Translating national discourse into teaching and learning outcomes: Portability and connectivity in developing countries’ ICT in education (ICT4E) initiatives

Abstract

We analyze information and communication technology in education initiatives in two South American countries: Bolivia and Uruguay. Utilizing qualitative data collection and analysis methods, we construct a comparative case study to trace the path of how national discourses—in response to the idea of globalization and initiatives promoting computers in education—were translated into policy goals, strategic implementation plans, and teaching and learning practices and outcomes. We document the role of the selected information and communication technology’s materiality in terms of portability and connectivity along this translation path. Our findings point to the importance of considering national discourse, often overlooked in information and communication technology in education studies, when examining initiative success and failure, and of conceptualizing materiality as more than merely the infrastructural foundation upon which information and communication technology in education initiatives are built. Understanding the role that materiality plays in interaction with national discourse may be especially important in guiding successful information and communication technology in education initiatives in developing countries, where financial resources are limited.

“Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria

“…Clark and Mayer speculate that one of the reasons for the disappointing history of educational technology could be the fact that instructors expected learners to adapt to the technology and hardly considered the importance of designing learning environments that would be consistent with how individuals learn. Along these lines, Stratton et al (2019) argue that the failure of ICT4E initiatives is often associated with the role of the materiality of the underlying technologies and infrastructure; yet, the greater influence of materiality in terms of interaction with higher-level factors, such as a national discourse on ICT4E, is often understudied.…”

“…In this vein, Aduwa-Ogiegbaen and Iyamu (2005) state categorically that "what is wrong with education cannot be fixed with technology" (p. 104). Along these lines, Stratton et al (2019), in their analysis of the failures of ICT4E initiatives, distinguish first-order factors, i.e. basic infrastructure affordances, such as electricity and internet connectivity, from second-order factors, i.e.…”

“…Avgerou (2010) identified two perspectives on ICT-enabled development: (1) the progressive perspective, which considers ICT as an enabler of transformations in multiple domains of human activities, and (2) the disruptive perspective, which premises on the highly political and controversial nature of development and reveals conflicts of interest and struggles of power as a necessary part of ICT innovation in developing countries. With regard to the successful implementation of ICT4E initiatives, Stratton et al (2019) argue that "national discourse and materiality interact, and designers of initiatives need to be aware of the kinds of choices that this interaction sets up for translating policy goals into teaching and learning practices and outcomes" (p. 20). Previously, Leonardi (2008) had emphasized that national discourse "may have the power to shape the construction process by divesting the users of their agency to align new technology with existing cultural practice" (p. 980).…”

“…In Jordan, the impact of globalization has shifted consideration of ICT4E toward its potential economic benefits, such as training to create a technology-savvy population for the information and communication technology (ICT) industry (Kozma and Vota, 2014). The stimulus of ICT in education in developing countries is often associated with the One Laptop Per Child (OLPC) initiative (Warschauer and Ames, 2010), which exploits laptop portability and internet access to educate poor and remote students and develop their technology skills to prepare them for the global knowledge economy (Stratton et al , 2019).…”

“…Previously, Leonardi (2008) had emphasized that national discourse “may have the power to shape the construction process by divesting the users of their agency to align new technology with existing cultural practice” (p. 980). Thus, Stratton et al 's (2019) triangulation of ICT4E policies and teaching and learning practices and outcomes in Uruguay and Bolivia found that in Uruguay, portability and connectivity were central ICT4E components in a country's national discourse. This outcome resonated fully with the global impetus for computers in education to prepare for a global knowledge economy.…”