ICT in Developing Context(s)

This paper seeks to develop a theoretical contribution to studies in the areas of ICT in developing contexts by reviewing how the notion of context has been understood to date, before offering a rethinking of how it is handled in the IS and development studies literature. To do this we draw a case study of M-PESA a mobile banking initiative in Kenya, on science and technology studies ideas and specifically Cooper and Law’s (1995) distal and proximal perspectives, to argue that we need to better attend to the multiplicity of practices which take place within development arenas, and also to better consider the processes by which context is represented. The paper concludes by addressing some of the implications for information systems research and development

Futuristic intelligent transportation system architecture for sustainable road transportation in developing countries

Published Conference ProceedingsSustainable road transportation has become a challenge particularly in the developing countries. Literature suggests that the ability of the transport system to respond to the mobility needs of people and goods is hampered by a continuous increase in traffic demand as a result of higher levels of urbanization, population growth, changes in population density and motorization. These factors result in traffic crashes, traffic congestion and consequent increase in travel times, fuel consumption and carbon emissions, which reduce the efficiency of mobility systems and make it unsustainable. Certain measures such as traffic control and management, congestion warning, road conditions warning, route guidance and use of eco- friendly and green vehicles are being considered to meet the challenges. Arguments have emerged that Intelligent Transportation Systems (ITS) are important to meet these challenges of achieving virtually traffic crash-free, clean and efficient mobility. This requires the development of an integrated communication architecture that provides a common frame for the road and traffic infrastructure, environment and vehicle systems to work together through Information Communication Technology (ICT) system. Therefore, this investigation explored the various ITS that are relevant to road transportation in the context of developing countries; examined the perception of road users on the use of ITS and its impacts on travel behavior; and developed a conceptual futuristic communication ITS architecture by integrating land use, road, traffic, human and environmental parameters with ICT for sustainable road transportation in developing countries. The study was conducted based on critical review of relevant literature and industrial innovations to examine the ITS system(s) applicable to developing countries. A survey was conducted in two cities of a developing country, India, to observe the perception of people, particularly road users on the use of ITS and its impacts on their travel. This was followed by development of a conceptual ITS architecture by integrating land use, activity, traffic, road infrastructure, vehicle, ICT, road user variable and indicators related to sustainable road transportation. Findings suggest that appropriate ITS with the use of ICT, can provide acceptable effective real time information regarding the road and traffic conditions, which will enable the road users in their journey planning, to avoid unwarranted incidents and moreover enhance safe and efficient mobility in the roads of developing countries

Towards A Comprehensive Framework for ICT for Education Evaluation

Evaluating information and communication technology (ICT) projects for education (ICT4E) in development context is essential to understand if ICT implementation has been effective in improving educational performance in the developing world and ensuring the sustainability of the efforts. Detecting the current lack of an internationally agreed evaluation criteria for ICT4E in development context, this study formulated the ―ICT4E Evaluation Framework‖ by conducting structured literature review and category analysis of twenty journal articles that had ICT4E evaluation as the primary subject matter and were mostly published in one of the top ranked journals in ―ICT4D Journal Impact Ranking Table‖ between 2000 and 2013. The Framework consolidates what have been argued by the research community as the key factors to be included under ICT4E evaluation. The study further seeks to answer the research question if the current lack of the evaluation criteria has generated a discrepancy between how the research community view ICT4E evaluation and how the government practitioners conduct the evaluation. By comparing the contents of Korea International Cooperation Agency(KOICA)‘s evaluation report with the elements of the proposed Framework as a case study, this work argues that there is a noticeable gap between the two parties‘ considerations. This study suggests that the gap possibly originated from differences in perspectives—the researchers more emphasizing on assessing how ICT was utilized to meet educational objectives, whereas KOICA more focusing on analyzing ICT4E projects as a development practice. This study evokes the necessity of understanding the differences in considerations towards in ICT4E evaluation and suggests that future attempts to build a set of internationally agreed criteria should begin with the efforts to reconcile such discrepancies in viewpoints

