The study has investigated the culture of Lamu through an ethnographic field study and the usage of Information and Communication Technologies (ICT’s) through interviews. The field study, including the interviews, was conducted during a fifteen week period. Theories of technological and cultural determinism as well as theories of Information and Communication Technologies for Development (ICT4D) are presented as theories which my analysis is based upon. What is investigated is the interplay between technology and culture in Lamu. The data collected will be used to discuss possible ICT4D assessments for future projects; what factors need to be investigated and mapped out prior to a project plan. Lamu is a complex community with a long history of outside influences. Nowadays, the influences are not from imperialistic power nations but from tourists, Non-governmental Organizations (NGO’s), Governmental Organizations (GO’s) and private investors. The culture of Lamu has gone through a change in behavior throughout the generations. What has changed lately is the adoption and usage of ICT’s. In conclusion, this study shows the unique way in which the culture uses technologies. This has been analyzed with former ICT4D projects in mind and seen out of a development work perspective. Lamu’s religious character has colored the three spheres of the community and is presented as one of the many important binary factors that need to be considered in development work assessments. What has been found out through this study is the importance of a culturally humble assessment before making a plan for ICT4D projects. Previous projects have failed due to the top-down approach. What has worked is the bottom-up approach and this is proclaimed in this study. All of the dimensions of a community, its history and all spheres need to be assessed before successful projects can be made. Lamu is a unique case and shows the complexity of assessments due to the binary factors and the many layers in the society that are important to take in account.

Information and communication technologies (ICTs) are an important part of society today. Older adults often report ICTs as difficult to use and unhelpful; however, ICTs can support older adults’ ability to stay in touch with family and friends across long distances and help increase their quality of life. Unfortunately, training programs targeted at teaching older adults to use ICTs are often costly and time-consuming. The current study attempts to determine whether advertisements depicting older adults using ICTs can be used to increase self-efficacy without the use of training programs. A within subjects experimental design was completed using an independent variable in which participants viewed two advertisements. Participants were randomly assigned to view an advertisement PowerPoint depicting younger adults using technology first, or randomly assigned to an advertisement PowerPoint depicting older adults using technology first. The dependent variable was a Technology Self-Efficacy Survey developed for the purposes of this study. Results of a paired samples t-test indicated that participants did not rate their selfefficacy higher after viewing the PowerPoint with older adults depicted using technology, as compared to viewing the PowerPoint with younger adults depicted using technology. Although the results were not statistically significant, this research indicated that older adults generally rated their self-efficacy higher after viewing the PowerPoint with older adults versus the PowerPoint with younger adults. Future research could help determine whether advertisements could be used to increase technology self-efficacy in older adults.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2010. / ENGLISH SUMMARY: This study explores the application of Web 2.0 thinking to development studies. It specifically addresses ‗online social lending for development' as an example of ‗Development 2.0,‘ the subject of an ongoing conversation between the fields of information and communication technologies (ICTs) and international development. The paper has two aims: to develop a definition of Development 2.0, and to explore an empirical example of a Web 2.0 model that seeks to alleviate poverty. Reflecting on the literature pertaining to ICT for development (ICT4D), the investigator establishes preliminary principles of Development 2.0: facilitating citizen participation and voice, encouraging collaboration, increasing transparency and enabling relationships. These principles are then considered in the context of online