Saifuddin KHALİD, Kamrul ISLAM, Tom NYVANG

4749

Integrated Resources and Training Facilitation: A Strategic Priority when Promoting ICT in Developing Countries

Integrated Resources and Training Facilitation: A Strategic Priority when Promoting ICT in Developing Countries

In a rural context in a developing country purchasing a computer and connecting it to the Internet is in itself difficult, even when the lack of money is a minor issue. These issues prevent individuals in rural communities from familiarizing themselves with educational technology and ICT in general. The present study investigates the specific barriers to buying and utilizing ICT and ways in which these barriers can be overcome in a case study involving stakeholders from an educational institution in rural Bangladesh. Through a transformative methodology and a phenomenographic approach to the analysis (Larsson & Holmström, 2007), interview data on the decision-making experience of computer purchases, and the after-purchase experience of learning computer-related skills, the integration of the technology and the skills in interviewees’ (students and teachers) learning environments is analyzed. The barriers to purchasing a computer fall in four major categories: Cultural, financial, infrastructural, and knowledge barriers; with knowledge transcending the other barriers. When addressing the barriers to facilitate purchase of a computer locally situated knowledge is crucial. The study concludes that more research is needed to fully understand the diffusion and development of knowledge and inclination to purchase a computer.
Keywords:

Phenomenography, Educational technology, Barriers to technology Diffusion of innovations, Promoting ICT, Training facilitation.,

