scholarly journals Promising plans and practical use of ICT in education: Sub-Saharan Africa perspectives

2021 ◽  
Vol 50 (2) ◽  
pp. 487-500
Author(s):  
Natalya S. Ulanova ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Form Solution ◽  
Educational Process ◽  
Sub Saharan Africa ◽  
Educational Systems ◽  
Developing Region ◽  
Information And Communication ◽  
Learning Platforms ◽  
Sub Saharan

Introduction. Information and communication technologies (ICT) in the field of education have become indispensable for many countries. Digital transformation of school has conquered the minds of many educationists in Sub-Saharan Africa which long suffered from low attendance rates and lack of qualified teachers. This is a developing region with unstable educational opportunities and ICT use is believed to be a central form solution for the future effective functioning of learning programmes. Materials and methods. General scientific theoretical methods and comparative analysis were used to analyze actual statistical data, take insight into existing online learning platforms, expert’s accounts. Results. Both the general problems of ICT application in education and its functioning in the context of national educational systems in such countries as Uganda and Kenya were analyzed. Unique evidence from this rapidly developing region underscores the need of a balanced and comprehensive approach to the strategies of the digital education reforms at school. Сonclusions. ICT introduction risks not to be an effective factor in the management of educational process without taking into account behavioral and sociocultural context as well as without thorough development of all levels of educational system. Though the article is addressed to the experts in the field of education and African studies, it will be of considerable interest to all practitioners concerned with the implementation of ICT in teaching practice.

scholarly journals INTRODUCTION OF RENEWED PROGRAM IDEA TO THE PHYSICS TEACHING PRACTICE

2021 ◽  
pp. 89-97
Author(s):  
Z. Aimaganbetova ◽  
Azamat Abdrakhmanov ◽  
A. Kalibaeva
Keyword(s):  
Information And Communication Technologies ◽  
Information Technologies ◽  
Teaching Practice ◽  
Educational Process ◽  
Main Task ◽  
Informational Support ◽  
Physics Teaching ◽  
New Information ◽  
Information And Communication ◽  
The Republic

Informational support of educational process is based on increase of effectiveness and quality of all levels of educational process achieving the goals of developing training with the use of new information technologies and directing training of individual. In the law of the Republic of Kazakhstan «About Education»: «The main task of educational system – to create the conditions of education directed to the formation of individual and professional development on the basis of national and civil values and practice achievements, to set new educational technologies, informational support of the educational process, to go out into the world international communicative network», – were written. Thereby there are some tasks in front of teachers, not only give the knowledge to the students, but also to develop a many-sided, free, creative and competitive individual. One of our main goals is the development of new innovative technologies in the development of education and science. In this regard, the introduction of more information technology, new teaching methods is becoming one of the most pressing issues. Many modern technologies used in educational process are directed to the development of an individual and effective education. One of them, the use of information and communication technologies is an effective way of knowledge quality increase.

scholarly journals ICT ROLE IN EDUCATIONAL SYSTEMS OF FOREIGN COUNTRIES

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Iryna D. Malytska
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Systems ◽  
Foreign Countries ◽  
Information And Communication ◽  
Role Of Information

The role of information and communication technologies in educational systems of foreign countries and the level of their integration into the secondary school educational process is considered.

Improving Electronic Information Literacy in West African Higher Education

2011 ◽  
pp. 2121-2129
Author(s):  
Ibrahima Poda ◽  
William F. Brescia
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Information Society ◽  
Sub Saharan Africa ◽  
Electronic Information ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Information And Communication ◽  
Sub Saharan

Electronic information literacy has gained increased importance with the advent of the new information and communication technologies which, driven by the convergence of computers and telecommunications media, are crucial for facilitating, supporting, and enhancing learning and for the knowledge-based economy of the future. In “Africa’s Information Society Initiative (AISI): An Action Framework to Build Africa’s Information and Communication Infrastructure,” African ICT experts appointed by the Economic Commission for Africa (ECA), have described the potential of the Internet to improve learning in higher education and established the foundation for this to become a reality in Sub-Saharan Africa. The AISI document that the group of experts produced was adopted by the ECA Conference of Ministers as the African Information Society Initiative (AISI) in 1996.

