ICT In Society Research Articles

ICTs for Development: Whither Developing Countries?

ICTs have become a subject of great concern for developing countries if they are to achieve sustainable development. The rate of diffusion of scientific and technological innovation is determined by economic, social, cultural and political factors that are equally deep-rooted in developed and developing countries, but the obstacles encountered by developing countries in achieving scientific and technological progress are daunting. For developing countries, the crucial issue is not just scientific and technological innovation but also how to use it to improve the social and economic situation of their people for their health and welfare harmony with the environment. This article then critically looks at developing countries and the need to utilize ICTs in their developmental strives for socio-economic advancement. The article discusses the importance of ICTs in society, the nexus between ICTs and Telecommunications, use of ICTs for development, the challenges faced by developing countries in using these technologies, mitigating measures, the role of Governments in supporting ICTS and its implications for Aid Agencies

The Interrelations of ICT and Professional Identity

The currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on-going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature.

The Computer-Assisted Web Interview Method as Used in the National Study of ICT Use in Primary Healthcare in Poland – Reflections on a Case Study

Abstract The development and widespread use of ICT in society are reflected by the way research is designed and conducted. The Computer Assisted Web Interview method is becoming more attractive and is a frequently used method in health sciences. The National Study of ICT Use in Primary Healthcare in Poland was conducted using this method. The aim of this paper is to present the major advantages and disadvantages of web surveys. Technical aspects of methodology and important stages of the aforementioned study, as well as key elements for its procedure, are mentioned. The authors also provide reflections based on their analysis of this national study, conducted between January and April 2014.

Digital Doorway: Social‐Technical Innovation for High‐Needs Communities

AbstractThe application of the Living Lab (LL) approach to social‐technical innovation to the Digital Doorway Initiative in the informal settlement of Zandspruit near Johannesburg is outlined in the context of the initiative's evolution from an educational project to a broader community innovation initiative. The relationship between different stakeholders is explored in a theoretical and practical sense as a future research and practice challenge for both the study of ICTs in society (in this case, a poor community), and the fostering of community‐driven innovation. The activity also offers a research challenge for understanding the cultural transformations that are necessary for bringing about more effective integration between technical and social‐technical viewpoints about design and research in a social context. Current and projected community‐based research activities are also outlined, including the development of a project in Australia for high‐needs indigenous communities.

Understanding the relationship between ICT and education means exploring innovation and change

This paper sets the debates of the other papers in the context of a benchmark in time that is after four decades of deliberations about the relationship between ICT and education. The environment for and deliberations about this relationship has been one of rapid change in perspectives, most characterised as a shift of focus from the technology to learning. While contemplating the future however, a number of enduring issues remain, including understanding how learning occurs, learning with or about the technology, and the role of the teacher and professional development. The papers address these issues, as well as exploring national policies and software learning environments; all reflect on the growing complexity of the situation and the conundrum of failure to achieve `lift-off.' Key phrases for debates in the future include lifelong learning, the commonplace of ICT in society, the digital world of the young, and the digital ethical dilemmas. In addition I suggest that the key word of change could be paid more attention.