Towards a Research Framework for ICT Use in Developing Contexts

International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2005

Information and Knowledge Management, 2016

Although globalization tends to paint a fascinating picture of the world where all people are aided by modern-day communication technologies to integrate into the global information village, the digital divide has distorted what intended to follow as a sequence across all regions of the developed and underdeveloped world. Nonetheless, the worldwide recognition and acceptance of the importance of ICT in championing development across different works live and uniting all peoples into one global community has not received any known objections. The worldwide attestation to the relevance of ICT in permeating, championing, and innovating human and material resources cannot find institutional usefulness outside the boundaries of the education system. If schools in African countries are designed like their Western counterparts to tap from the level of information flow orchestrated by ICT, the pursuit of an information rich society where knowledge is placed within the reach of every citizen ...

2007

This discussion highlights the complex issues relating to the implementation of information communication technologies (ICTs) for education from early resistance to current achievements. Issues pertaining to the developing world are discussed. The author is of the opinion that there are sufficient success stories to serve as both resources and motivation for this context. But a radical approach will put valuable resources and morale at risk. An incremental approach in an enabling environment may contribute more to enhancing education through the use of ICTs in the long run.

2011

This preliminary research on ICT adoption in Africa and the Asia-Pacific suggests that there are serious barriers to their use in educational and socioeconomic development, such as issues of infrastructure support, access to the ICTs, training and skills development, and hierarchical social relations which determine who has access to ICTs. Generally ICTs are considered appropriate, even though there remain concerns over economic priorities, basic needs or computers.

The global information technology report, 2001

Ecquid Novi: African Journalism Studies, 2004

Compared to about a decade ago, following the advent of the modern "mass" Internet (especially the World Wide Web), e-mail and cell phones around the mid-1990s, academic and general interest in the impact of these new information and communication technologies (ICTs) has increased tremendously. One of the most popular realms of interest has been the infl uence of digital ICT media on political expression and change, an area where opinion has been sharply divided between optimists (utopians) and pessimists (dystopians), with realists (pragmatists) trying to bridge the rift. A key issue ICT researchers have been concerned with is whether to come up with new theories and methods or to use old or existing ones in humanities and social sciences (especially in the fi elds of media and communications). Related to this, and not restricted to the fi eld of ICTs, is whether researchers from non-Western regions like Africa should expect to make a meaningful contribution to academia and to their countries' policies and "life world" if they use perspectives originating from the highly industrialised world.

2010

In spite of the frenzy regarding the benefits and blessings of globalisation and information technology, it is premature to assume that there is equality in access to technology and attendant opportunities. It is equally premature to pretend that all countries are beneficiaries and, therefore, there are no victims of the globalisation. This is particularly true of developing world which is largely lagging behind in the so-called "digital divide". In this paper and the articles presented in the present Volume of Information, Society and Justice, it is argued that a number of challenges bedevil the desire by developing countries to enjoy equal access to the opportunities of globalisation and information technology. It is also argued that both globalisation and information technology reproduce and reinforce global inequality and hierarchy dominated by specific parts of the world.

Zambia.