Women in Technology in Sub-Saharan Africa

2011 ◽  
pp. 1279-1285
Author(s):  
Vashti Galpin
Keyword(s):  
Information And Communication Technologies ◽  
Information Society ◽  
Communication Technologies ◽  
The United States ◽  
Sub Saharan Africa ◽  
African Women ◽  
Women's Participation ◽  
Women In Technology ◽  
Information And Communication ◽  
Sub Saharan

International research has shown that in most countries, there are few women studying towards information technology (IT) careers (Galpin, 2002), and there is much research, particularly in the United States (U.S.), United Kingdom (UK) and Australia into why this is the case (Gürer & Camp, 2002). This article considers the situation in sub-Saharan Africa and focuses on women’s involvement in the generation and creation of information and communication technologies (ICTs) in sub-Saharan Africa, as opposed to ICT use in sub-Saharan Africa, which is considered elsewhere in this volume. There are a number of aspects to the generation and creation of ICTs: how women are involved in this process as IT professionals and how they are educated for these careers, as well how technology can be used appropriately within the specific conditions of sub-Saharan Africa. ICTs will be considered in the broadest sense of the word, covering all electronic technologies, from computers and networking to radio and television. Women’s participation is important: The World Summit on the Information Society (WSIS) Gender Caucus (www.genderwsis.org) has identified women’s involvement in the design and development of technology as well as technology management policy, as key principles for the information society. Marcelle (2001) emphasizes the necessity for African women to become involved in technological and scientific areas, including “computer science, software engineering, network design, network management and related disciplines” (Marcelle, 2001, para. 15) to create an information society appropriate for African women. The diversity of those involved in design leads to higher-quality and more appropriate technological solutions (Borg, 2002; Lazowska, 2002). Background Sub-Saharan Africa has a population of 641 million, young (almost half under 15) and rural (35% urban). Significant problems are undernourishment, poverty and HIV/AIDS (United Nations Development Programme (UNDP), 2004). All the countries in sub-Saharan Africa are classified as developing countries. Some countries are relatively wealthy, such as Mauritius, South Africa, and Nigeria, but have large wealth disparities within their populations. Women in sub-Saharan Africa are expected to focus on the home, they have less access to education and health, and their contribution to family and community is not valued (Huyer, 1997).

Technological Innovations in Agriculture in Sub-Saharan Africa

2021 ◽  
pp. 254-275
Author(s):  
Amadou Tandjigora
Keyword(s):  
Public Policy ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
The Internet ◽  
Technological Innovations ◽  
Policy Recommendations ◽  
Information And Communication ◽  
Sub Saharan ◽  
Scientific Arguments

The purpose of this chapter is to review the literature on technological innovations in general and more specifically on the use of information and communication technologies in agriculture. Emphasis was placed on two main tools, namely the telephone and the internet. The opportunities created by these two tools have been highlighted on the basis of previous studies supported by scientific arguments. Some stylized facts have also made it possible to highlight the level of these ICTs in 20 countries of sub-Saharan Africa. Some countries like Kenya, Nigeria, South Africa, and Rwanda, and, to a lesser extent, Senegal are more advanced in this process of using ICT because they are relatively more economically stable. Finally, the constraints linked to the adoption of these ICTs as well as certain public policy recommendations were formulated.

scholarly journals eHealth adoption and use among healthcare professionals in a tertiary hospital in Sub-Saharan Africa: a Qmethodology study

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e6326 ◽  
Author(s):  
Muhammad Awwal Ladan ◽  
Heather Wharrad ◽  
Richard Windle
Keyword(s):  
Clinical Practice ◽  
Information And Communication Technologies ◽  
Healthcare Professionals ◽  
Tertiary Hospital ◽  
Sub Saharan Africa ◽  
Clinical Practices ◽  
Quality Healthcare ◽  
Information And Communication ◽  
Sub Saharan ◽  
Study Participants

Background The aim of the study was to explore the viewpoints of healthcare professionals (HCPs) on the adoption and use of eHealth in clinical practice in sub-Saharan Africa (SSA). Information and communication technologies (ICTs) including eHealth provide HCPs the opportunity to provide quality healthcare to their patients while also improving their own clinical practices. Despite this, previous research has identified these technologies have their associated challenges when adopting them for clinical practice. But more research is needed to identify how these eHealth resources influence clinical practice. In addition, there is still little information about adoption and use of these technologies by HCPs inclinical practice in Sub-Saharan Africa. Method An exploratory descriptive design was adopted for this study. Thirty-six (36) HCPs (18 nurses and 18 physicians) working in the clinical area in a tertiary health institution in SSA participated in this study. Using Qmethodology, study participants rank-ordered forty-six statementsin relation to their adoption and use of eHealth within their clinical practice.This was analysed using by-person factor analysis and complemented with audio-taped interviews. Results The analysis yielded four factors i.e., distinct viewpoints the HCPs hold about adoption and use of eHealth within their clinical practice. These factors include: “Patient-focused eHealth advocates” who use the eHealth because they are motivated by patients and their families preferences; “Task-focused eHealth advocates” use eHealth because it helps them complete clinical tasks; “Traditionalistic-pragmatists” recognise contributions eHealth makes in clinical practice but separate from their routine clinical activities; and the “Tech-focused eHealth advocates” who use the eHealth because they are motivated by the technology itself. Conclusion The study shows the equivocal viewpoints that HCPs have about eHealth within their clinical practice. This, in addition to adding to existing literature, will help policymakers/decision makers to consider HCPs views about these technologies prior to implementing an eHealth resource.

