Abstract
AbstractInformation and Communication Technology (ICT) tools such as videos promoted to enhance farmer access to information to influence change in farming practices need to be situated in social learning processes. Farmers learn and innovate through social learning characterized by exchanges amongst farmers to contextualize knowledge and adapt technologies for relevance. This study assessed how a video-mediated extension approach (VMEA) triggers social learning to enhance innovation among rice farmers in Uganda using experiences of a Non-Government Organization, Sasakawa Global 2000 (SG 2000). A cross-sectional study was conducted among 100 farmers subjected to VMEA by SC 2000 in Kamwenge district. Semi-structured interviews, focus group discussions (FGDs), field observations and key informant interviews were used to collect the quantitative and qualitative data. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) while thematic analysis was applied to the qualitative dat...
Highlights
Farmers learn and innovate to improve on their practices for better living through social learning processes (Kibwika, 2007; MacGregor, 2007)
Proponents of Information and Communication Technology (ICT) sometimes give the impression that the magic to farmer access to information lies in ICT tools but such tools can only improve extension in as far as they are able to influence learning among farmers
It is imperative that videos and other potential ICT tools are integrated in the social learning processes of the target communities (MacGregor, 2007)
Summary
Farmers learn and innovate to improve on their practices for better living through social learning processes (Kibwika, 2007; MacGregor, 2007). The interaction and exchange that occur between farmers and knowledge experts is the basis for experimentation and adaptation of practices and technologies, and processes leading to innovation (Chowdhury, Van Mele, & Hauser, 2011; Danielsen, Karubanga, & Mulema, 2015; Kibwika, 2007). This phenomenon is even more critical in developing countries where the majority of the population depend on farming and have limited access to expert knowledge because of weak or dysfunctional extension systems. It is imperative that videos and other potential ICT tools are integrated in the social learning processes of the target communities (MacGregor, 2007)
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