a guide for peace corps staff and volunteers on

ICT4DPLAYBOOK

2017

A guide for Peace Corps Staff

and Volunteers on Information

and Communication

Technologies for Development.

Thank you

GlossaryAF AFRICA REGION

CED COMMUNITY ECONOMIC DEVELOPMENT

CSPP CROSS-SECTOR PROGRAMMING PRIORITY

EMA EUROPE, MIDDLE-EAST, AND ASIA REGION

ICT INFORMATION AND COMMUNICATION TECHNOLOGIES

ICT4D INFORMATION AND COMMUNICATION TECHNOLOGIES FOR DEVELOPMENT

IAP INTER-AMERICA AND THE PACIFIC REGION

IT INFORMATION TECHNOLOGY

OPATS OFFICE OF OVERSEAS PROGRAMMING AND TRAINING SUPPORT

PC PEACE CORPS

PCV PEACE CORPS VOLUNTEER

STEM SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

T4D TECHNOLOGY FOR DEVELOPMENT

UX USER EXPERIENCE

PEACE CORPSPG // 2 ICT4D PLAYBOOK PG // 3

ContentSummary 6

Overview 11

Service in a Digital Age 12

History 13

Peace Corps’ ICT4D Strategy 14

Staff Guide 19

Focus Areas 16

ICT4D Model 20

Volunteer ICT4D Committees 24

Post ICT4D Checklist 29

Activity Links 38

CSPP 21

Services and Support 27

Volunteer ICT4D Committee 33

PC/Washington 25

Sector Integration Examples 30

Post Highlights 42

Roles and Competencies 26

ICT4D Resources 32

Volunteer Guide 31

Staff ICT4D Support 23

Integrating ICT4D at Post 22

Training and Reporting 28

Small Grants and Funding 34


How this Playbook is organized

1. OverviewIncludes a general overview and introduction to the latest on

digital development at Peace Corps, background on the Initiative

itself, focus areas of interest, and its principles for digital

development-related activities.

2. Staff GuidanceAimed at Peace Corps staff—lays out the integration strategy for

digital development at Peace Corps, covering the mission, goals,

objectives, theory of change, logic model, and specific strategies for

integrations with post project frameworks.

3. Volunteer Guide.Introduction to ICT4D in general, and how covers ICT4D-related

resources, organizations, and strategies for Volunteers to engage

more deeply with ICT4D subjects.

The Peace Corps ICT4D Playbook provides Peace Corps

Volunteers and staff with the knowledge and basic skills to

leverage digital information and technologies for greater

impact during a Volunteers’ service.


Gabriel KrieshokICT4D Program Specialist

AcknowledgementsThe following guidance builds on past

Peace Corps ICT for Development

integration efforts including

programming manuals, training

and other materials. It is connected

to whole of U.S. Government

efforts to leverage information and

communication technologies in

the developing world for positive

development outcomes.

This playbook is more comprehensive

and is intended for staff, Volunteers

and community counterparts in

their efforts to ensure that ICT4D

is integrated into projects for more

effective development. Gabriel Krieshok

has been the primary author of this

playbook.

Finally, Peace Corps Staff and

Volunteers have a long history of being

innovative with ICTs in challenging

and low-resource environments. They

constantly push the envelope and

redefine what can be done in their

service, all the while pushing the agency

mission forward.

The stories of their work around the

world continue to inspire.


Summary

The mission of the ICT4D CSPP is to

mainstream the use of ICT4D-related

solutions to increase Volunteer

programmatic impact and service

opportunities.

The Mission

Today’s Peace Corps Volunteers are

helping people in developing countries

take part in the digital and technological

revolution that many in the western

world take for granted.

They are bridging the digital divide by:

• Teaching students and teachers to effectively use computers and the Internet for education.

• Helping local entrepreneurs to create web sites to market their goods around the world

• Helping extend the reach of healthcare services.

• Training counterparts to use data for decision-making.

Vision

Peace Corps’ Information and

Communication Technologies for

Development (ICT4D) cross-sector

programming priority (CSPP) is

premised on the belief that ICTs can be

leveraged by and for local communities

to themselves drive and facilitate

development processes.

Defining ICT4D“This technology will,

in my view, simply give volunteers

the green light to innovate, in bridging

the digital divide, while remaining true

to the core mission that President

Kennedy set out for the Peace Corps – to

help the people of the developing world

help themselves”

– Former Peace Corps Director Mark

Schneider

ICT4D Goals

Empower programming efforts.

Amplify Volunteer reach.

Support activities and initiatives.

Empower Amplify Support


All Volunteers now engage in using ICTs for Development to a certain extent in their service – it is less a question of “if” and now a question of “to what extent” and “how.”

“I envision a Peace Corps that is rooted in our vibrant past, but ready to harness the tools, technologies, and opportunities of the 21st century.”

— Former Peace Corps Director

Carrie Hessler-Radelet

Volunteers

+1,983 In FY 2016, nearly 2,000 Volunteers reported on ICT4D-related acti viti es.

FY14 FY15 FY16

1,376 9611,983

Activities

+4,888 In FY2016, nearly 5,000 ICT4D-related acti viti es were reported by Volunteers.FY14 FY15 FY16

2,599 1,6664,888

Annual Volunteer Survey

8%In FY2016, 9% of Volunteers reported that “ICT for Development’ is part of their work in Peace Corps.

FY14 FY15 FY16

9%7% 8%


ICT4D is a very active cross-sector activity that works within and across other Peace Corps priorities and initiatives.

According to FY2016 data, 58% of Volunteers report engaging in ‘cross-sector’ activities.

Initiatives

ICT4D gets leveraged through a lot of different mechanisms—short-term positions, grants, and communities of practice.

Reach

STEM (Science, Technology, Engineering, and Mathematics) activities are used to help engage young girls and women in as a way to encourage education activities.

Let Girls Learn

!There were 11 Peace Corps Response positions with an ICT-related focus filled in FY16.

Compare to 9 (FY15), 8 (FY14).

11Peace Corps Response Positions

11 grants where ICT4D is the ‘primary’ focus, and 35 where it is ‘secondary’ (FY16).

Compare to 11 primary, 25 secondary (FY15), and 20 primary, 46 secondary (FY14)

46Grants

The Facebook group, ‘Digital Peace Corps’ had a total of 688 members in FY16 (PCVs, RPCVs, sector experts, etc.)

There are also ICT4D-related Facebook groups at the post-level—active groups include: Botswana, Colombia, Ukraine, and Ghana.

688Facebook group members

"

Volunteers are using innovative mobile data projects to collect, monitor, and assess their activities related to food security.

