Peter Mozelius

Women empowerment in rural areas through the usage of telecentres - a Sri Lankan case study

Information and Communication Technologies can have a strong impact on the development of a region: telecentre networks are in particular interesting model for e-learning dissemination to rural areas. The focus area of our investigation is Sri Lanka: the country has a long tradition in terms of gender equality - as it promotes an inclusive education system - and the use of ICTs is widespread. So far 600 of the planned 1000 telecentres have been started following the Nenasala network model. This paper is based upon observations and interviews of women and men working in different roles (owner, manager, operator and user) at telecentres in rural Sri Lanka. The aim of the study is to analyze and discuss the role of telecentres in rural areas and their impact on women empowerment. Findings show that telecentres open up new channels of information and create career opportunities for women in rural areas. Through telecentres, women can improve their life and be active participants in the rural development. However there still exists a need for further improvements and support for females in the Sri Lankan telecentre network.

Regression From Game-Oriented to Traditional School

Pupils in Sweden are socialized in commercial off-the-shelf games, and, therefore, game-oriented formal education can constitute a foundation for further socialization of pupils excluded in school. However, digital illiteracy and traditional views among school staff forced a regression from the game-oriented formal trial education in this study back to the traditional education form. Research questions were as follows: How did the pupils act upon the consequences of the regression? How can these acts inform the design of education in digital culture? These questions were addressed using ethnography over 3 years. The pupils acts differed depending on their socialization in school and in games. While the game-oriented formal education included all in the socialization process, the regression caused half of the pupils to drop out. The pupils acts are discussed with a conceptual framework. Conclusions show the need for digital literacy and understanding pupils perspectives on education among school staff.