Noble Kelly is a thought leader in the ICT4D sector of education who has done extensive work in Canada and Africa. Kelly entered the education field in 1991 as a high school teacher and later earned a post-baccalaureate degree in Education Technology. Over time, he has become increasingly involved in advocacy, policy development and capacity-building, which is reflected in his non-profit NGO called Education Beyond Borders (EBB).
EBB, founded in 2007, sets out to close the achievement gap “…through teacher professional development and community education,” focusing on “…self-reliance, health, and capacity.” According to EBB, “If the key to economic development and our young people’s future is education, then teachers should have resources, tools, and access to the Internet, as well as each other.” Well aware that “Information and communication technologies are drivers of globalization and hold enormous potential for access to free content and the training of in-demand skills, but their rapid development runs the risk of further widening the digital divide as developing regions struggle to get connected,” Kelly ensures that his organization strives to avoid the latter situation. Kelly’s appreciation for ICTs is also evidenced by his praise of the use of mobile technologies “…to support the work that we are doing in the field,” as “Isolation can be a huge detriment, or a huge obstacle, to much of our work.”
Though Kelly is busy with EBB, he has also been a teacher trainer and mentor through the Teaching and Learning in an Information Technological Environment Post Baccalaureate Program at Simon Fraser University. Additionally, as a “….member of the Peace and Global Education action group for the British Columbia Teachers’ Federation…” he has been active in policy development, workshop leadership and advocacy for universal safe and inclusive schools. Internationally, Kelly has worked on capacity-building and development initiatives in South Africa, as well as on “…education reform, teacher professional development and appropriate use and integration of ICT to engage learners within a cultural/local context,” in Ethiopia, Guyana, Tanzania, and Kenya.
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