Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525502
Title: Freirian and postcolonial perspectives on the development of information and communication technology (ICT) in African higher education institutions : a case study
Author: Hussein, Abdullahi Sheikh Adam
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2009
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Abstract:
Information and communication technology (ICT) is seen as great opportunity for higher education institutions, and considerable efforts and resources are invested worldwide in promoting its use. As with other institutions in the world, African higher education institutions have invested considerable resources in ICT development. However, it has been reported repeatedly that the continent experiences problems with ICT development. A review of the literature has identified internal and external factors that limit ICT development as well as problems associated with bringing technology into local practices. Broadly, the thesis examines the extent to which African higher education institutions have benefited from technology. The specific aim is to investigate whether universities' decision makers have given due consideration to staff development for ICT use. To explore issues of technology adoption, studies were undertaken. Empirical research has been conducted focusing on a single university in Uganda as a case study. Qualitative research methods were used including data collection techniques such as document analysis, observations, open-ended questionnaires and in-depth interviews. Theoretically, the study used Freirian and postcolonial theories to guide data collection and analysis. Freirian theory was also used to guide data collection, with the problem-posing approach developed by Freire being adapted to interview participants. This proved to be a valuable technique to collect data. The study findings confirm the enormous benefits that African higher education institutions can gain from technology. The benefits that were identified included more efficient communication, teaching, and research. However, it was feared that costs and possible cultural impact would arise as negative aspects of technology adoption. ICT staff development approaches were found to be mainly ineffective and, to some extent, dehumanising. Humanistic approaches would result in more relevant, more engaging staff development that may transform ICT development within Africa.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.525502  DOI: Not available
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