Developing the ICT Infrastructure for Africa: Overview of Barriers to Harnessing the Full Power of the Internet

Alemneh, Daniel Gelaw; Hastings, Samantha Kelly

doi:10.2307/40324333

Cited by 20 publications

(6 citation statements)

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“…The future of ICT in higher education will depend on the ability of government to identify and remove barriers to ICT availability and its utilisation in teaching and research. Adam (2003) and Alemneh and Hastings (2006) consider barriers as obstacles that inhibit or slow down the pace at which lecturers and students adopt ICT facilities in their e-learning contents or in the application of software for the resolution of societal problems. Furthermore, they regard barriers as those aspects of society that make it impossible for teachers and their students to take advantage of digital technologies for development.…”

Section: Barriers To Ict's Utilisation In Teaching and Learningmentioning

confidence: 99%

JHEA, Volume 19, n°1, 2021 - Full Issue

System¹

2022

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Contents Enhancing the Digital Transformation of African Universities: COVID-19 as AcceleratorPaul Tiyambe Zeleza & Paul Mzee Okanda............................. 1 Competencies and Proficiencies in Special Education: The Case of Ethiopian UniversitiesWorkneh E. Woldehana & Damtew Teferra......................29 Teaching Styles of Educators in Higher Education in Eritrea: Teacher-centred or Student-centred?Ali Suleman Abdella & Aslam Fataar.............................45 Comparing Pedagogy in Kenya’s Public Universities: The Roles of University ManagersSusan M. Kilonzo, Kennedy Onkware, Pamella A. Oloo & Simon G. Omare.............................63 Information Communication Technology (ICT) Utilisation and Associated Barriers in Teaching among Middle-level Academics in Nigerian UniversitiesJohn Lekan Oyefara, Pius Adejoh, Waziri B. Adisa, Khadeejah A. Abdulsalam & Tunde Alabi ......................95 Les imaginaires populaires de la femme âgée face aux accusations de sorcellerie en République Centrafricaine : une perspective genréeNarcisse Landry Kevis Kossi.........................121 Politique de financement et gouvernance des universités publiques Sénégalaises : vers un nouveau paradigme ?Melyan Mendy..................................141 Existe-t-il un effet genre dans les performances académiques des étudiants dans les facultés des sciences économiques et de gestion au Cameroun ? Cas de la FSEG de l’Université de Yaoundé IIEtienne Atala.......................................171

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Section: Barriers To Ict's Utilisation In Teaching and Learningmentioning

confidence: 99%

JHEA, Volume 19, n°1, 2021 - Full Issue

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“…These include cost-effectiveness; access to knowledge; social interaction; pedagogical richness; personal agency; and ease of revision 14 The Awareness and Use of Electronic Learning Platforms: A Case of a Developing Country [34]. However, the implementation of e-learning faces some challenges such as shortage of computers; outdated curricula; language adaptability issues; insufficiently trained teacher with low ICT skills; lack of electricity; expensive and slow Internet connectivity; and insufficient funding [2].…”

Section: Introductionmentioning

confidence: 99%

The Awareness and Use of Electronic Learning Platforms: A Case of a Developing Country

Nyagorme¹,

Qua-Enoo²,

Bervell³

et al. 2017

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E-learning is seen as a potent option for mass education globally. Consequently, institutions are hastily adopting it to meet the 21 st century education demands, often without recourse to considering the antecedents that promotes the success or otherwise of this mode of instruction. In view of this, the study investigates the awareness and use of e-learning platforms in some selected senior high schools in the Accra metropolitan area of Ghana with emphasis on parameters such as perception, training, accessibility, and infrastructural availability. Questionnaire was used to sample 303 respondents in this descriptive survey. Linear regression analysis and correlation were used on participants' training, motivation and computer availability in relation to perception, e-learning usage and awareness of e-learning implementation. The findings suggest participants know of e-learning and e-learning platforms but lacked adequate training. The computer literacy was low and most schools lacked adequate ICT laboratories and reliable internet negatively affects e-learning adoption. The major mode of internet access was the mobile phones. Students had a positive perception of e-learning and its adoption. The study recommends among other things that the Ghana Education Service train and educate teachers and students on e-learning to enhance their use and/or development of e-learning platforms. Furthermore, it should provide properly furnished ICT laboratories enhance accessibility and e-learning.

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“…Virtually every segment of the globe has been caught‐up in the ICT web, though differentially. Inasmuch as the developed world is principally the ICT driving force, Africa in particular largely lags behind in the ICT revolution (Alemneh and Hastings, 2006; Ngwainmbi, 2005).…”

Section: Introductionmentioning

confidence: 99%

Tokunbo ICT

Omobowale

2013

International Journal of Sociology and Social Policy

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PurposeInformation and communication technology (ICT) stands out as a major indicator and driver of the modern age. It catalytically advances globalization processes across professions, disciplines and agencies across international boundaries. In spite of the widespread utilization of ICT, Nigeria in particular and Africa in general lag behind in the ICT revolution. Striving to modernise and develop, though, Nigeria is rather dependent on the developed world for ICT access and utilization. Nigeria accesses ICT, indeed a great volume of the access rather comes through the second‐hand market. The study aims to integrate theoretical orientations of symbolism and rationalism to empirically explain second‐hand ICT utilization in Nigeria.Design/methodology/approachData were collected through 30 in‐depth interviews (IDIs) and six focus group discussions (FGDs) among sellers and consumers of imported second‐hand ICT at Abeokuta, Ibadan and Lagos cities in Nigeria. The data was collected between July and November 2010. The research is an extract from a larger study on “The dynamics of the Tokunbo phenomenon and second‐hand economy in South‐Western Nigeria”.FindingsThe paper concludes that as much as imported second‐hand ICT satisfies consumer modernity and development needs, it swells up Nigeria's e‐waste. The bulk of the used ICT exported into Nigeria are non‐usable scrap, while those that are functional or usable are at the tail end of their life cycles. By symbolically rationalizing imported second‐hand ICT utilization, the Nigerian population simply pays for the evacuation of e‐waste from producing countries of the developed world to Nigeria. Nigeria is yet to develop a wholesome policy to address second‐hand ICT import and grapple with e‐waste challenge. The economic and health costs of imported e‐waste are on Nigeria and Nigerians.Originality/valueThe primary focus of the paper is on second‐hand ICT utilization in Nigeria. The paper empirically discusses the utilization of second‐hand ICT from the perspective of symbolic‐rationality of modernity and development practice.

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Developing the ICT Infrastructure for Africa: Overview of Barriers to Harnessing the Full Power of the Internet

Cited by 20 publications

References 5 publications

JHEA, Volume 19, n°1, 2021 - Full Issue

JHEA, Volume 19, n°1, 2021 - Full Issue

The Awareness and Use of Electronic Learning Platforms: A Case of a Developing Country

Tokunbo ICT

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