Food Security

#

Volunteers are using digital tools to communicate, collaborate, and spread the word about activities related to activities that help educate about and promote the eradication of malaria around the world.

Stomp Out Malaria


IAPInter-America and the

Pacific

AFAfrica Region

EMAEurope, Mediterranean,

and Asia Region

19Active ICT4D posts

533ICT4D-reporting Volunteers

1,222ICT4D activities

4ICT4D CommitteesParaguay • Nicaragua • Colombia • Costa Rica




4ICT4D CommitteesThailand • Georgia • Mol-dova • China • Ukraine



5ICT4D CommitteesBotswana • Ghana • Ethio-pia • Uganda • Madagascar



OVERVIEW


Service in a Digital AgeVolunteers can communicate

electronically not just with their

counterparts, communities, and Peace

Corps staff within the country, but also

with friends, family, and experts across

the globe—at any hour, night or day.

This global connectivity illustrates

that opportunities for Peace Corps

Volunteers to more effectively carry

out the mission of world peace,

cross-cultural understanding, and

grassroots development are both

evident and vital.

Yet through all of this technological

development, Peace Corps’ mission

has remained constant throughout.

and so, has the relevance and impact

of the Volunteers who, year after year

dedicate their lives to improving the

lives of those around them -- using

every tool available to them.

1. The information landscapeThe information and technology environment (particularly connectivity and Internet access) of host country environments has changed dramatically during the last decade, which has brought mobile phones and connectivity to all but the most remote of environments where Volunteers serve.

2. Volunteer expectationsVolunteers find it routine to pack their mobile devices (phones, laptop computers, tablets, etc.) from home service. They are comfortable using communication tools and technologies for their professional work.

3. Host-country demandHost country projects, local counterparts, and host communities have established a high demand for ICT- related projects and skill sets for achieving their development outcomes.

4. Cultural and social integrationA weaving of the previous three points leads to a landscape of Volunteers, counterparts, and communities where the existence and use of technology for both personal and professional purposes is less taboo and is the status quo if not an outright requirement.

Communities where Volunteers serve are no longer the isolated, connectivity oasis’ they once were. They have access to information and digital services never before within their reach and they have new opportunities to influence the world around them.

Seventeen years ago, Peace Corps made a wager that information and communication technologies (ICTs) would change the way that Volunteers would be able to serve their communities.

Four factors for Peace Corps and ICT4D


IT v. ICTThe difference between IT and ICT

generally is both misunderstood and

underestimated.

IT can be considered the “hard side” of

technology—hardware, code, systems

administration, server maintenance,

and generally thankless but crucial work

that allows us all to use project IT assets

like computers, web, and server.

ICT is generally the “soft side” of

technology—designing and managing

digital strategies, content and

processes, integrating software

and technology tools into project

programming, working alongside

software firms and project staff to

customize tools to meet project needs.

HistoryPeace Corps Volunteers have long been

on the cutting edge of finding ways for

their communities and counterparts to

leverage technology for as long as Peace

Corps has been around—through the

decades that span everything from ham

radio and television to tele-centers to

computers labs now to mobile phones

and open data.

What we see in the ICT4D landscape

within Peace Corps is that while the

tools may change over time, what

remains constant is the central drive

of all Peace Corps Volunteers—to start

where they are, with what they have,

to do what they can to make a better,

more inclusive, more connected world.

Volunteers recognize that using

information and communication

technologies (ICTs) are an essential

ingredient to making the most of their

service. But it’s important to remember

that at the end of the day, Peace Corps

has been (and will continue to be)

about people. It’s about promoting

world peace and friendship through

shared experiences and grassroots

development.

Since 2000, Peace Corps has had more than 1,000 Volunteers serve as IT Volunteers.


Peace Corps’ ICT4D Strategy

What are CSPPsCSPPs (cross-sector programming priorities) are

on-going, cross-sector areas of development in which

the agency seeks to maximize quality, quantity, and

impact of Volunteer activities at a global level. Current

CSPPs include ICT4D, youth as resources, HIV/AIDS,

gender empowerment and women’s equality, working

with people with disabilities, and volunteerism.

Justification for ICT4DPeace Corps’ Information and Communication

Technologies for Development (ICT4D) cross-sector

programming priority (CSPP) is premised on the

belief that ICTs can be leveraged by and for local

communities to themselves drive and facilitate

development processes.

ICT4D MissionThe Peace Corps ICT4D Initiative mission is

to mainstream the use of ‘Information and

Communication Technologies for Development (ICT4D)’

solutions to facilitate Volunteer impact and service

opportunities.

Goals and ObjectivesThere are three goals that Volunteers engage in at a

very high level to support their communities. These

goals, in turn, are what Peace Corps staff in-turn

cascade to the Volunteers, which further cascades

from Volunteer to community, and community to

community.

Seventeen years ago, Peace Corps made a wager that

information and communication technologies (ICTs) would

change the way that Volunteers would be able to serve

their communities.


Empower programming efforts.Provide resources, guidance and institutional infrastructure to

support Volunteer efforts in promoting and teaching digital literacy

and transferring technology skills to counterparts, and communities,

and host countries in general, and specifically towards disadvantaged

populations with respect to ICT awareness and opportunities including

youth, women and girls, and rural populations.

Amplify the reach, efficiency, and impact of Volunteer programs.Amplify information and communication technologies as an enabling

tool for Volunteer efforts. Amplify the efficiency, effectiveness and

impact of Volunteer programs and projects. ICT serves as a means to

achieve particular ends and therefore plays a role in all activities.

Support activities and initiatives.Support communities of information and resource exchange through

technological channels and opportunities. Manage communities of

practice and interest in ICT4D areas for Peace Corps Volunteers, staff,

counterparts, strategic partners, and the general public through the

blended use of digital and traditional tools of communication.

There are three ‘cascading’ goals for ICT4D at Peace Corps. ‘Cascading’ these goals

allow ICT4D assistance to be applied systemati cally and consistently from Specialist

to Post Staff , Post Staff to Volunteer, and Volunteer to Community.

Cascading Goals


Focus AreasVolunteers engage their communities in digital

activities and ICT for Development-related efforts in a

number of ways.

Focusing on just ten areas allows Peace Corps staff

and Volunteers to narrow our efforts and to provide

quality, consistent support across all programs and

activities.

Volunteers amplify the reach of their programs through broadcast media

such as radio, television, and the Internet.

Volunteers use mobile messaging platforms such as SMS to be more

inclusive, have a broader reach, and to communicate in real-time.

Volunteers use mobile technologies to monitor their projects, collect

feedback, and evaluate their work, and scale their successes.

