2) Another basic requirement is the availability of electricity and telephony. In developing countries large areas are still without a reliable supply of electricity and the nearest telephones are miles away. Although this is currently an extremely costly approach, other developing countries with very poor telecommunications infrastructure should study this option.
3) Policymakers should also look at the ubiquity of different types of ICT in the country in general, and in the educational system (at all levels) in particular. For instance, a basic requirement for computer-based or online learning is access to computers in schools, communities, and households, as well as affordable Internet service.
4) Transparency and reliability of Internet based information: The Higher Educationperspective.
5) What are the costs/benefits of situating ICTs for use in schools outside of computer classroom? Cost-benefit analyses of situating computers outside of classrooms, but rather in school libraries, teacher training institutions and community telecentres (including those that are school-based), would be quite useful.
6) Are some school subjects better suited for ICT integration than others? Given that access to ICTs in schools is quite limited, it would be useful to know if certain ICT applications are better suited to use in certain school subjects and others and, if so, how ICTs can be utilized to aid teaching and learning in such subjects.
7) How can ICTs be used to present, comment on and discuss student work, and what are the implications of such impact? The effects of using ICTs to present and discuss student work are not well researched.
http://en.wikibooks.org/wiki/ICT_in_Education/Key_Challenges_in_Integrating_ICTs_in_Education (13/01/2009)
http://www.infodev.org/en/Publication.106.html (13/01/2009)
http://www.allconferences.com/conferences/20080530025224/ (13/01/2009)
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