Module 01: ICTs and Development

In his chapter Development Agendas and the Place of ICTs, Tim Unwin provides a broad overview of the historical, geo-economical, and social constructs that have influenced and will continue to influence the changes that take place in cultures around the world. He notes a longstanding divide in cultures influenced by an economic drive for cheaper labor and production resources. He then goes on to elaborate on the transformative power of ICTs for developing nations. Finally, he suggests it is a moral obligation to empower those who have been marginalized by critically looking at the needs of those in the developing world and finding solutions that lead to greater social equality. In her chapter ICTs in Education: Catalyst for Development in the same book, Michelle Selinger looks at the power of ICTs to deliver better education to those in the developing world, thus helping to find solutions to help citizens of a nation take control of their own lives. She offers a framework that considers the many facets of the delivery of education from government to administrator to teacher to basic students needs. She concludes her chapter by emphasizing the importance of ICTs as a means of collaboration and coordination between stakeholders in an initiative and even between developing nations who wish to avoid costly mistakes made by others. In the chapter ICT for Development: Challenges and Possibilities, the authors suggest that a critical and systematic approach to ICT implementation that can lead to increased development and social justice in a country. They touch on issues related to ICT implementation in the areas of education, development, and the inclusion of those otherwise ignored by the present government or system in place. They view a use of ICTs as a means for greater solidarity within excluded groups in a nation, but also in a global context, that is allowing others to help in finding solutions that lead to greater peace and equality. In the chapter ICT for Education, Development, and Social Justice: Some Theoretical Issues, Michalinos Zembylas introduces two distinct development paradigms: the modernization development paradigm leading to inequality, and the social justice development paradigm leading to a more equal opportunity for all. He provides ideas on how the latter paradigm can be better supported by taking a critical look at social justice issues rather than just focusing on getting technology into the hands of those who do not have access.

While I learned many new things from our module this week, one theme I read, discussed and thought over more than any other is this idea is for fairer, more effective use, ICTs cannot be forced into a culture from the top down, but a more grassroots approach must be taken. Those entrusted with providing the ICTs need to take a critical, systematic consideration every stage of the process to ensure fairness and effectiveness in ICT administration (Zembylas, 2009). ICTs can aid development by adding value to those communities, schools, local governments, etc. who demonstrate the capacity and desire to benevolently develop for the good of all. This is something that the process of globalization historically has proven an inability to do (Unwin, 2009).

The idea that I found most valuable from the materials this week comes from the UC Berkley lecture: Ten Myths of ICT for International Development. The lecturer, Dr. Toyama downplays the role technology provided for development, and instead emphasizes the role of technology as a tool that can “magnify human intent and capacity.” Thus, the human element becomes the most important issue, and technology a means to magnify those desires and abilities of those who use it. This is a departure from what I previously understood. Socially speaking, I always saw technology as an equalizer much like Thomas Friedmen in his bestseller The World is Flat. Technology is spoken about in his book in almost a religious way. ICTs are seen as the cure to the common underdevelopment issue. I should have known this could not be true. While India has seen unprecedented development in the past 15 years due to ICTs, there still remains a large portion of the population outside of the major cities in India that still live in extreme poverty. This cognitive dissonance between Friedman’s world and the world I read about in our module this week has me thinking development is far more complex issue than I have ever understood it to be. While I see from our readings the potential and power behind ICTs in aiding development issues, I have a hard time wrapping my head around practical applications of development. We have been provided with many examples of ICTs in action in our course material this week. Yet it seems to me that what works for one situation, culture, nation, etc. will not always find success in another. I suppose to stand back after two weeks of reading and thinking and say I am more perplexed by issues of development and the role of ICTs than when I started is a great way to start this class. I truly look forward to unraveling the details as we continue on.

While I have no direct involvement in ICTs for development at this time, the readings this week have helped me to better understand the role of any communication technology in the lives of any context including my own. What I mean is communications technology cannot be the end of any initiative, classroom lesson plan, or development plan, but simply the means to more magnify the ends of these plans. In my life as a teacher I design units, recommend software/hardware to other teachers, and make technology decisions for my family (my personal favorite). Most technology decisions are costly. I need to get away from this unfounded belief that technology equals motivation. For example, how many times do people with no motivation to exercise buy a treadmill thinking it will help them to run more often and get in shape? Then, after a month or two it sits idle, making a great clothes hanger. If there is not already a strong desire to get in shape, the treadmill is practically useless. In this same way a treadmill purchase cannot provide a person with intent or capacity to be a great runner, a cell phone or satellite dish will not add an intent or capacity to a person outside previously existing desires to be a developer of his or her country, community, or household. That is why it is important for an educational technologist/husband/ICT4D advocate to think critically about what to purchase for whom and to provide education, motivation, and/or continued support for maximum benefits from any technology tool investment.


References

Selinger, M. (2009). ICT in education: Catalyst for development. In T. Unwin (Ed.), ICT4D: Information and Communication Technology for Development, (pp. 206-248). Cambridge, UK: Cambridge University Press.

Toyama, K. (2010, November 10). Lecture. Presented at the CITRIS Research Exchange, UC Berkley


Unwin, T. (2009). Development agendas and the place of ICTs. In T. Unwin (Ed.), ICT4D: Information and Communication Technology for Development (pp. 7-37). Cambridge, UK: Cambridge University Press.

Zembylas, M. (2009). ICT for development: Challenges and Possibilities. In C. Vrasidas, M. Zembylas, & G. V. Glass, ICT for education, development, and social justice (pp. 3-15). Charlotte, NC: Information Age Publishers

Vrasidas, C., Zembylas, M., & Glass, G. V. (2009). ICT for education, development, and social justice: Some theoretical issues. In C. Vrasidas, M. Zembylas, & G. V. Glass, ICT for education, development, and social justice (pp. 17-29). Charlotte, NC: Information Age Publishers.