Volunteers use digital audio photography and videography in order to act as

storytellers and to engage the Third Goal of Peace Corps.

Radio and Broadcast Media

Mobile Communications

Mobile Data

Media Production


Volunteers use geospatial information systems (GIS) and mapping

approaches to assist in community assessments, participatory analysis, and

sector-specific projects.

Volunteers help to promote, build, renovate, and support local learning in

their communities and to encourage skills development.

Volunteers educate their communities and counterparts on the use of

digital tools, mobile phones, and computers, and software.

Volunteers engage and girls in STE(A)M to teach students critical thinking,

creative capacity-building, and the value of education.

Volunteers use ICTs to contribute to education universally and to ensure it

is accessible, equitable, impactful, and sustainable.

Volunteers use design thinking and promote creative capacity-building to

respond to the challenges of their host communities and counterparts.

GIS and Mapping

Libraries and Makerspaces

Digital Literacy

STEM Education

ICTs for Education

Design Thinking


STAFF GUIDE


ICT4D Model

Theory of ChangeThe starting point for ICT4D’s theory

of change is essentially that the

application of human agency plus

knowledge plus technology to solve

people-centered problems results in

development. In other words

The Peace Corps NichePeace Corps Volunteers are able to have

the most impact when they operate at

the intersection of national priorities

and resources, community priorities

and assets, and the Volunteers’ own

knowledge, skills, and attitudes.

Recognizing that particular roles and

projects are going to be more easily

accessible and achievable by Volunteers

is key to the Peace Corps having the as

much an impact as possible.

People+

Knowledge+

Technology=

Development


CSPPICT4D is one of six cross-sector

programming priorities that support

Volunteers and staff in their program

and project activities as part of the

Office of Overseas Programming and

Training Support.

The agency defines CSPPs as, “On-going,

cross sector areas of development in

which the agency seeks to maximize

quality, quantity, and impact of

Volunteer activities.”

The six (6) CSPPs currently are:

1. Information and Communication Technologies for Development (ICT4D)

2. Gender Equality and Women’s Empowerment

3. Youth as Resources

4. HIV/AIDS

5. V2 Volunteerism

6. People with Disabilities

These 6 CSPPs were signed into

their current form by Director Carrie

Hessler-Radelet in 2012.

Why ICT4D is a CSPPAt a fundamental level, ICT4D is an

enabling lens -- it allows the work of

our Volunteers and their counterpart

communities to be more impactful,

sustainable, to communicate more

effectively, and to be all-around better

Volunteers in their service.

The already-cross-cutting nature of

ICT4D requires that it is understand

as both broad and quite flexible,

depending on the circumstances.

Some posts might focus exclusively on

geospatial information systems (GIS)

as part of their project frameworks,

while others focus on STEM and digital

literacy for young girls’ education. Both

of these are considered ICT4D efforts,

and do not need to necessarily overlap

in significant ways.

It is difficult to find Volunteer projects in

2016 that do *not* leverage innovative

approaches to how information,

communication, technologies, data, and

reporting play a role.


Integrating ICT4D at PostAt the post level, there are a variety

of models for providing technical

support to Volunteers on ICT4D- related

issues. Many posts have designated

an ICT4D point-of-contact, Volunteer

committees, lists of ICT4D-related

partners and counterparts, engagement

with local IT staff, and other roles

and responsibilities in various

configurations.

There is no perfect or fixed type of

integration. Below are some suggested

general roles and responsibilities for the

ICT4D point of contact, programming

staff, and training staff:

• Train Volunteers to understand the opportunities and limits with ICT resources.

• Support ICT approaches, tools, and techniques within existing programs and projects.

• Amplify the reach, efficiency, and impact of Volunteer (and community) programs and projects.

• Review ICT4D Trainings, learning, and ongoing needs.

Getting Started for Post Staff

• Make sure your post has a ICT4D point of contact and support him or her to build the capacity of post staff in ICT4D programming.

• Support programming staff to promote ICT4D-related activities within their work, and to include it in project frameworks and plans as they are being developed or revised.

• Ensure trainees are receiving adequate training on ICT4D in PST both within the Global Core and within their sectors.

• Analyze the annual Volunteer data to determine whether programs are reaching targeted populations and Volunteers are addressing ICT4D.Document and share your success stories on promoting ICT4D equality and female empowerment within your post, with other posts, and with PC/Washington.


Staff ICT4D SupportICT4D Point-of-Contact Most posts have designated a ICT4D point of contact. This person is usually a member of the programming and training team (but could be an IT Specialist, LCF, etc.), and his or her role may include the following:

• PC/Washington. Serve as point person for PC/Washington for ICT4D.

• Integration. Coordinate with programming staff to support ICT4D integration into project frameworks, plans, resources, and other program documents.

• Training. Work with training staff to support delivery of ICT4D training in PST, IST, and within sector-specific trainings.

• Analysis. Analyze data for ICT4D to inform post programming and complete periodic reports.

• Support. Liaise between the Volunteer-led ICT4D committee and Peace Corps staff at post to support their efforts promoting ICT4D activities and provide an institutional memory as Volunteers start and finish their tour of service.

• Knowledge Hub. Share and disseminate ICT4D resources and information with associate Peace Corps directors, trainers, and Volunteers.

Post Programming Staff• Associate Peace Corps directors,

program managers, regional managers, programming and training managers, directors of programming and training all contribute to ICT4D integration. Some of their roles might include:

• Ensure ICT4D is integrated into project frameworks and project plans where appropriate.

• Ensure ICT4D sessions and ICT4D issues are integrated into training.

• Promote Volunteers’ use of ICT4D.

• Provide support and resources to Volunteers as they implement their activities.

• Perform ICT4D analysis of VRT/VRF data with the ICT4D point of contact.

• Share success stories and promising practices.

Post Training Staff• Training staff at post have the

responsibility for ensuring that Volunteers receive adequate and relevant training on ICT4D. Some of their roles include:

• Plan and/or facilitate Global Core sessions on ICT4D and tailor them to the cultural context of the host country.

• Ensure ICT4D considerations are integrated into PACA and intercultural sessions. • Plan and organize ISTs that include sessions or content on ICT4D.


Volunteer ICT4D CommitteesAround 20 Peace Corps (as of

2017) posts have Volunteer-led

ICT4D committees that can

support the integration of a

ICT4D perspective into Peace

Corps programming and training.

These committees take

several different forms. Some

committees are very active,

help facilitate trainings, and

coordinate a large number of

activities and events throughout

the year. Others are more

responsive to Volunteer

on-demand needs (media

production and IT support).