ICT, cultural knowledge, and teacher education in\ud Africa

In this paper, we make a case for the need to carry out more culturally\ud appropriate research on ICT and teacher education in Africa generally and in\ud Uganda more specifically. We begin by examining the promise of ICTs and digital\ud literacies, and highlight the importance ascribed to ICTs for national development\ud and educational change. While agreeing that ICTs may have transformative\ud potential in developing countries, we argue that the much-hyped potential may not\ud be realized if the major focus of promoting ICTs in a developing country like\ud Uganda is merely to provide greater access to global information, rather than\ud encouraging local knowledge production for wealth creation. We frame our\ud argument with reference to the New Literacy Studies perspective of viewing\ud literacy as a social practice situated in a specific sociocultural context

Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies

This article examines the relationship between the use of information and communication technologies (ICT) and learning and teaching, particularly in distance education contexts. We argue that environmental changes (societal, educational and technological) make it necessary to adapt systems and practices that are no longer appropriate. However, the need to adapt can be perceived as being technology-led and primarily concerned with requiring academic staff to develop their skills in using ICT. We provide a critique of continuing professional development (CPD) for using ICT in teaching and learning that does not entail examining the impact of environmental changes upon the assumptions, goals and strategies which underlie and shape an organisation's educational practices. In particular, we oppose CPD that concentrates on the individual teacher and their use of ICT. Instead, we contend that professional development should focus upon the scholarship of teaching and learning and must also reflect the wider organisational context within which ICT is managed and used

ICT adoption in developing countries : perspectives from small-scale agribusinesses

The purpose of this paper is to critically examine how social augmented parameters impact on the effective adoption of information and communication technology (ICT) by small-scale agribusinesses operating in Southeast Nigeria. The relevance of incorporating social imperatives in scholarship focused on technology adoption is due to its role in sustaining the process of adoption and diffusion. Data were gathered from a focus group made up of 27 agribusiness proprietors affiliated with a state cooperative based in the south-eastern Nigerian state of Ebonyi. This paper puts forward an argument that to ensure successful diffusion of innovation, a balance must be maintained between the amount of effort expended in the design of ICT and social factors such as language and traditional life. The paper finds that a willingness of indigenous ICT users is particularly influenced by the recognition and incorporation of visible social imperatives during the adoption process. The outcome of this study highlights important issues for ICT adoption. One particular area that must be taken into consideration is the adoption channel. Perceptions of ICT adoption will differ significantly among adopters. For this reason, the need for developing an appropriate adoption channel that ensures successful diffusion of the innovation should be recognised. This study contributes to ongoing research in ICT innovation adoption in small agribusinesses operating in indigenous societies. The theoretical implications of this paper are the development of a conceptual ICT adoption framework that emphasises social imperatives. The paper also demonstrates that agricultural enterprises should be treated as ‘normal’ firms in their own right

Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development program

This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development program from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed method research approach, we collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader program focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise, and 5) access to adequate resources. The discussion centers on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education

Functional Skills Support Programme: Developing functional skills in personal, social, health and economic education

This booklet is part of "... a series of 11 booklets which helps schools to implement functional skills across the curriculum. The booklets illustrate how functional skills can be applied and developed in different subjects and contexts, supporting achievement at Key Stage 3 and Key Stage 4. Each booklet contains an introduction to functional skills for subject teachers, three practical planning examples with links to related websites and resources, a process for planning and a list of additional resources to support the teaching and learning of functional skills." - The National Strategies website

Developing ICT for Primary and Secondary Mathematics Teacher Professional Development: The Use of VTR in Lesson Study

Most (mathematics) teachers candidates have little opportunity to observe effective teaching in an actual classroom as many of their first learning experiences were based in a traditional classroom where rules were applied methodically to solve problems. In other words, they lack the experience base to meaningfully observe the classroom’s complex and rapid interactions. The use of video tape recorder (VTR) is one of the aspects of developing ICT to promote teachers professional development. Through Lesson Studies activities, some Indonesian teachers have experiences to reflect their teaching through VTR. Reflecting good teaching practice of mathematics form different context through VTR was proved to evidently encourage and motivate teachers to improve their teaching competencies. In some parts of the activities of teachers professional development programs in Indonesia, year 2002‐ 200, the reflections through VTR of Japanesse context and Indonesian context resulting teachers’ perception that it was a good model of mathematics teaching that can possibly be implemented in Indonesia. However, the techers were aware that to implement such good model there are some fundamental constraints should be overcome. Key Words: ICT, VTR, professional development, mathematics teacher, lesson stud