Technical sustainability in rural ICT deployments in South Africa

Egbe, Dominic Afuro; Mutanga, Murimo Bethel

doi:10.1109/istafrica.2016.7530585

Cited by 3 publications

(1 citation statement)

References 9 publications

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“…However, in the longer term, it becomes imperative for the government to intervene in such initiatives and offer more sustainable long-term projects that will bring a sense of digital hope and inclusion to many students living in rural areas. Such projects may include the creation of ICT models (Egbe and Mutanga, 2016: 2) that are adaptable and conducive to rural settings and may include the following: i.…”

Section: Building Infrastructure and Improving Resources In Rural Areasmentioning

confidence: 99%

Recounting the Learning Challenges Experienced by Students from Rural Areas in South Africa in the Context of a Pandemic

Maniram

2023

AJIMS

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Globally, the unprecedented onset of the COVID-19 pandemic has impelled students to transition abruptly from their traditional learning spaces to new learning conditions. To this end, universities were compelled to overhaul their existing institutional operations in conformance with the lockdown protocols enforced by the National Government. The sudden switch to an unplanned remote mode of teaching and learning becomes not only a lamentable reality for both academics but also a daunting challenge for many students. Concomitantly, this pandemic has rudely exposed a range of disparities that exist among tertiary students in South Africa. Consequently, many students of lower socioeconomic status lack the necessary resources and skills to succeed on a virtual platform of learning. Furthermore, during the lockdown period, many students were compelled to return to their rural towns and study in workspaces that were not conducive to learning, thus limiting their chances to engage optimally. This raises the question: How will students confined to their rural township homes that are not conducive to learning and do not have the efficacies to adapt to digital learning access, engage in, and successfully complete the current academic year? In fact, the digital divide widens the epistemic gap for most students from rural and vulnerable communities, diminishing their opportunities to access an inclusive and participatory education. Equally, COVID-19 forcibly sanctions that digital learning is no longer a privilege but a right to inclusive education. Consequently, this paper will highlight the vast chasms and challenges experienced by vulnerable first-year students of rural communities during the lockdown period, mostly highlighting the constraints on their epistemic access in the context of a pandemic.

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Section: Building Infrastructure and Improving Resources In Rural Areasmentioning

confidence: 99%

Recounting the Learning Challenges Experienced by Students from Rural Areas in South Africa in the Context of a Pandemic

Maniram

2023

AJIMS

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Domestication of ICTs in Community Savings and Credit Associations (Stokvels) in the Western Cape, South Africa

Biyela¹,

Tsibolane²,

Belle³

2019

Locally Relevant ICT Research

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Primary Teachers’ Perceptions on ICT Integration for Enhancing Teaching and Learning through the Implementation of One Laptop Per Child Program in Primary Schools of Rwanda

Munyengabe

Yiyi

et al. 2017

EURASIA J MATH SCI T

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Identifying teachers' perceptions for integrating ICT into teaching and learning processes through the implementation of One Laptop Per Child (OLPC) program in primary schools of Rwanda was the main target of this study. The study employed qualitative approach where thirty primary schools' teachers participated into this study through interviews and group discussions designed for the research questions. Questions and discussions were related to benefits of ICT in education; requirements to integrate ICT into teaching and learning practices; challenges hindering the implementation of OLPC program and the contributions of different stakeholders for implementing OLPC program in primary schools of Rwanda. Through thematic analysis of data, the program was found to be influential to teachers, learners and stakeholders of primary schools in Rwanda. In order to be fruitful, the integration of ICT through implementation of OLPC program requires to help teachers to acquire skills related to Technological Pedagogical Content Knowledge (TPACK). The study also suggested different solutions and strategies related to all identified challenges.

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Technical sustainability in rural ICT deployments in South Africa

Cited by 3 publications

References 9 publications

Recounting the Learning Challenges Experienced by Students from Rural Areas in South Africa in the Context of a Pandemic

Recounting the Learning Challenges Experienced by Students from Rural Areas in South Africa in the Context of a Pandemic

Domestication of ICTs in Community Savings and Credit Associations (Stokvels) in the Western Cape, South Africa

Primary Teachers’ Perceptions on ICT Integration for Enhancing Teaching and Learning through the Implementation of One Laptop Per Child Program in Primary Schools of Rwanda

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