Many committees publish

newsletters or maintain

websites, blogs, or Facebook

groups. There is no one defined

standard for these committees,

but some best practices include

the following:

Mission. Committees have a

simple mission statement and

goals to maintain focus on core

principles and activities.

Board. Most committees have a

board or executive committee

that includes a president, vice

president, and secretary, and the

post ICT4D point of contact.

Regular Meetings. The core

group may meet once, twice, or

three times a year, frequently

during an already planned event

such as a Volunteer conference.

Volunteer-Staff Coordination.

The committee maintains close

coordination with the staff ICT4D

point-of-contact (if there is one).

Integration. Engage ICT

resources in assessment, design

and implementation of sector

projects.

Training. Offer training for ICT

camps, conferences, and clubs

that relate to Volunteers’ sector

work.

Typical ICT4D Committee ActivitiesIntegration. Promote the inclusion

of ICT4D considerations into Peace

Corps project planning, design,

implementation, and evaluation.

Promotion. Building awareness among

Volunteers of ICT4D issues in the host

country by working through newsletters

or other communication channels or

integrating information about ICT4D

roles into pre-service training and

in-service training.

Support. Support Volunteers with

resources, tools, and examples

for doing ICT4D analysis, planning

ICT4D-related activities, and integrating

ICT4D into their other work projects.

Partnerships. Promote working with

counterparts and local organizations

particularly through student groups,

scholarship programs, clubs, camps,

other U.S. government agencies, etc.

Special Events. Organize special events

that raise awareness of ICT4D equality,

such as bike tours, film screenings, or

competitions.


PC/WashingtonICT4D Working GroupThe PC/Washington ICT4D Working

Group includes members from

different offices that lead various

ICT4D-focused activities. Members

are motivated to highlight current

global and domestic ICT4D topics

through discussions, films, events,

guest speakers, and panels.

ICT4D Technical Advisory BoardSelect PC/Washington and Post

Staff will collaborate to enhance

ICT4D-related activities, support,

and opportunities as needed.

Peace Corps Offices and InitiativesPartnershipsRegularly communicate ICT4D

program priorities to appropriate

staff, provide as-updated list

of organizations on the ICT4D

radar (US-based, host-country

community, and international

organizations), and facilitate

high-level priority shifts and

available opportunities (“the iron

is hot with XYZ and it meshes with

ABC priority – let’s roll).

‘Aligned partner activities

(not requiring high-level

coordination and memorandum

of understanding)—use tiered

system for potential partnerships

(PCV community, PCV, Post, PC/

Washington [OSP]) as appropriate.

Support pilot initiatives and

partnerships with an ICT4D lens.

Peace Corps ResponseCommunicate on Statement of

Works (SOWs) that have an ICT4D

focus/component, and promote

opportunities/positions to external

ICT4D networks.

Support PCR Volunteers and post

with particular projects, activities,

and programs. 5. Develop training

/ onboarding materials for PCR

Volunteers as needed.

OCIOCoordinate with OCIO around

flexible roles of IT Staff at overseas

posts.

Support OCIO with

Volunteer-related ICT identified

needs and opportunities.


Role Role in ICT4D Integration Competencies Needed

Post ICT4D Point-of- Contact Coordinate ICT4D integration throughout

PT&E at post by liaising with PT&E staff,

Volunteer ICT4D committees, post

leadership, and PC/Washington.

Awareness of ICT4D and development concepts

and ICT4D issues in the host country.

Ability to integrate ICT4D into project planning

documents, training sessions, and evaluation.

Ability to deliver or coordinate training on ICT4D

and development.

Post Programming Staff Ensure that ICT4D is integrated into project

frameworks and plans, and that Volunteers

have the resources they need to work on

ICT4D.

Ability to integrate ICT4D into project planning

documents, training sessions, and evaluation, with

support from ICT4D point of contact at post and

PC/Washington as needed.

Post Training Staff Ensure that trainees and Volunteers receive

adequate and relevant training on ICT4D

during PST and can meet the ICT4D terminal

learning objective. Work with programming

staff to select and organize appropriate

ICT4D-related ISTs.

Ability to train others on ICT4D and development,

or ability to organize training with qualified

trainers.

Volunteer ICT4D Committee Promote ICT4D integration among

Volunteers, and share resources, tools, and

examples. Liaise with staff to support ICT4D

training or other activities like camps or

hackathons.



Ability to identify, organize, and promote

successful ICT4D activities for Volunteers.

Post Leadership (CDs, DPTs) Support ICT4D integration throughout PT&E

by supporting the commitment of time,

financial, or other resources needed for

ICT4D integration.



PC/Washington Provide PT&E resources to posts that

support ICT4D integration. Gather and share

stories and best practices among posts and

help define the Peace Corps approach and

best practices.

Knowledge of the ICT4D and development field

and evidence- based best practices from different

sectors and regions. Ability to apply best practices

to the Peace Corps context.

Roles and Competencies


Services and Support

Programming & Evaluation ConsultationsSpecialists develop a customized data trends report by project area, topic or region. The consultation includes guidance on promising practices from other posts. This may take place annually or once a new staff person is hired as a programming onboarding session.

• Example: Digital Literacy in Africa -- Peace Corps Review 2016

• Outcome: Increased knowledge of global trends and Peace Corps promising practices

• Time: 1-2-hour meeting

• Audience: P&T staff

• Planning: As required

Framework ReviewSpecialists review draft frameworks and provide programming guidance and support to post staff in the development or revision of sector project frameworks.

• Example: REVISED Ecuador Youth Development project framework

• Outcome: Technically-sound, evidence- based project framework

• Time: 1-3 hours of meetings

• Audience: DPT; P&T staff

• Planning: Ongoing or project-based

Project ReviewSpecialists conduct a paper review of the post project sector to gather information on the effectiveness of the project, and then conduct a field review.

• Examples: Albania’s Health ICT4D project review; Mongolia’s Youth Development ICT4D project review

• Outcome: Technically-sound, evidenced- based project design

• Time: 6 months + post visit

• Audience: DPT; P&T staff

• Planning: Timing; budget; travel

Training of Trainers WorkshopSpecialists facilitate customized Training of Trainers workshop to guide post staff in assuming an integrated approach to Programming, Training, and Evaluation for a specific content area.

• Examples: GIS and Mapping TOT; Mobile technologies in M&E TOT

• Outcome: Increased knowledge and skills to deliver content in a specific program area

• Time: 3-7-day event


• Planning: budget; travel

Staff & Volunteer TrainingSpecialists design and facilitate customized training in a specific content area to build capacity of Volunteers and staff and/or to socialize new concepts and tools.

