Providing ICT Skills to Teacher Trainers in Cambodia Summary.pdfVIP

Journal of Education for International Development 4:2 December 2009 Providing ICT Skills to Teacher Trainers in Cambodia: Summary of Project Outputs and Achievements Jayson W. Richardson, Assistant Professor University of North Carolina Wilmington This study presents data on the outputs of an international development project called Establishing the Effective Use of ICTs in Education for All in Cambodia. A main component of this project was to teach all teacher trainers how to use basic ICTs. This article presents the achievements of the project juxtaposed with a study of the factors that either inhibited or motivated the teacher trainers choice to adopt use of these ICT skills. This project was implemented by both UNESCO and the Cambodian Ministry of Education. Analyses were conducted on 379 surveys, 17 interviews, UNESCO project documents, and Cambodian Ministry of Education documents. Key words: ICT, teacher training, Cambodia, case study I. Introduction Less developed nations not able to address their standing in the global digital divide may face political instability (Afele; 2003; Wilson, 2004), increased poverty (Servon, 2002; Wong, 2001), increased marginalization (Servon, 2002; Tiene, 2002), and decreased democratic participation (Cullen, 2001; Lau, Aboulhoson, Lin, Atkin, 2008). As less developed nations attempt to close their digital divide and shift to participate in the knowledge and innovation economy, international development project managers and international development policy makers would be served by gaining an understanding of both the motivators and inhibitors to adopting the use of information and communication technologies (ICTs). To better facilitate sustainability, scalability, and spread of technological innovations in less developed nations, there is a ne