Using ICTs (educationally) for development in an African context: possibilities and limitations
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Date
2015
Authors
Carrim, Nazir
Taruvinga, Mandi
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article examines the possibilities and limitations of using ICTs for development in
an African context from an education perspective. Although we provide an account
of the Pan-African Agenda on integrating ICTs, which covers many countries on
the African continent, our focus is specifically on using ICTs for development in a
South African context. In addition, this article focuses more on using ICTs within the
educational system in (South) Africa, and specifically on the possibilities and limitations
of using ICTs for improving both educational achievements and teaching and learning
experiences in South Africa. In the first section of this article, we provide an account
of the importance of engaging with the increasing global ascendency of ICTs as a
significant characteristic of the current, global information age and networked
society. Drawing particularly on the theory of Castells (2001), we argue that access
to ICTs is not only becoming unavoidable, but may also provide African countries with
the possibilities to increase and enhance development. In this regard, we also briefly
outline what we view as some of the critical features of development in an African
context. In the second section, we provide an account of the Pan-African Agenda on
ICTs integration in Africa. This account reveals that, while pedagogic integration of
ICTs in education is still in its nascent stage, its relevance is an urgent imperative. In
the third section of this article, we specifically examine the South African educational
situation and show that, while the importance of using ICTs is recognized and attempts
to increase access to ICTs is increasing rapidly, critical questions as to whether or not
ICTs can, in fact, improve teaching and learning experiences and outcomes tend to be
assumed rather than engaged with critically. We conclude this article by noting that,
while ICTs may provide valuable opportunities for development, the recognition of possibilities and limitations of what ICTs can achieve within the African context need
to be taken into account.
Description
Keywords
South African Education, Pan-African Agenda, ICT’s, Learning, Development
Citation
Carrim, N., & Taruvinga, M. (2015). Using ICTs (educationally) for development in an African context: possibilities and limitations. Perspectives in Education, 33(1), 100-116.