• Example: Tech Literacy for Volunteers; Data for Development

• Outcome: Increased knowledge, skills, and attitudes in specific programming topic

• Time: 3-7-day event


• Planning: budget; travel

Curriculum & Tool DevelopmentSpecialists collaborate with post colleagues to develop

field-requested resources, such as training packages, ideas

books, or toolkits.

• Examples: Sector-specific Gender Guidance; ICT4D Playbook

• Outcome: Technically sound field-endorsed programming materials and resources

• Time: As needed

• Audience: DPT; P&T; staff; PCVs

• Planning: timing; budget


Training and ReportingTraining PackagesTraining around ICT4D, much like project

framework integration, is going to

differ from post to post and depend on

program needs, Volunteer priorities,

and managing ICT4D as a priority along

with other training priorities.

Currently, there is a 1-hour training

session on ICT4D that is intended to

serve as a general introduction to ICT4D

as a cross-sector priority and how best

to think about integrating ICT4D-related

principles and priorities into Volunteer

projects.

Additionally, there are various ‘guides’

available in ICT4D that allow Peace

Corps staff and Volunteers to explore

particular focus areas more closely

as they are appropriate for particular

projects.

Volunteer ReportingVolunteers have the opportunity to

report on all CSPPs in the Volunteer

Report Form (VRF). Volunteers are

advised to consider these tips when

filling out the VRF and their activities

have an explicit or implicit ICT4D focus:

Check the “ICT4D” box for activities

where Volunteers leverage technologies

(they are encouraged to be inclusive

here—better to be counted even for

broad use than not counted at all. No

penalties.); and

Use hashtags (#) to call out specific

subjects, topical areas, technologies,

and anything else that has a keyword

value. This helps Peace Corps staff

identify and sort the key words and

phrases that Volunteers highlight. This

isn’t official policy, by the way -- it’s just

an incredibly helpful internal hack.

There are additional reporting tips for

Volunteers (and also apply to staff!)

around reporting by writing their

experiences, case studies, and results in

various forums, including Peace Corps

Stories.


Post ICT4D Checklist □ Clear Messaging

Post has clear, simple messaging on why the post leverages (and/or chooses as CSPP) ICT4D with materials on how Volunteers can engage with the CSPP.

□ CommitteePost has a Volunteer-led committee with a staff liaison to guide ICT4D integration efforts.

□ Community of PracticePost actively participates in and contributes to the Facebook Community or other Community of Practice.

□ Integrated FrameworkPost has incorporated ICT4D-related goals, objectives and/or activities into the project framework.

□ PartnershipsPost has effective partnerships with ICT4Dg organizations that can sustain the Volunteers efforts.

□ ReportingPost has effectively prepared Volunteers to report in the VRT on leveraging ICT4D.

□ ResourcesPost utilizes human and financial resources to leverage ICT4D-related projects. Small grants, community volunteers, or special events can help catapult ICT4D-related efforts.

□ ResponsePost designs specific Volunteer roles to support ICT4D, such as PCVL or PC Response positions to more intentionally leverage ICT4D efforts.

□ StaffingPost has a staff point of contact responsible for integrating ICT4D CSPP into programming and training to advocate for the efforts and support Volunteer activities.

□ TrainingPost has integrated ICT4D into the technical training for all relevant sectors by engaging staff and Volunteers in understanding ICT4D as a programming priority.


Sector Integration ExamplesCED

• An Environment PCV uses GIS and mapping to help educate their community on environmental education issues.

• An Environment PCV helps their counterpart organization to carry out a mobile data collection survey of forest resource allocation.

• An Environment PCV uses media production skills to film, edit, and produce a video documenting the progress of their projects.

Agriculture

• An Agriculture PCV works with local farmers to monitor and communicate their cashew farming initiatives.

• An Agriculture PCV works with their counterpart organization to facilitate GIS and mapping capacity-building for organization activities.

• An Agriculture PCV helps develop media production (radio and broadcast) packages for education distribution.

Education

• An Education PCV teaches basic computer skills to their students.

• An Education PCV facilitates a workshop for teachers to introduce ICT-related services and resources (lesson plans, multimedia, applications, etc.) for use in classroom teaching.

• An Education PCV uses digital tools to enhance and amplify student opportunities for literacy, numeracy, and TEFL education.

Environment

• An Environment PCV uses GIS and mapping to help educate their community on environmental education issues.

• An Environment PCV helps their counterpart organization to carry out a mobile data collection survey of forest resource allocation.

• An Environment PCV uses media production skills to film, edit, and produce a video documenting the progress of their projects.

Health

• A Health PCV works with their counterpart organization to conduct a mobile data collection survey on malaria bed-net distribution efficacy.

• A Health PCV uses mobile communications to broadcast a social media or SMS reminder to their community members to attend a health education seminar.

• A Health PCV works with their counterpart to develop digital data repositories of available global health data that will be useful to counterpart activities.

Youth

• A Youth Development PCV gives a workshop to youth to teach them Internet responsibility, awareness of cyber-bullying, online privacy and safety, and additional resources to support and protect marginalized groups and individuals.

• A Youth Development PCV creates a social media campaign for a local Youth Soccer Tournament.

• A Youth Development PCV helps to procure makerspace and DIY tools and equipment to expand the resources and local engagement of a library.


VOLUNTEER GUIDE


ICT4D ResourcesThese resources are extracted from the publicly-available ICT4D Field Guide (http://ict4dguide.io) which has a great introduction and orientation to ICT4D targeted at international fieldworkers.

Principles of Digital Development (http://digitalprinciples.org/)—These principles seek to institutionalize lessons learned in the use of information and communication technologies (ICTs) in development projects. They were written by and for international development donors and their implementing partners, but are freely available for use by all.

Best Practices in the use of ICTs (http://ow.ly/uLrRM) – Recently published discussion paper from United Methodist Communications to give ICT practitioners a list of the best practices in the use of ICTs for development.

Knowledge Management for Development (KM4DEV) (http://www.km4dev.org/) – Community of international development practitioners who are interested in knowledge management and knowledge sharing issues and approaches.

Knowledge Sharing Tools (http://www.kstoolkit.org/) – Resource of knowledge sharing tools, framed in the context of international development with a focus on agriculture, fisheries, food and nutrition, forestry and sustainable development.

Kopernik Impact Tracker (http://impacttrackertech.kopernik.info/) – For nonprofits and social enterprises without strong it capacities: affordable, simple tools to collect data, communicate with clients, and measure impact.

NetHope Solutions Center (http://solutionscenter.nethope.org/) – Catalog of technology solutions products, and services as well as toolkits and guides from NetHope.

Global Innovation Exchange (http://www.globalinnovationexchange.com/) – Global online marketplace for innovations, funding, insights, resources and conversations.

