Selected publications (.pdf)

"Education Change, Leadership and the Knowledge Society" 
Global e-Schools Initiative (GeSCI)  

Survey of ICT in education in the Caribbean
Volume 1: Regional trends & analysis
Volume 2: Country reports

Using technology to train teachers:
Appropriate uses of ICT for
teacher professional developmen
infoDev (Mary Burns, co-author)

Project evaluation:
Uganda rural school-based telecenters

World Bank Institute
(Sara Nadel, co-author)

The Educational Object Economy:
Alternatives in authoring &
aggregation of educational software 

Interactive Learning Environments
(Purchase or subscription req'd) 

Development of multimedia resources 
UNESCO (Cesar Nunes, co-author)

Real Access/Real Impact
Teresa Peters &
(hosted for reference; RIP TMP) 

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libraries in afghanistan

There are two points to bear in mind relative to my current affiliations and engagements:

1 - Books are precious
In Afghanistan and many other places, access to books is irreplaceably valuable. And community libraries--whatever form they take--provide an irreplaceable service.

2 - School performance is malleable
Education systems represent the biggest governmental employment sector in many countries. That makes the system prone to abuse (e.g., ghost schools and ghost teachers in Afghanistan), but it also make the education system--if it is properly calibrated--an unequaled agent of change.

What do these points mean, taken together? That school should be engaged as potential recipients of books, that school libraries are critical, and that re-imagining these libraries as community libraries is essential to school improvement, to improved literacy outcomes and to increased levels of social and economic well being in communities.

That's a lot to find in a small article. You are welcome to inquire about my reasonsing.


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