Focus for assignment

Considering the potential areas of socio-economic development, international development and human rights, I find myself naturally dipping in and out of all three of these. Using the Millennium Developmen Goals (MDG) to guide my focus further and my professional experience, I intend to focus on ICT in education and potentially, e-learning. However, within the field of ICT 4 Development, I find that the theoretical frameworks for considering education are less developed than I expected. It seems that there has been a recent contribution from Christopher Foster of Manchester University (2011) to help us frame our understanding of informal education within development. It appears to me that there is a noted distinction between formal and informal education and that, in examples such as "Improving the Life of the Egyptian Citizen" the goals for ICT within education between the developed and developing world (within formal education) are not dissimilar. I am interested in the measures of such development and currently, exploring the notion of "global citizens" and the functionalist perspective of education. Pedagogy as a key factor of ICT 4 Development use is apparently an emerging aspect of this area, not unlike current national developments. I'm currently researching for relevant empirical studies that will help to explore the issues of educational benchmarks used to evaluate ICT 4 development; the extent to which addressing the "digital divide" is a central goal or the extent to which "process" is the aim.

I contest the benefit of simply providing access to ICT as an improvement in education and development, since throughout the course we have discussed that access is not commonly an issue. Within national examples of ICT in education we have also seen few measurable changes in educational aims where "access" has been provided. Therefore, I believe in a reconceptualisation of the "digital divide" and wonder if it lies in our understanding of "the promise" or "potential" of ICT in education and development. Therefore, I wonder if the digital divide is a rather a concept that describes both developed and developing nations' understanding of the potential and role of ICT?

Currently, e-learning is widely seen in the same nature as e-health projects, where access to information and experts becomes more widely accessible. The access to health experts provide a tangible, immediate result where ICT within formal education may not. We assume that access to wider sources of information, experts and teaching materials will enhance education; therefore the dilemma of measurement continues. Issues of cultural imperialism within the nature of information and media shared is also an area to be considered, potentially posing less measurable ethical and cultural impact.

While education can relate to the e-health dilemmas of cultural practices, issues of locality, responsibility and citizenship, there is a broader issue that education uniquely faces, an epistemological one. Knowledge transfer is one aspect of a transmission model of education and one that projects related to ICT 4 development can easily assume. However, the use of ICT to collaborate, build knowledge and develop participatory culture is not achieved through access alone. Pedagogy, human interaction and epistemological stance play a central role in determining how ICT 4 development and education become appropriate resources.

I intend to look at national and international illustrations of ICT projects for development in order to: address the "digital divide", consider socio-cultural difference, participatory aspects and the practical implications for organizational, social and technical factors.

Standardisation as a risk or resource?

Ali, what do you think?

Local practices always differ, but standardization holds opportunity for growth. Is there such a thing as flexible standards?

The Disruptive Nature of Technology

Do we view ICT Development as "disruptive?"

I suggest that every development project seeks to change or improve practice/outcomes. Whether the improved speed of medical care or enhanced communication. Change, by it's very nature, is disruptive. Disruption of course, need not always be negative.

Can technological projects ever be defined (whether theoretical or contextually) as, "starting from scratch?"

"Starting from scratch" suggests a development project that doesn't acknowledge the existing socio-cultural landscape involved but rather, imposes a new cultural and technological infrastructure. Jenny Ure presented us with a project defined as needs based, where user analysis and requirements were considered (in opposition to a top-down model). There was a deliberate intent to use the existing human infrastructure in the delivery of scientific medicine. The actors were identified and included in an "extension" of their existing role. In contrast, a colleague in class suggested that a project starting from scratch was much "easier" than changing an existing structure.

Regardless of where you begin a project there will always be existing actors, developers, existing socio-cultural beliefs/practices, funding sources (with agendas and belief systems)...there is no such thing as "scratch". There is a question of how much acknowledgement is given to the existing factors involved, which Miscione appears to do.

As Miscione (2007:403) acknowledges, the interplay between the public health care system (delivering telemedicine services) and the local health care practices, were a central feature of analysis. The acknowledgement of interplay suggests that this project did not aim or desire, "starting from scratch".

Jenny Ure raised the parallel of disruptive power held in literacy and technology. Paulo Freire sought a readjustment of the status quo in his quest to increase literacy levels in Brazil. He acknowledged the wider impact and disruption of literacy; increased democracy, critical understanding etc. Similarly, Miscione has sought to analyse the "disruptive nature" of the technological developments of telemedicine. In a similar vein to Ure, the power, responsibilities, roles and agency of those involved was impacted.

Up for discussion :-)

* You can never "start from scratch"...

* Disruption is the unavoidable outcome and implicit aim of all development...

Initial Posting

Welcome to Jen and Ali's blog. We will be posting our thoughts and questions regarding the role of ICT in development. We welcome constructive comments and feedback.