Engineering for Change - Solutions Library (http://solutions.engineeringforchange.org/) – Search, compare and contribute solutions in their growing catalog. Explore performance data, implementation and purchasing options among energy, agriculture, health, water, sanitation, info systems, transport, and housing.

Tactical Technology Collective (https://tacticaltech.org/) -- Non-profit that explores the political and social role of technology.


Volunteer ICT4D CommitteeVolunteers form ICT4D (or T4D) committees in order to meet a specific need among their fellow Volunteers by pooling together the resources and Volunteer support of those are more knowledgeable and interested in the data, information, communications, and technology aspects of their service.

A tech or ICT4D committee should be formed at every post. This committee consists of at the very least two elected Volunteers from each volunteer group.

What is an ICT4D committee?Volunteers are able to share information, collaborate, and work as a team to help all Volunteers in their post (and more and more at the global level) by forming working groups or committees that revolve around a given topic, such as Gender Equality, Volunteer Advisory Councils, Youth as Resources, etc.

Why ICT4D committees?The purpose of an ICT4D committee is to address post-specific ICT challenges and opportunities.

These committees can exist as very formal and organized committees with staff input, all the way to just an informal group of Volunteers communicating digitally on these topics. What they all have in common is the recognition that projects and activities can be made more effective and impactful by appropriately leveraging ICTs.

Under the right circumstances, having a core group of Volunteers on hand to help support other Volunteers, to fill the gaps of technical and technological skill sets and to make communications simpler pays incredible dividends to all Volunteers in a country (and by extension around the world.)

The Swaziland Computer Society started in 2010 and is an excellent example of a tech-community created that allows collaboration between country residents and PCVs in an unprecedented fashion.

Incredible partnerships, learning opportunities, and networking have benefitted over 1000 members since its creation.

They even have a Facebook Group where you can learn more. By partnering with NetSquared these tech communities enable a whole new level of global participation for the members, with an incredible reach into the world of technology aimed at non-profits and the developing world.

Example—Swaziland Computer Society


Small Grants and FundingSmall grants can make a significant difference in a community’s development and have an outsized impact on your projects and activities. Whether it is bringing young girls together to participate in a STEM camp, introducing mobile financial payment services to a local women’s group, or implementing an HIV/AIDS GIS training for at-risk, individuals —— small grants can lead to lasting positive change.

When to think about Grants and FundingWhen it comes to ICT4D initiatives, there are a few things you’ll want to consider in addition to all of the standard grant and project management policies and procedures. Primarily, you’ll just want to make sure that your project proposal is using information and/or communication technologies in a way that enables or empowers your community in a sustainable, accessible, and impactful way.

This probably isn’t something that you’ll want to jump into out of the gate as a new Volunteers, but should be worked out in conjunction with your Peace Corps country staff and community counterparts.

Types of Small GrantsThe primary funding sources

specifically for Peace Corps

Volunteers are the Small Projects

Assistance (SPA) and the Peace

Corps Partnership Program (PCPP).

Under the umbrella of small grants,

there are useful categories of

reserved funding to keep in mind.

So, there are various programs

Volunteer Activities Support and

Training (VAST), Feed the Future

(FTF), Global Education Framework

(GEF), and Energy Climate

Partnership of the Americas (ECPA).

In addition to the various

categories above, there are

ones that would be particularly

interesting for ICT4D projects.

Ambassador J. Christopher Stevens Memorial FundThe Ambassador J. Christopher Stevens Memorial Fund was established to honor the memory and service of former United States Ambassador and returned Peace Corps Volunteer, J. Christopher Stevens, who served in Morocco. Contributions to this fund support approved community-initiated and Volunteer-led projects that build bridges between young people globally.

Business Development FundVolunteers are posted throughout the developing world to help local businesses thrive in ways they never thought possible. Increasing the opportunities presented to local businesses promotes a sense of empowerment that can truly change a community. Contributions to this fund will support Volunteer and community projects such as microfinance, agribusiness, business education, and artisan collectives.


APPENDIX


Activity Links

Nicaragua | March 24, 2016 — Chat Salud is an SMS-based health

information service that any Nicaraguan with a phone can access thanks

PCV Nishant Kishore and his community.

https://www.youtube.com/watch?v=8cs-uUFs6r0

Chat Salud

Ghana | May 4, 2016 — Interviews with Peace Corps Ghana staff and

attendees of the Peace Corps Let Girls Learn Hackathon.

https://www.youtube.com/watch?v=P5YM02qZ4U4

LGL Hackathon

Comoros | May 12, 2016 — Current Volunteer discusses the devices that

work best during his service.

https://www.youtube.com/watch?v=8Z_hKeRfEmQ

Peace Corps Electronics

The following links are examples from

Volunteer projects and their own postings

over the past year.

These are obviously not comprehensive

of all of the various projects and activities

of Volunteers, but they help to provide

a sampling of the breadth of Volunteer

projects.


Senegal | November 15, 2016— In the Kedougou region of Senegal,

healthcare workers are now relying on a mobile app to streamline data

collection and improve efficiency in malaria treatment.

Moldova | January 29, 2017 — Technovation Moldova launched its 4th year

of participation in the global competition of Technovation Challenge, where

teams spent a full day identifying problems in their communities and being

introduced to the App Inventor program.

https://www.youtube.com/watch?v=RrGyPGb7HSA

https://sarajoyhoy.com/2017/01/29/technovation-launches-its-4th-year-in-moldova/

Fighting Malaria with a Cell Phone

Technovation Launches its 4th Year in Moldova

Ghana | May 20, 2016 — Overview of the partnership between Peace Corps

and IBM in Ghana.

https://www.youtube.com/watch?v=yLhCPDQqSio

IBM Corporate Service Corps

Moldova | July 23, 2016 — Working with local Moldovan schoolgirls to

build apps and compete in the Technovation Challenge internationally.

https://sarajoyhoy.com/

Technovation Moldova

South Africa | September 7, 2016 — Robotics workshop with students

using Lego-Mindstorms kits.

https://www.youtube.com/watch?v=0xRtdreCrSw

Lego Robotics Workshop


South Africa | October 19, 2016 — 120 girls in Grade 7 in an empowerment,

leadership, and STEM education initiative.

Zambia | November 4, 2016 — Preparing for a technology camp for

adolescent girls from rural communities. Focus on computer programming,

digital literacy, and girls entrepreneurship.

https://www.youtube.com/watch?v=WAk7gr0jd3E

https://www.peacecorps.gov/stories/girls-can-code/

Girls of Tomorrow

Welcome to Girls Can Code! Camp

Zambia | March 1, 2017 — Facilitating the Girls Can Code camp in Zambia

from one of the Volunteers.

