of cognitive psychology to developmental issues raised by empirical work in the Piagetian tradition.