ICT on the Margins: Lessons for Ugandan Education

Mutonyi, Harriet; Norton, Bonny

doi:10.2167/le751.0

Cited by 31 publications

(19 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other developing countries that have large populations and a rural-urban divide also have less than 1 percent of their populations accessing the Internet (Mutonyi & Norton, 2007). China, for example, has 70,000 schools with computers and more than 10 million students who have mastered basic computer skills, but most of these schools are in cities, not in poorer, rural areas (Zhang, 2005).…”

Section: The 1998 Working Conference On Capacity Building For It In Ementioning

confidence: 99%

Technology-Enhanced Learning in Developing Nations: A review

Gulati

2008

IRRODL

233

View full text Add to dashboard Cite

Learning 'using' technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and nongovernmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technologyenhanced learning help address the poverty, literacy, social, and political problems in developing countries?

show abstract

Section: The 1998 Working Conference On Capacity Building For It In Ementioning

confidence: 99%

Technology-Enhanced Learning in Developing Nations: A review

Gulati

2008

IRRODL

233

View full text Add to dashboard Cite

show abstract

“…Information and Communication Technology (ICT) is taking root steadily in the wider Ugandan society (Andema 2009;Edejer 2000;Mutonyi & Norton 2007;Nawaguna 2005). In 2006 the Ugandan government launched a national ICT policy framework that envisioned a Uganda where national development broadly and human resource development more specifically would be achieved through efficient application of ICT and digital literacies (The Republic of Uganda 2006).…”

Section: Introductionmentioning

confidence: 99%

“…In that regard, several initiatives have been launched to promote digital literacy and ICT integration in educational institutions across the country. Unfortunately, to date, very little is known about the real extent to which the ICT policy in education has promoted digital literacy amongst teachers and teacher educators so as to improve pedagogical practice (Andema 2009;James 2004;Mutonyi & Norton 2007). Researchers have stressed the need for detailed empirical studies into the ongoing ICT initiatives in schools and communities to inform policy and curriculum development, taking into account the social, cultural and political histories of different local settings (Mutonyi & Norton 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Unfortunately, to date, very little is known about the real extent to which the ICT policy in education has promoted digital literacy amongst teachers and teacher educators so as to improve pedagogical practice (Andema 2009;James 2004;Mutonyi & Norton 2007). Researchers have stressed the need for detailed empirical studies into the ongoing ICT initiatives in schools and communities to inform policy and curriculum development, taking into account the social, cultural and political histories of different local settings (Mutonyi & Norton 2007). Mutonyi and Norton (2007) assert that the collection of empirical data is crucial for policy makers and curriculum developers to allow them to better understand how people are accessing, adopting and using ICT in particular contexts.…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have stressed the need for detailed empirical studies into the ongoing ICT initiatives in schools and communities to inform policy and curriculum development, taking into account the social, cultural and political histories of different local settings (Mutonyi & Norton 2007). Mutonyi and Norton (2007) assert that the collection of empirical data is crucial for policy makers and curriculum developers to allow them to better understand how people are accessing, adopting and using ICT in particular contexts. Our study, situated at Bondo Core Primary Teachers' College 1 (hereafter Bondo Core PTC) in Uganda, addresses the relationship between educational policy and pedagogical practice.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Digital literacy in Ugandan teacher education: Insights from a case study

2013

Self Cite

View full text Add to dashboard Cite

This case study investigated the relationship between policy and practice with regard to advances in Information and Communication Technology (ICT) in Ugandan teacher education. Our qualitative study, conducted in 2008, focused on the experiences of six language teacher educators in an urban Primary Teachers' College (PTC). We also drew on insights from an interview with the then Ugandan Minister of ICT, Doctor Ham-Mukasa Mulira and the national ICT policy. Whilst the Minister expressed the hope that technology would transform Ugandan education, our findings suggest that the success of ICT initiatives depends largely on whether local conditions support such initiatives. Despite their enthusiasm for digital technology, the participants were challenged by the expense of Internet connectivity, inadequate training, power outages, and culturally irrelevant material. We suggest that ICT policy should address teacher educators' use of digital technology across diverse sites, and that innovations such as the eGranary portable digital library might be particularly useful in poorly resourced educational institutions.

show abstract

eGranary and Digital Identities of Ugandan Youth

Norton

2014

Cultural Studies and Transdisciplinarity in Education

View full text Add to dashboard Cite

ICT on the Margins: Lessons for Ugandan Education

Cited by 31 publications

References 5 publications

Technology-Enhanced Learning in Developing Nations: A review

Technology-Enhanced Learning in Developing Nations: A review

Digital literacy in Ugandan teacher education: Insights from a case study

eGranary and Digital Identities of Ugandan Youth

Contact Info

Product

Resources

About