Human Capital and Information and Communication Technology Nexus: The South African Perspective

The significance of ICTs in supporting socio-economic development in developing countries is inevitable. As academics of information systems in developing countries, we cannot ignore the need for teaching and building the capacity of our students to become knowledgeable and skilled in Information and Communication Technology for Development (ICT4D) practice and discourse. Furthermore, it is vital to equip our students with the ability to apply their discipline knowledge in addressing some of the ICT discrepancies in current ICT4D practice in their own context. I introduced and teach the ICT4D module to the Honours level course at my university in South Africa. This paper explores the factors that have influenced and shaped the development of the ICT4D module curriculum in the South African context I teach in, using a qualitative ethnographic lens and theoretical study. This provides a practice lens to motivate for and support the introduction of an ICT4D module in tertiary curricula in developing countries.

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Curriculum Development of an ICT4D Module in the South African Context

10.28945/2236 ◽

2015 ◽

Author(s):

Caroline Khene

Keyword(s):

Developing Countries ◽

South African ◽

Information And Communication Technology ◽

Communication Technology ◽

South African Context ◽

The South ◽

Socio Economic Development ◽

Information And Communication ◽

African Context ◽

Discipline Knowledge

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The significance of ICTs in supporting socio-economic development in developing countries is inevitable. As academics of information systems in developing countries, we cannot ignore the need for teaching and building the capacity of our students to become knowledgeable and skilled in Information and Communication Technology for Development (ICT4D) practice and discourse. Furthermore, it is vital to equip our students with the ability to apply their discipline knowledge in addressing some of the ICT discrepancies in current ICT4D practice in their own context. I introduced and teach the ICT4D module to the Honours level course at my university in South Africa. This paper explores the influencing aspects that shaped the development of the ICT4D module curriculum in the South African context I teach in. This provides a practice lens to motivate for and support the introduction of an ICT4D module in tertiary curricula in developing countries.

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Information and communication technology platforms deployment: Technology access reaches South African rural areas

10.23919/istafrica.2017.8102300 ◽

2017 ◽

Author(s):

Thato Foko ◽

Tumiso Thulare ◽

Lebogang Legare ◽

Keneliwe Maremi

Keyword(s):

South African ◽

Information And Communication Technology ◽

Communication Technology ◽

Rural Areas ◽

Technology Access ◽

Technology Platforms ◽

Information And Communication

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Assessment of Information and Communication Technology for Selective Dissemination of Information and Current Awareness Services: A Case Study of University Libraries in the South-West Zone of Nigeria

Evidence Based Library and Information Practice ◽

10.18438/b84x09 ◽

2017 ◽

Vol 12 (4) ◽

pp. 233

Author(s):

Saturday U. Omeluzor ◽

Gloria O Oyovwe-Tinuoye

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

Library Services ◽

Internet Services ◽

University Libraries ◽

The South ◽

Traditional Methods ◽

South West ◽

Information And Communication ◽

Selective Dissemination Of Information

Abstract Objective – To assess the use of information and communication technology (ICT) for selective dissemination of information (SDI) and current awareness services (CAS) in university libraries in the South-West zone of Nigeria. Methods – A descriptive research design was adopted. The instrument used for data collection was a structured questionnaire administered to a population consisting of 379 librarians, with 353 usable questionnaires retrieved. Results – Findings revealed that most university libraries in the South-West zone of Nigeria do not use ICT in delivery of SDI and CAS. It is evident in this study that despite the known positive effects of ICT in library services, traditional methods were predominantly used for SDI and CAS to the library users. The study revealed that erratic Internet services, insufficient training, inadequate ICT skills, and low support for ICT were hindrances towards ICT use for SDI and CAS. Conclusions – The integration of ICT features in library services for the delivery of CAS and SDI has been a challenge in university libraries in South-West Nigeria. Only a few libraries and a low percentage of librarians had adopted the use of ICT in the delivery of CAS and SDI, while a larger number of libraries resorted to the use of traditional methods. The level of ICT literacy among the librarians in this study is low, as a higher percentage of librarians did not have adequate ICT skill to use available online resources on the Internet and other ICT tools to deliver SDI and CAS in South-West, Nigeria. This is not unconnected to the fact that the training and technical support received by the librarians is inadequate, and the level of support that academic libraries received from their university managements in South-West Nigeria in terms of funding for ICT development is inadequate, which led to low Internet services.

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Information and Communication Technology (ICT) Training among Lecturers in the South-South Zone in Nigeria by the Nigeria Communication Commission (NCC)

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2010091105 ◽

2010 ◽

Vol 6 (1) ◽

pp. 55-66 ◽

Cited By ~ 3

Author(s):

Pereware Aghwotu Tiemo ◽

O.T. Emiri ◽

Adobi Jessica Tiemo

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

Teaching And Learning ◽

Academic Work ◽

The South ◽

Information And Communication ◽

Digital Gap ◽

Ict Training ◽

South Zone

In order to bridge the digital gap and to facilitate the use of ICT in teaching and learning among lecturers and students in Nigeria universities, the Nigeria Communication Commission (NCC) organized a workshop to train lecturers in the use of ICT skill and knowledge. It was expected that 12,000 lecturers from various universities will be trained. It was discovered that the idea was welcomed since most of them find if difficult to integrate ICT in their academic work. As a result of this, the study seeks to find out the success achieved among participants and their perception toward the programme.

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Information and Communication Technology (ICT) and Its Mixed Reality in the Learning Sphere

African Studies ◽

10.4018/978-1-7998-3019-1.ch030 ◽

2020 ◽

pp. 567-579

Author(s):

Ntokozo Mthembu

Keyword(s):

Information Technology ◽

South African ◽

Information And Communication Technology ◽

Communication Technology ◽

Teaching And Learning ◽

Mixed Reality ◽

Human Life ◽

Information And Communication ◽

Developmental Opportunities ◽

Almost All

The purpose of this article is to discuss the literature review and observable experiences on mixed reality posed by the use of information and communication technology (ICT) systems in the education system in the South African landscape. Human progress in the 21st century has been characterised by the rise of computer technology, that has become a defining feature in almost all social spheres. However, the reality shows that though ICT is celebrated for its undisputed, “uncertainty” and efficient services, especially when it comes to communication, information and dissemination. It also tends to encourage the abandonment of other modes of communication, specifically in relation to teaching and learning. In discovering the challenges and possibilities posed by the information technology, the notion of a didactical triangle will be explored. Literature reveals that the advent of ICT brought about various developmental opportunities and threats to human life. This article argues that consideration of institution and context is fundamental when it comes to a better understanding of the practicalities of information technology. This article will add value by shedding light on the realities and challenges in relation to ICT on the human life. The conclusion is that interventions that relates to information and communication technology have to seriously consider the structural constraints of access and social inequity as well as the effects of coloniality.

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