scholarly journals A pedagogic approach by contextual immersion

2020 ◽  
Author(s):  
Samuel Ismael Billong IV ◽  
Bernabé Batchakui ◽  
René Simo Nono ◽  
Georges Kouamou
Keyword(s):  
Information And Communication Technologies ◽  
Real Life ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
School Level ◽  
Secondary School Level ◽  
Real Life Situation ◽  
Information And Communication ◽  
Competency Based ◽  
Sub Saharan

In several training institutions in sub-Saharan Africa today, the competency-based approach to teaching (CBA) has been adopted at the secondary school level. In Cameroon, based on our experience in teaching, we have found that this approach does not suit all categories of learners, generally the youngest. With the advent of Information and Communication Technologies (ICT), learners spend most of their time on ICT’s gadgets (mobile phone, tablet, etc ...). In this paper, we propose a complement to the CBA approach through pedagogic differentiation.  This differentiation takes into account the learner's environment and adds a playful and captivating aspect to the techno-pedagogic tools to be made available to them through the gadgets they use. We call this approach contextual immersion. It starts from real life situation familiar to the learner. The tool made available to the learner, which integrates this approach, guides him/her progressively towards the solution to the problem posed and a generalization that summarizes the course that will be transmitted.

scholarly journals Traditional teaching systems in didactic theory

2020 ◽  
pp. 241-251
Author(s):  
Jelena Krulj ◽  
Slađana Vidosavljević
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Educational Process ◽  
Traditional Teaching ◽  
Teaching System ◽  
Traditional System ◽  
Didactic Literature ◽  
Information And Communication ◽  
Mutual Relations

During the historical development of didactic theory and teaching practice, numerous systems have been developed to determine the structure of work in teaching. The term system is a word of Greek origin and means attitude or order. Today, the term system is defined in different ways. It is defined as a set of elements whose mutual relations are based on certain laws or principles. The term didactics is also of Greek origin and originally means teaching, today we know that didactics is the science of teaching. There is no consensus in the didactic literature on what is meant by the term didactic or teaching system. The reason for that is that there are several divisions and explanations, because in the past period various didactic systems have been developed which determined the structure of work in teaching. Today, by teaching system we mean a shaped and designed way of organizing learning in teaching. Teaching systems are among the basic didactic issues and are the result of studying didactic theory and teaching practice. It is almost impossible to imagine a formal educational process without the application of modern educational technologies, which increasingly imply the intensive application of information and communication technologies and media. In this paper we will look at the very beginning of teaching and the traditional system of teaching in didactic theory.

Information and communication technologies (ICTs): The potential for enhancing the dissemination of agricultural information and services to smallholder farmers in sub-Saharan Africa

2021 ◽  
pp. 026666692110648
Author(s):  
Obvious Mapiye ◽  
Godswill Makombe ◽  
Annelin Molotsi ◽  
Kennedy Dzama ◽  
Cletos Mapiye
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Applications ◽  
Poverty Reduction ◽  
Smallholder Farmers ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
Smallholder Farming ◽  
Timely Access ◽  
Information And Communication ◽  
Sub Saharan

The transformation of smallholder farming is poised to be one of the key drivers of achieving the dual objectives of food security and poverty reduction in Sub-Saharan Africa (SSA). Smallholder farmers account for between 60–80% of the food produced in the region but face many challenges that impede their productivity. Such challenges include a lack of timely access to appropriate agricultural information and services, which results in poor decision-making, particularly in addressing challenges and responding effectively to opportunities. In that context, the effective use of Information and Communication Technologies (ICTs) in improving accessibility to appropriate agricultural information and services presents substantial prospects for transforming the productivity and livelihoods of the farmers. Currently, the region experiences massive penetration and propagation of mobile and web-based applications. However, there is a dearth of compelling, comprehensive reviews evaluating their importance in enhancing agricultural information and services dissemination to smallholder farmers. Therefore, the current review explores the potential of enhancing agricultural information and services dissemination to smallholder farmers through ICTs and highlights gaps in their development and deployment in SSA. Five existing mobile applications used to disseminate agricultural information and services to smallholder farmers were identified, and their advantages, limitations, and opportunities were discussed. These were Esoko, iCow, Community Knowledge Workers, WeFarm and DigiFarm. The development and deployment of user-driven mobile applications that provide curated skill-sharing platforms, encourage farmers to give feedback to extension systems in real-time and promote the participation of women and youth in agriculture are recommended.

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