Contextualizing ICT in Africa: The Development of the CATI model in Tanzanian Higher Education

Abstract

In many parts of Africa the application of information and communication technologies (ICTs) in higher education institutions offers a particularly interesting research problem. This is because of the far-reaching consequences that information and communication technology (ICT) services and education have on the university graduates during their careers in African societies. Our extensive and well-documented experience of utilizing ICTs in a Tanzanian private university has lead us to propose a four-level approach, called CATI model, that can be used as the basis for implementing new ICTs, for evaluating how ICT is used, and for planning ICT education in developing countries. We conceptually categorize the four levels that we use in our model -contextualize, apply, transfer and import -as an ethnocomputing approach. This four-level model enable educators to use ICT services and ICT education in African universities in a way that will prepare university graduates to make a positive contribution to their own societies. The success of this model is attributable to the emphasis that we placed on local needs and creativity and on applications of ICTs that were sensitive to local culture, conditions and understanding.

Use of ICTS for socio-economic development of marginalised communities in rural areas: Proposals for establishment of sectoral Rural Entrepreneurial Networks

“…Education is critical for socio-economic development of communities. Use of ICTS in education in Africa has been reported, but has been implemented in urban area settings and in higher education (Vesisenaho et al, 2006). In general, schools in rural areas are not as well equipped and resourced as schools in urban areas.…”

Smart Morning in an African Village: Diversifying Technologies within a Tanzanian Context

“…Appropriation refers to creative initiatives that challenge our mainstream ideas about what should be happening. These include the use of technology for nonstandard purposes, job creation that is stimulated by innovative business ideas, and the creation of effective ad hoc solutions to technological problems (Vesisenaho, Kemppainen, Islas Sedano, Tedre & Sutinen, 2006;Vesisenaho, 2009).…”

“…During the years of the collaboration we have developed a CATI model (Vesisenaho et al, 2006;Vesisenaho, 2009) which can be used for developing sustainable IT in developing countries, for analyzing the planning and implementation processes of IT, for IT education, and for evaluating the ability of a person to apply previously acquired knowledge. The basic levels of the model are contextualize, apply, transfer, and import.…”

“…Figure 1. CATI model for contextual IT development (Vesisenaho et al, 2006;Vesisenaho, 2009) Ethnocomputing and the CATI model for IT-education development…”

Integrating environmental issues in IT education in Tanzania

“…Following several years of program planning ( [1], [3], [19], [23], [24]), in September 2007 Tumaini University launched a contextualized B.Sc. program in IT (Information Technology).…”