Communicare: Journal for Communication Studies in Africa, 2022

The focus of this article is to contextualise information communication technology (ICT) development within the global information arena through reference to a particular case study where an ICT was implemented in various areas in South Africa. The article sheds light on often-conflicting ideologies relating to the effect of information technology in developing countries in general and in South Africa in particular. It presents an overview of problems and possible solutions regarding acceptability, use, sustainability, and best practices. From a research perspective the article investigates how development initiatives can be supported by adapting this computerised system to the needs of users within specific contexts. It also intends to discuss general prohibiting factors in a development arena extending from implementation to usage at various levels involving diverse role players. Grossberg, Struwig & Tlabela: Contextualising the global revolution Arlene Grossberg has more than ten years experience in research in the fields of musicology, cultural studies and communication at the Human Sciences Research Council and numerous publications to her name (reports, papers, etc.). She is currently Researcher in the Group Democracy and Governance, working within the field of Identity studies. Jarè Struwig has a masters degree in research psychology and is a senior researcher at the HSRC. Her research mainly pertains to the communications field and includes numerous formative evaluation research projects involving radio and television programmes. She is currently involved with research on the effective use of Information and Communication Technologies (ICT's) at various sites. Kholadi Tlabela is a researcher at the HSRC and is currently in the group Economic and Social Analysis. She has worked extensively in the media field and has been involved with various formative evaluation research projects. She also has various projects relating to ICTs (Information Communication Technologies). Communicare 18(2)-December 1999 and much noise. For example, at Mmabatho the system was located at the back of the Vodashop, an area that was considerably overcrowded and noisy. Respondents at the University of Durban-Westville Vodashop requested that the computer be relocated to a spacious area, preferably on the campus. Perceived usefulness At each site, users and non-users indicated that they found the range of topics (namely communication with police, business communication, entertainment, general communication, etc.) and possible services (curricula vitae formats, faxes, e-mail, business cards, electronic shopping and paying bills) categorised within the questionnaire, to be useful. The emphasis on specific needs changed from site to site. These findings support the fact that this system was perceived to be useful to most respondents. In summary, the most popular interactive service was general communication. Vodashops located in close proximity to students would benefit from interactive services such as e-mail and Internet (for international links as well as for facilities to draw up CVs.

2015

The research project seeks new opportunities/ directions of learning and teaching in an increasingly networked world, and how they can benefit people in developing countries in support of sustainable development. The research agenda is aimed at studying how interconnected information and communication technologies (ICTs) can expand the reach of educational opportunities and improve learning outcomes as technology affordances. The main research question is-What are the pedagogic possibilities of ICTs and technology affordances in an increasingly networked environment that can impact/ benefit participative collaborative inclusive communities of learning in support of sustainable development?

In this end piece, we argue that while this special issue shifts debates on the digital divide to address students’ capacity to use Information and Communication Technologies (ICT) for productive social purposes, access to ICT remains a major challenge in countries like Uganda, in which less than 1% of the population has access to the Internet. However, since the case studies address marginalised communities in Australia, Brazil, Greece and South Africa, the findings have relevance to Uganda and other developing countries. Five lessons, in particular, are important for curriculum planning and policy development in Uganda: the need to collect empirical data on ICT access and use; the importance of recognising local differences across rural and urban communities, male and female students; the need to promote professional development of teachers so that they can make effective use of ICT in classrooms; the importance of integrating in and out-of-school digital literacy practices; and the need to consider how global software can best be adapted for local use. We conclude that if ICT is to play its part in achieving Education for All by 2015, there is an urgent need for collaborative partnerships between a wide range of stakeholders at both the local and global level.

Multi Agent Systems - Strategies and Applications, 2020

The world has become a global village as a result of the information tsunami and knowledge explosion being experienced as a result of Information Communication and Technology (ICT). The industrialized nations are miles ahead of the developing countries as a result of the information revolution. Education is a process by which society transmits its values, norms, mores, and ethos to generation yet unborn across time and space. The medium of transmission cuts across formal, non-formal and informal settings. This paper examines the impact/roles of ICT on education as an agent of social transformation and the hindrances of developing countries such as Nigeria in adopting ICT to aid their educational development and transformation of the society. The interconnection between information, ICT and social transformations is succinctly discussed in this paper. Furthermore, the paper examines the relationship between ICT and education and suggests measures that can be taken in adopting the use of ICT in Nigeria as well as the crucial role of government and the educational sector in this regard. The paper concludes that ICT make a significant contribution to the educational development and the social transformation of the Nigerian society.

ICT for education and development in …, 2005

Abstract: Today’s is a world of many divides, one of the most typical being the Digital Divide which in itself has given birth to or is worsening other economic and social divides. In this world more suffer and less are able to benefit from technology. This paper fosters the importance and need of international cooperation for use & promotion of information and Communication Technologies for Development (ICT4D) trying to bridge the digital divides within countries, regions and the world. The concept of “Information Society” has made it imperative that no country can develop without involving & focusing on regional and global development perspectives. Collaboration has become the key word. When we talk of integrated socio-economic development, it takes into account many areas which can benefit from faster access and enhanced productivities by using ICT in each of these. Some case studies on use of ICT for different initiatives within Pakistan are reviewed and conclusions drawn on how it does support the socio-economic development, which may be similar and bear lessons for many developing countries.