A New Development Opportunity Confronts Old Paradigms

There is a considerable debate about how the technological gap between rich and poor countries of the world can be bridged or eliminated. Technological optimists argue that Information and Communication Technology (ICT) can bring accelerated development to poor countries. Others question the viability of relying on ICT for development in low income countries. The ensuing debate has masked the digital divide problem and prevented a true discussion of how ICT can be deployed for the benefit of low income countries. On the otherhand, confronted with the persistent failures of one-size-fits-all economic development models, low income countries can no longer treat modernization as the pivot towards which all ICT-related development efforts must gravitate. There is a need to drop the singular vision of development which is premised on the experiences of Western developed nations and rather restore local actors and their cultures into the actual roles they play in development processes that occur within localities. Accordingly, this chapter reviews the perspectives that currently shape the ICT for development discourse and offers the multiplicity theory to bridge the gap in development theory and promote a development strategy which incorporates activities of both local and global actors in the development of localities.

Cultural Acceptance of ICTs

The emergence of new information and communication technologies (ICTs) has generated much debate both in and out of academia in relation to theories ranging from economic advancement to imperialism. In the context of the ‘low-income’ economies, a dominant discourse associated with ICTs persists. The discourse of development predicts that nations which have joined the global market will use ICTs to harness global knowledge that will enable them to be competitive and therefore attain development. This has led to change in policy from international to local as ICTs are embraced as the next big development tool. Recently however, there have been reports of more failures of ICTs initiatives than success as professionals in the industry complain about unsustainability of the systems. A genuine issue is that so far analysis of this discourse has tended to be economically or technically deterministic, with little attention paid to social and cultural perspectives. In order to understand how the role of norms, practices and politics of people in particular communities play in this discourse in ‘low income’ economies, over 1000 semi-qualitative questionnaires were analysed from five geographical locations in The Gambia. A key conclusion that has emerged from the research is that there are different attitudes towards the ICTs in the different locations, which vary from full acceptance to rejection of ICTs. Such diverse reactions are underpinned by the religion and information ecologies in which gender plays a critical part. This result challenges the ICT4D agenda, and might be applied to reports of unsustainable ICT initiatives, especially in Africa.

An Analysis of the Research and Impact of ICT in Education in Developing Country Contexts

Rigorous evaluations on the impact of information and communication technologies (ICTs) on learning outcomes in developing countries is sparse and often lacks the methodological quality necessary to guide policymakers towards sound, evidence-based practices. This desk study reviews research undertaken to date on the impact of ICTs on learning outcomes in developing countries. First, a series of in-depth, structured interviews with a range of stakeholders, including policymakers and academicians, researchers, users and developers of ICTs, was conducted, followed by a global literature review of published and unpublished evaluations on the educational impacts of ICTs. This study found that while qualitative studies often highlight the benefits of ICTs for learners and other stakeholders, there is little rigorous research to support a causal linkage between student learning outcomes and ICTs in the developing world. This study concludes that decision makers in developing countries are guided not by evidence or data but by intuition and other influences when choosing to invest in technology in an effort to upgrade the quality of instruction in their schools. Finally, recommendations for future evaluations are offered while considering important lessons learned from extant research.

The Mirror Meta-Principle

Since the conclusion of World War II, efforts to develop the so-called Third World have taken a variety of paths. In light of the multiplicity of competing theoretical lenses – modernization, post-structuralism, and dependency, to name just a few theories – the field of development is in a state of confusion. Consequently, it has been difficult for development informatics specialists to understand how best to harness the power of Information Communications Technology (ICT), as there is no clear goal in sight which ICT is supposed to be supporting. The following chapter provides a brief historical overview of the field of development, with a special interest in the role technology has been understood to play in this context. A discussion of relevant scholarship points to the dual notions that the next wave of development informatics work will prize attention to cultural particularities, and as such, will necessitate a degree of participative technology design. By extension, a dynamic relationship between power and knowledge is affirmed, in line with scholars such as Schech (2002). Various strands of thought are ultimately synthesized into what is termed the mirror meta-principle, which stresses that culturally sustainable development informatics requires ICT to be participatively designed so as to support developing societies’ economic and socio-cultural well-being and congruently “mirror” the economic and socio-cultural exigencies and traditions of developing societies. In this paradigm, the economic and socio-cultural patterns embedded into ICT need not be in line, or need to be moved into line, with the traditional Western ideology of modernization. With Heeks (1999), it is asserted that development informatics specialists’ approach to the participatory process must remain grounded in real conditions.