Rwanda | March 29, 2017 — Computer lab donation progress in Rwanda

with the help of Peace Corps Volunteers.

Guatemala — Using pico projectors paired with a smartphone to deliver

WASH health education activities to local students.


https://twitter.com/WorldConnectUS/status/847160806563233792/


They came as campers. They left as coders.

Computer lab in Rwanda

Pico Projectors for Health Education


Guatemala | November 12, 2016— Using pico projectors paired with a

smartphone to deliver WASH health education activities to local students.

http://www.peacecorpsguatemala.com/peace-corps-guatemala-daily-activities-6-

what-am-i-doing-today/

Pico Projectors for Health Education

Uganda | April 6, 2017 — Project raising funds for a computer lab within a

teacher’s college in Uganda.

https://donate.peacecorps.gov/donate/project/computer-laboratory-for-core-

primary-teachers-college/

Computer Laboratory for Teachers

Vanuatu | April 17, 2017 — SolarSPELL is a Solar Powered Educational

Learning Library: a digital library over an off-line WiFi hotspot, designed to

simulate an online experience -- used by Volunteer teachers in Micronesia

and Vanuatu.

https://ict4dviewsfromthefield.wordpress.com/2017/04/17/1864/

100 SolarSPELLs Built in One Day!

Moldova | April 17, 2017 — The latest Volunteer coaching a team for the

Technovation Challenge.

https://daveinmoldova.tumblr.com/post/159819595704/or-or-our-technovation-

challenge-team

2017 Technovation Challenge


Post Highlights

• Coached four girls in community problem-solving, business planning, and android application design as part of the Technovation Challenge.

• Developed and delivered a cultural writing exchange activity with students here and former students in the U.S. through the World Wise Schools program.

• Worked with local community center summer camp and delivered a two-day session on digital map-making.

• Created Facebook Group to promote youth development computer club.

ACTIVITIES: 56 VOLUNTEERS: 114


Albania

Armenia

Volunteers periodically report on their

activities via the Volunteer Reporting Form.

This form allows Volunteers to report the

nature and impact of their work while also

identifying broad categories of focus that

are associated with the scope of the activity,

such as its role in promoting gender equality

and women’s empowerment, educating on

HIV/AIDS, and of course, using various ICTs

as part of their work, and focusing on ICTs

specifically.

These highlights listed below are a very

small sampling from the various countries in

which Peace Corps Volunteers are active.

They help to provide a more complete

picture of the range of activities, locations,

and varities of ICT topics across the Peace

Corps global scope.


• Mapped the local community with help from community members to map locations of interest for the national statistical institute.

• Managed a newspaper club that meets regularly with students to manage and contribute to a local youth newspaper.


Belize

• Used mobile phones to collect data on at-risk population areas exposed to malaria, and to ensure that anti-malarial bednets would be distributed to the appropriate areas.

• Helped to create digital surveys for pregnant mothers in order to track their health visits.


Benin

• Initiated a youth photography project that empowers youth to examine challenges in their communities, and enables leaders to learn more about what is important to the rising generation.

• Tutored local staff and counterparts in ways of using SMS and texting more effectively.


Botswana

• Used Peace Corps Partnership funds to renovate an existing computer lab in their school.

• Worked on an ongoing solar panel project that provides light and electricity to local elementary schools that have computer labs.


Burkina Faso


• Worked with the local library to install three computers with Internet access, subsidized with assistance from the local school director.

• Taught four-day training on teacher and student learning around ways to teach and learn computer skills in the classroom.


Cambodia

• Worked with health-sector counterparts in delivering statistics-based trainings for use with computers and on the Internet.

• Worked with local librarians to aid in organizing and cataloguing all books and materials using spreadsheets.


Cameroon

• Worked with students taking an online TOEFL prep course that will allow them study in the U.S. for two years.

• Taught digital literacy skills over the course of two weeks to a group of 90 English teachers.


China

• Managed a large-scale eco-tourism project with many stakeholders through the use of computers, online communities , and phones to coordinate planning.

• Used computer and internet-connectivity to facilitate a video exchange project with local students to students back in the U.S.


Colombia


• Worked with local supermarkets to deliver trainings around computerized accounting practices and their specific accounting system.

• Facilitated an adult computer literacy course that met 3 times per week to deliver basic computer skills and trainings.


Costa Rica

• Delivered computer classes for teachers in collaboration with another Peace Corps Volunteer.

• Worked with the municipal librarian and the Municipal Development Committee to increase community use of the library.


Dominican Republic

• Used maps and digital GIS to help local NGO with planning hand-washing lessons and activities.

• Trained individuals working with local health center to gain knowledge of programs and services via mobile phones.


East Timor

• Helped local teachers in school district to use digital assessment tool for regional schools.

• Assisted in the conversion of an empty classroom space into a fully-functional school library.


Eastern Caribbean


• Helped put on a GLOW/BRO camp with 30 students that helped teach ICT lessons and trainings.

• Worked with local youth group on financial literacy and entrepreneurship focusing on digital literacy skills and abilities.


Ecuador

• Held a basic ICT training for an entire group of health center community staff.

• Facilitated youth clubs through movie nights that relied on projecting equipment.


Ethiopia

• Facilitated female empowerment training program for local ministry of youth that made extensive use of digital equipment and technologies.

• Assisted in developing a local community electronics lab that began from a workshop the preview year.


Fiji

• Worked with local teachers to train them on the use of digital SMART boards to facilitate interactive technology in the classroom.

• Worked wit a local organization that uses an agriculture app to facilitate educational agriculture activities for youth.


Gambia


• Created a website with local NGO that focuses on staff capacity-building and communications skills.

• Developed youth radio program that focuses on promoting young entrepreneurs and their activities.


Georgia

• Carried out teaching parts of the national curriculum that require each and every student in Ghana to receive ICT literacy and training.

• Carried out human-centered design training programs in partnership with MIT.


Ghana

• Used a pico projector (small projector) to educate local women’s group on breast-feeding practices.

• Conducted midwife training that made extensive use of digital teaching technologies.


Guatemala

• Helped facilitate a STEAM Youth Camp — STEAM (Science, Technology, Engineering, Arts, and Math) Youth Camp to promote Guinean youth to complete their education and to seek higher education in STEAM fields.

• Worked with local Guinean farmers to use digital tools to help get their goods to market.


Guinea


• Developed a custom website for local government to be able to track protected areas.

• Collected data about the organization and current measurements and reporting of services to improve monitoring of programs and services.


Guyana

• Used Peace Corps Partnership funds to renovate a local library and add on computers with Internet access.