PDF

___

  • A2I: PMO. (2009). Strategic priorities of digital Bangladesh: Improving education sector. Access to Information, Prime Minister’s Office, Bangladesh. Retrieved on 19 May 2012 from http://www.digitalbangladesh.gov.bd/documents/Education.pdf
  • Abdullah-Al-Mamun, M. (2012). Technology in Educational Settings in the Government Polytechnic Institutes of Bangladesh: A Critical Analysis. International Journal of Computer Applications, 54(13). Retrieved on 19 May 2012 from http://research. ijcaonline.org/volume54/number13/pxc3882502.pdf
  • Aduwa-Ogiegbaen, S. E., & Iyamu, E. O. S. (2005). Using information and communication technology in secondary schools in Nigeria: Problems and prospects. Educational Technology & Society, 8(1), 104–112.
  • Akhtar, S., & Arinto, P. (Eds.). (2009). Digital Review of Asia Pacific, 2009-2010. Delhi: SAGE Publications. Retrieved on 19 May 2012 from http://site.ebrary.com/id/10314695
  • Amiel, T. (2006). Mistaking Computers for Technology: Technology Literacy and the Digital Divide. Association for the Advancement of Computing In Education Journal, 14(3), 235- 256.
  • Ashworth, P., & Lucas, U. (2000). Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25(3), 295–308. doi:10.1080/713696153
  • BANBEIS. (2011, August 27). Number of Technical Institution, Teacher and Enrolment by Location. Bangladesh Bureau of Educational Information and Statistics. Government of Bangladesh. Retrieved on 29 February 2012 from http://www.banbeis.gov.bd/webnew/ index.php?option=com_content&view=article&id=456:number-of-institution-teacher- and-enrolment-by-location&catid=77:technical-and-vocational-education- 2010&Itemid=185
  • BANBEIS. (2012). Number of Vocational Institution, Teacher and Enrolment by type, management and sex - 2011. Bangladesh Bureau of Educational Information and Statistics. Government of Bangladesh. Retrieved on 29 February 2012 from http://www.banbeis.gov.bd/webnew/index.php?option=com_content&view=article&id =628:table-65-number-of-institution-teacher-and-enrolment-by-type-management-and- sex2011&catid=99:technical-and-vocational-education-2011&Itemid=202
  • BBS. (2011, July). 2011 Population & Housing Census: Preliminary Results. Bangladesh Bureau of Statistics. Government Official. Retrieved on 22 February 2012 from http://www.bbs. gov.bd/WebTestApplication/userfiles/Image/Census2011/Bangladesh_glance.pdf
  • Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52(2), 353–364. doi:10.1016/j.compedu.2008.09.004
  • BOI: PMO. (2009). Government Vision 2021. Board of Investment, Prime Minster’s Office, Bangladesh. Government of Bangladesh. Retrieved on 19 May 2012 from http://boi.gov.bd/about-bangladesh/government-and-policies/government-vision-2021
  • Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. International Journal of Computer-Supported Collaborative Learning, 6(2), 147-186. doi:10.1007/s11412-011-9121-0
  • Chigona, A., Chigona, W., Kausa, M., & Kayongo, P. (2010). An emperical survey on domestication of ICT in schools in disadvantaged communities in South Africa. International Journal of Education and Development Using Information and Communication Technology, 6(2).
  • Cilesiz, S. (2008). Educational computer use in leisure contexts: A phenomenological study of adolescents’ experiences at internet cafes. American Educational Research Journal, 46(1), 232-274. doi:10.3102/0002831208323938
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. (2nd ed.). Thousand Oaks, NJ: Sage.
  • Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox. American Educational Research Journal, 38(4), 813-834. doi:10.3102/00028312038004813
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47- 61. doi:10.1007/BF02299597
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. doi:10.1007/BF02504683
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. doi:10.1016/j.compedu.2012.02.001
  • Hart, C. (1998). Doing a literature review : releasing the social science research imagination. London: Sage.
  • Hasselgren, B., & Beach, D. (1997). Phenomenography — a “good‐for‐nothing brother” of phenomenology? Outline of an analysis. Higher Education Research & Development, 16(2), 191-202. doi:10.1080/0729436970160206
  • Hew, K. F., & Brush, T. (2006). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. doi:10.1007/s11423-006-9022-5
  • Hussain, F., & Tongia, R. (2009). Cross technology comparison for information services in rural Bangladesh (pp. 252-266). IEEE. doi:10.1109/ICTD.2009.5426676
  • Kessy, D., Kaemba, M., & Gachoka, M. (2006). The reasons for under use of ICT in education: in the context of Kenya,Tanzania and Zambia. Presented at the Technology for Education in Developing Countries (pp. 83–87). Fourth IEEE International Workshop on IEEE. doi:10.1109/TEDC.2006.31
  • Khalid, M. S., & Nyvang, T. (2013). Application of Participatory Learning and Action Methods in Educational Technology Research A Rural Bangladeshi Case. In M. Georgsen & P.-O. M. Zander (Eds.), Changing Education in Developing Countries (Accepted for inclusion.). Aalborg.
  • Khan, M. S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. International Journal of Instruction, 5(2), 61-80.
  • Larsson, J., & Holmström, I. (2007). Phenomenographic or phenomenological analysis: does it matter? Examples from a study on anaesthesiologists’ work. International Journal of Qualitative Studies on Health and Well-being, 2(1), 55-64. doi:10.1080/17482620601068105
  • Lashgarara, F. (2012). Effective factors on the villagers’ use of rural telecentres (case study of Hamadan province, Iran). African Journal of Agricultural Research, 7(13), 2034-2041. doi:10.5897/AJAR11.2235
  • Mackenzie, N. & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues In Educational Research, 16(2), 193-205.
  • Marton, F. (1981). Phenomenography? Describing conceptions of the world around us. Instructional Science, 10(2), 177-200. doi:10.1007/BF00132516
  • Marton, F. (1997). Learning and awareness. Mahwah, NJ: Erlbaum Associates.
  • Oliver, D. G., Serovich, J. M., & Mason, T. L. (2005). Constraints and Opportunities with Interview Transcription: Towards Reflection in Qualitative Research. Social Forces, 84(2), 1273-1289. doi:10.1353/sof.2006.0023
  • Pelgrum, W. . (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37(2), 163-178. doi:10.1016/S0360- 1315(01)00045-8
  • Rogers, E. M. (1995). Diffusion of innovations (4th ed.). New York: Free Press.
  • Rogers, P. L. (2000). Barriers to Adopting Emerging Technologies in Education. Journal of Educational Computing Research, 22(4), 455-472. doi:10.2190/4UJE-B6VW-A30N-MCE5
  • Sharma, R. C. (2003). Barriers in using technology for education in developing countries. In Proceedings. ITRE2003. International Conference (pp. 512–516). IEEE. doi:10.1109/ITRE.2003.1270670
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, NJ: Sage.
  • Teo, T. (2006). Attitudes toward computers: A study of post-secondary students in Singapore. Interactive Learning Environments, 14(1), 17-24. doi:10.1080/10494820600616406
  • Tezci, E. (2011). Turkish primary school teachers’ perceptions of school culture regarding ICT integration. Educational Technology Research and Development, 59(3), 429-443. doi:10.1007/s11423-011-9205-6
  • Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212-223. doi:10.1016/j.compedu.2007.05.003
  • Wachira, P., & Keengwe, J. (2010). Technology Integration Barriers: Urban School Mathematics Teachers Perspectives. Journal of Science Education and Technology, 20(1), 17-25. doi:10.1007/s10956-010-9230-y
  • World Bank. (2012). Agriculture & Rural Development | Data. Retrieved December 6, 2012, from http://data.worldbank.org/topic/agriculture-and-rural-development
  • Correspondence: Saifuddin Khalid, Ph.D. Candidate, Human Centered Communication and
  • Informatics Program, Aalborg University, Aalborg, Denmark
Contemporary Educational Technology-Cover
  • Başlangıç: 2010
  • Yayıncı: Prof. Dr. Ali Şimşek
Arşiv
Sayıdaki Diğer Makaleler

Improving Students' Educational Experience by Harnessing Digital Technology: elgg in the ODL Environment

Lai Cheng TUNG

Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders

Zeynel A. MİSİRLİ, Yavuz AKBULUT

Integrated Resources and Training Facilitation: A Strategic Priority when Promoting ICT in Developing Countries

Saifuddin KHALİD, Kamrul ISLAM, Tom NYVANG

Book Review: Emerging Technologies in Distance Education

Necip Serdar SEVER

The Effectiveness of Instruction-Oriented Hypertext Systems Compared to Direct Instruction in e-learning Environments

Chokri BARHOUMİ, Pier Giuseppe ROSSİ

Strategies for Integrating Emerging Technologies: Case Study of an Online Educational Technology Master’s Program

Betul C. CZERKAWSKİ