Delineating the Meaning and Value of Development Informatics

This chapter describes the field of Development Informatics as it has emerged in the past two decades, and highlights some of the strengths of its research and practices. It draws on the current literature and the expertise of the other authors of this book to help to define a set of basic terms. Any new intellectual domain is tied to some degree to the vagaries of its institutional alliances, to the perceived international status of its public forums, and to the criticism that on its own it lacks unique methodological rigour. These points are discussed candidly. Multidisciplinarity is the backbone of Development Informatics. The main virtues of Development Informatics are that it offers a platform for an evaluative critique to counterbalance the effects of relentless globalisation, that it comprises strong multidisciplinary teams, that it maintains an intellectual space to build on international momentum that has developed among theorists and practitioners, and that it opens up future imaginative possibilities for collaborative projects which involve communities in developing areas of participatory research and ongoing project evaluation in order to encourage self-sustaining entities.

International ICT Spillover

Recent developments in information and communication technology (ICT) have affected all economic activities across the world. Although there is ample evidence for the direct impact of ICT on productivity, the spillover effect of ICT has so far not been sufficiently investigated, especially in the international context. This chapter discusses ICT and its spillover effects on labor productivity using an empirical growth model and panel data for 69 countries over the period 1992-2006. The results show that ICT and its spillover have positive impacts on productivity worldwide, but the effects are much stronger in developed countries than those in the less developed countries.

Participatory Monitoring and Evaluation of ICTs for Development

In this chapter I call for participatory monitoring and evaluation (M&E) of information and communication technology for development (ICT4D). I describe the ontology of ICT4D as complex and unpredictable. I favour an epistemology that is based on systems thinking and adaptive management as a foundation for participatory approaches. The M&E of ICTs faces a number of challenges including the lack of a unifying theoretical framework, the need to define users and purposes for each evaluation, the importance of agreeing on the type of causality that is expected, and the reality of short- term project durations. In response to these challenges I review established and emerging approaches such as Utilization Focused Evaluation, Outcome Mapping and Most Significant Change that embrace participation. Participation is a term open to many interpretations; to clarify its meaning I offer several ladders of participation. I conclude with a reflection on the conditions necessary for participatory approaches to gain acceptance in this field. A major lesson in participatory M&E is to understand the methods and to go beyond and be vigilant of the conditions that enable their application.

Information Communication Technology and Its Impact on Rural Community Economic Development

Much rhetoric has been expended by researchers and advocates alike regarding the transformational effects of information communication technology (ICT) on economic and social conditions. Most such rhetoric posits very positive outcomes from the impending changes, economic development being just one of several. This research reports the findings of a three-year effort to determine whether such claims are actually being experienced in rural areas where access is often restricted because of public and private policies. The research findings highlight the importance of social conditions on the capacity of rural communities to effectively harness the potential of ICT for beneficial purposes.

Networking for Development

The chapter is about the importance of networking activities in building successful and sustainable international development cooperation (IDC) experiences. The reasoning starts from the consideration that, while society is going through a deep change process and is moving towards a network model (the so-called network society), international development cooperation still seems to adopt models and practices that were conceived for an industrial society. A brief review of the most common critics to IDC shows that increasing the level of networking and knowledge-sharing could contribute to effectively tackling the main inadequacies and challenges that IDC is facing. In turn, this would also help networking for development studies to find their place both in academic and in non-academic research and to be taken in greater account by policy makers. The concept of “networking for development”, introduced in the central part of the chapter, is analyzed from different angles: first by defining the actors that should be involved and the mechanisms that should be put in place, second by reasoning on the added value of networking and on the ways to demonstrate its potential impact on IDC, and finally by mapping the relevance of the issue in a some donors’ strategy.

Social Capital and Third Places Through the Internet

Although Sweden is generally considered to be at the forefront of the ICT revolution and to have high levels of social capital – interpersonal trust and participation – there remain areas and populations which are relatively disadvantaged. In this chapter we examine a number of efforts which have attempted to make use of ICT to enhance social capital in a Stockholm suburb which has been stigmatised in the press and which contains relatively high proportions of immigrants, single parents and the unemployed, all groups which are relatively excluded. An initial effort, based on the installation of a local community network, largely failed. A second effort, based on a locally-run Internet Café was more successful, with the café operating as a Third Place, both online and offline, bridging many of the divisions characterising the community. Despite its success in encouraging participation, trust and community identity, the IT-Café could not be sustained following the end of project funding and a change in personnel. The factors accompanying the success and failure of the Swedish undertakings provide lessons for other efforts to use ICTs in attempts to enhance social inclusion and community.