• Developed videos made by local students in partnership with a U.S.-based middle school to transfer experiences of learning English in the classroom.


Indonesia

• Created a Facebook page to help local farmers communicate with one another about local practices.

• Worked with local school to set up computer lab that had been donated but not yet set up.


Jamaica

• Worked with local government office to create digital drawings and specifications for repairs to a broken mosque built in 1455.

• Gave presentations to teachers in local school district that focused on developing Internet skills.


Kosovo


• Made use of online videos to help local emergency services wax their skis most effectively for emergency response purposes.

• Began 8-week computer literacy course in partnership with the U.S. embassy’s American Corner for local students.


Kyrgyzstan

• Tutored women in local villages with zero previous computer experience to reach basic levels of digital literacy.

• Worked with local radio stations to promote Earth Day awareness and events.


Lesotho

• Worked with a local development organization to facilitate a STEM laboratory demonstration in schools.

• Used digital lesson plans during Malaria Month to promote malaria awareness and eradication activities.


Liberia

• Organized a photography club with exhibitions that included many photos taken with smartphone devices.

• Conducted GLOW (Girls Leading Our World) camp that included digital literacy as a focus area.


Macedonia


• Taught mapping and geospatial awareness to vocational students in order to provide them better awareness of their local surroundings for data-driven work.

• Used GIS maps and mapping efforts to promote equitable malaria bednet distribution in certain communities in Madagascar.


Madagascar

• Worked with CDC to improve the Site Improvement Monitoring System database to aid local community health clinics.

• Taught local community classes to adults on computer and Internet literacy.


Malawi

• Provide online video-conferencing English-speaking sessions to students via Skype in order to practice English.

• Developed a product design laboratory with a local business to make makerspace items available to the community, including CNC lathes, 3d printers, band saws, and more.


Mexico

• Developing a translation app with a Peace Corps Response Volunteer to translate between Kosraean and English.

• Conducted workshop with local school to explore and discuss Internet resources for use in the classroom.


Micronesia and Palau


• Competed with local teams of girls in the international Technovation competition that builds apps to solve local problems.

• Help computer class ‘office hours’ for local library staff and library patrons.


Moldova

• Co-facilitated UN Population Fund Training for local NGO group that made use of digital literacy and intermediate computer skills.

• Worked with local school district to assist teachers who had received new laptops but didn’t have the skill sets to take sufficient advantage of them.


Mongolia

• Started a ‘Humans of’ project that has local students interviewing ordinary people ‘on the street’ which are then edited and posted on a public blog to improve writing and blogging skills.

• Worked with local students around employability tutoring and resume/CV writing exercises with computer office suite software.


Morocco

• Used geospatial data to create engaging reports and graphics for the national health ministry.

• Used digital surveys as part of a local community needs assessment for work with counterpart organizations.


Mozambique


• Worked with local radio stations to help program and deliver local community health messages in coordination with local healthcare facilities.

• Assisted local community center in using social media platforms to promote community-centered videos and community messages.


Namibia

• Taught agriculture-related topics at a local agriculture school using videos to promote best practices in agriculture for Nepal.

• Trained local community center in computer skills including productivity software and resume-writing.


Nepal

• Worked with local counterparts to make effective, sustained digital classroom materials.

• Developed mobile app to assist micro and small retail businesses with gaining access to entrepreneurial services.


Nicaragua

• Worked with local computer lap to develop a PowerPoint competition to facilitate presentation abilities and digital skills development.

• Conducted a community assessment that leveraged mobile data collection around environmental issues.


Panama


• Used digital messaging service WhatsApp to support a neighborhood watch program to support the police and united communities members in efforts to preventing crime.

• Conducted a photography class that covered mostly digital storytelling, focused on agricultural issues.


Paraguay

• Helped organize and promote local mango festival using many digital channels including mobile phones, radio, and videos.

• Conducted soil mapping workshop using digital tools for use by local national park community members.


Peru

• Used publishing software to help local NGO develop children’s book targeting local deaf schoolchildren.

• Taught a ‘Tech, Education, Discovery, Design, and Share’ (TEDDS) program for local schools to take advantage of digital technologies.


Philippines

• Created a digital resource center to help all students and staff have access to relevant teaching and learning materials.

• Helped teach statistical analysis with help of health center data manager to local lab technicians.


Rwanda


• Gave regular computer classes to secondary schoolchildren focusing on begging computer literacy.

• Used SolarSpell package (solar-powered mini computer and hard drive) to use with local school to deliver digital teaching materials without electricity.


Samoa

• Used mobile data collection surveys to promote household-level data around malaria indicators.

• Helped local artist and textile weaver use online translation services to improve their website and conservatory museum in order to reach a wider audience.


Senegal

• Carried out science-centered girls camp that focused on promoting girls’ abilities and women’s empowerment by promoting women in science.

• Helped host organization to digitize and update their essential documents for record-keeping and easy access.


South Africa

• Facilitated ‘digital storytelling workshop’ with twelve organizations.

• Helped a library renovation project by using computers for cataloguing the collection of books.


Swaziland


• Taught computer studies courses to secondary-school students.

• Used radio as a way to deliver lesson plans about the proper use of malaria prevention mosquito nets.


Tanzania

• Facilitated educational ‘Hour of Code’ initiative to teach computer programming to students of all ages.

• Taught an integrated ‘English, Technology, and STEM training’ workshop as a guest lecture at a local university.


Thailand

• Used mobile phones to help organize and facilitate English tutoring lessons to secondary school children.

• Used mobile phones during environmental field trips with schoolchildren to record and later discuss items seen and discovered during the field trip.


Togo

• Conduct a ‘Wednesday Morning Reading Program’ on the radio focused on developing simple English skills among the local community.

• Helped create a ‘sight word’ book that used simplified words for tongas-contextualized stories.


Tonga


• Facilitated countrywide science camp for girls that focused on STEM-related activities and empowerment.

• Worked with local company and Ministry of Health to develop supply chain management capacity building knowledge management tool.


Uganda

• Built a local digital community map using Open Street Map with local English club.

• Worked with local NGO to develop website and English translations of website materials.


Ukraine

• Helped local community set up Internet cafe with sustainable business model and open community access.

• Worked with local health center to develop telemedicine capabilities at the local level.


Vanuatu

• Facilitated Girls Can Code camp that taught computer programming and STEM activities for education engagement in rural communities.

• Worked with local schools to expand an existing computer lab to offer a greater variety of services.


Zambia


ICT4DPLAYBOOK

2017

A guide for Peace Corps Staff

and Volunteers on Information

and Communication

Technologies for Development.

Thank you

a guide for peace corps staff and volunteers on

Documents