Kirstin Krauss

Collisions between the Worldviews of International ICT Policy-Makers and a Deep Rural Community in South Africa: Assumptions, Interpretation, Implementation, and Reality

The purpose of this paper is to understand and learn from the collisions between the underlying assumptions embedded in UNESCOs ICT Competency Standards for Teachers policy framework and the realities that face a deep rural Afrocentric community in South Africa. These collisions ultimately are about the manifestation of a deeper issue, namely collisions between worldviews. Although some preliminary issues regarding policy conflicts are highlighted, the primary focus is on understanding collisions that have emerged from the community entry phases of policy alignment and the introduction of the ICT for Development (ICT4D) artifact. A critical theoretical underpinning is presented which also constitutes the departing values and thinking pursued by a team of academics which, in collaboration with local community visionaries, facilitates ongoing ICT training initiatives in the community. The author writes from his position as the “outsider” champion in this project; and due to his commitment and the length of time that he has been immersed in the training and all other aspects of the project, an ethnographic approach is adopted. The paper contributes to ICT4D discourses by representing a South African perspective on the international ICT policy frameworks. Consequently, compelling issues for further research are highlighted, including examples and practical guidelines for international ICT policy alignment and implementation in the deep rural Afrocentric context.

The emancipation of the researcher as part of Information and Communication Technology for Development work in deep rural South Africa

In this paper the authors contend that if the outsider‐researcher involved in Information and Communication Technology for Development research really wants to make a difference and honestly address the emancipatory interests of the developing community, emancipation has to take place on both sides of the ‘development divide’. Emancipatory research and practice need to be accompanied by an understanding of the researcher‐practitioners own assumptions, preconceptions, and limitations as well as local concerns, needs, and realities. Using a critical theoretical underpinning, the paper demonstrates how the outsider researcher and practitioner may recquire emancipation in order to ensure more appropriate Information and Communication Technology for Development. Through confessional writing and demonstrating critical reflexivity, the authors reflect on particular instances of self‐emancipation as they present three narratives from the community entry phases of an ongoing community engagement project in a deep rural part of South Africa. Lessons learned include, the value of cultural interpreters as research partners, tactics for community entry, and a self‐reflective approach to doing fieldwork.

Issues in using Internet in remote South African high schools

This case study analyzes the availability and uses of teaching techniques and computing technologies in Grades 10, 11, and 12 Computer Applications Technology classes in a remote town in South Africa. The technologies and techniques trialed showed promise of usefulness in being more engaging to student interest than those presently used. The technologies were a bit tricky in setting up and it was recommended that the researchers, in addition to special work sessions with the teachers, team taught with the teachers for their first time using the technologies. Human factors issues focused on ease of use and intuitiveness of technologies for both teachers and students. With 50-minute classes, if the technology becomes a hurdle rather than a vehicle for teaching a class concept, it defeats its own purpose. Thus, to be successful, technologies need to be selected carefully, installed, tested, and ready for use.