This resource intends to give a general outline of ICT for development (ICT4D). No previous knowledge about ICT4D is needed. The resource focus on major definitions and terms. An overview of the different phases of ICT for development initiatives and an outlook to the future of ICT4D projects is given.

In the Introduction you will find definitions of key terms of the field.

In the unit ICT4D Evolution you'll find a description of the different ICT4D phases and why most ICT4D projects failed.

The unit ICT4D & Openness gives a short explanation why openness is important in the ICT4D field.

The Future of ICT4D unit lists some important points of future ICT4D projects.

In the Resources part you'll find the bibliography, a reading list of key articles and examples for further reading as well as a list of more videos.

This course will provide an intensive introduction to the field of information technology and global development, in its historical, policy, and design dimensions. Part One offers a comprehensive overview of key historical and contemporary debates, problems, and issues in international development. Part Two explores crucial information policy issues in developing country contexts, ranging from technology transfer, research and innovation systems, and intellectual property to telecommunications, wireless, and other critical infrastructure development. Part Three explores the growing ICT4D project literature, with special reference to programs and applications in the health, education, finance, governance, agriculture, and rural development sectors. Through readings, discussions, and course assignments, students will gain critical research and professional skills in the analysis and design of information policies, programs, and projects in a range of developing country settings. Through geographically focused project and discussion groups, students will also develop specific regional or country-level knowledge and experience.

In 1999, Dr. Sugatra Mitra placed a computer into a hole in the wall of an urban slum in New Delhi India and watched with a hidden camera to see how children of the slum interacted with this foreign device. His "Hole in the Wall" project, along with subsequent studies, demonstrates that even in the absence of direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge.