Technology in education: The Turkish experimentFootnote*
The findings, interpretations, and conclusions expressed in this article are entirely those of the authors, and should not be attributed in any manner to the World Bank, or to its affiliated organizations.

Robert Schware Telecommunications and Informatics Division, World Bank, 1818 H Street, NW, Washington, DC, 20433, USA E-mail: [email protected]

Adriana Jaramillo Economics Development Institute, World Bank, 1818 H Street, NW, Washington, DC, 20433, USA E-mail: [email protected]

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Mina Baliamoune-Lutz. (2003) An analysis of the determinants and effects of ICT diffusion in developing countries. Information Technology for Development 10:3, pages 151-169.
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Emine Nur Ünveren Bilgiç & Duygu Arabaci. 2022. Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching. Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching 215 243 .

Yuksel Goktas, Nuray Gedik & Ozlem Baydas. (2013) Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education 68, pages 211-222.
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Roya Gholami, Dolores Añón Higón, Payam Hanafizadeh & Ali Emrouznejad. (2010) Is ICT the Key to Development?. Journal of Global Information Management 18:1, pages 66-83.
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Salih Usun. (2009) Information and communications technologies (ICT) in teacher education (ITE) programs in the world and Turkey. Procedia - Social and Behavioral Sciences 1:1, pages 331-334.
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Technology in education: The Turkish experimentFootnote*
The findings, interpretations, and conclusions expressed in this article are entirely those of the authors, and should not be attributed in any manner to the World Bank, or to its affiliated organizations.

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Technology in education: The Turkish experimentFootnote*The findings, interpretations, and conclusions expressed in this article are entirely those of the authors, and should not be attributed in any manner to the World Bank, or to its affiliated organizations.

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Technology in education: The Turkish experimentFootnote*
The findings, interpretations, and conclusions expressed in this article are entirely those of the authors, and should not be attributed in any manner to the World Bank, or to its affiliated organizations.