social lending for development, with a particular look at Kiva.org, the microlending website at the center of the study. The empirical research for this case involved several months of interaction with some of Kiva‘s primary stakeholders in San Francisco, CA and Kisumu, Kenya. As a Kiva Fellow, the investigator engaged in participant observation, focus groups, analysis of secondary data, email interviews and weblog interviews with various people involved in the Kiva system. Stemming from this investigation, the author offers a descriptive and exploratory case study of Kiva‘s operations and its level of Development 2.0 integration. With reference to this Kiva case study and the initial Development 2.0 principles, the investigator offers a new definition: Development 2.0 is the application of Web 2.0 thinking to development studies. Development 2.0 practice takes advantage of networked social interaction and data generation, reaching the ‘long tail’ of the world’s poor; it actively employs transparency, collaboration, and citizen participation with the aim of continual, reflexive improvement in sustainable human-centered development. The author concludes that Kiva is a relevant example of Development 2.0, but it does not offer full transparency to all stakeholders, nor does it take advantage of the full possibilities of networked social interaction, which could lead to more holistic development for Kiva borrowers. The author argues that Development 2.0 principles have intrinsic value, and should be pursued as both a means and an end for ICT4D practice. The paper ends with a call for further research into Kiva, Development 2.0, and the practice of online social lending for development. / AFRIKAANSE OPSOMMING: Hierdie studie stel ondersoek in na die toepassing van Web 2.0 beginsels vir ontwikkelingstudies. Dit spreek spesifiek ‗aanlyn sosiale lenings vir ontwikkeling‘ aan, 'n onderwerp wat debat ontlok tussen die velde van Inligting en Kommunikasie Tegnologie (IKT) en Internasionale Ontwikkeling. Die verhandeling het twee doelwitte: om 'n definisie vir Ontwikkeling 2.0 te ontwikkel en om ondersoek in te stel na 'n empiriese voorbeeld van 'n Web 2.0 model wat die verligting van armoede nastreef. Na 'n refleksie oor die literatuur wat met IKT‘s verband hou, stel die navorser die voorwaardelike beginsels van Ontwikkeling 2.0 vas: die fasilitering van burgerlike deelname en inspraak, bevordering van samewerking, verhoogde deursigtigheid en instaatstellende verhoudings. Hierdie beginsels word dan oorweeg in die konteks van aanlyn sosiale lenings vir ontwikkeling, met spesifieke ondersoek na Kiva.org, 'n mikro-lening webwerf wat sentraal tot hierdie studie staan. Die empiriese ondersoek vir hierdie gevallestudie het verskeie maande van navorser-interaksie met van Kiva se primêre rolspelers in San Francisco (VSA) en Kisumu (Kenia) behels. Die ondersoeker het as 'n 'Kiva Fellow‘ deur middel van deelnemende waarneming, fokusgroep onderhoude, benutting van sekondêre bronne, e-pos- en webblog onderhoude met verskeie persone betrokke in die Kiva stelsel in wisselwerking getree. Na aanleiding van hierdie studie, bied die navorser 'n beskrywende en verklarende gevallestudie van Kiva se werksaamhede en vlak van Ontwikkeling 2.0 integrasie aan. Met verwysing na hierdie Kiva gevallestudie en die aanvanklike Ontwikkeling 2.0 beginsels, bied die ondersoeker ‗n hersiene definisie aan: Ontwikkeling 2.0 is die toepassing van Web 2.0 beginsels tot ontwikkelingstudies. Ontwikkeling 2.0 praktyk trek voordeel uit netwerk-sosiale interaksie en data-generering, wat die ‘verste punt’ van die wêreld se armes bereik; dit streef aktief deursigtigheid, samewerking en burgerlike deelname na; tot die bevordering van die aaneenlopende, refleksiewe verbetering in volhoubare mens-gesentreerde ontwikkeling. Die ondersoeker kom tot die gevolgtrekking dat Kiva 'n relevante voorbeeld van Ontwikkeling 2.0 is, maar dat dit nie volwaardige deursigtigheid vir alle rolspelers bied nie, en nog minder van die geleentheid gebruik maak om voordeel te trek van die volle moontlikhede van netwerk-sosiale interaksie, wat tot meer holistiese ontwikkeling vir Kiva leners kan lei. Die ondersoeker argumenteer dat Ontwikkeling 2.0 beginsels 'n intrinsieke waarde het en nagestreef behoort te word in die praktyk as beide ‗n middel tot en ‗n einde vir ‗IKT vir Ontwikkeling‘ (ICT4D). Die verhandeling word afgesluit met 'n oproep vir verdere navorsing oor Kiva, Ontwikkeling 2.0 en die gebruik van aanlyn sosiale lenings vir ontwikkeling.

Η παρούσα διατριβή στοχεύει να απαντήσει στο ερώτημα: «Ποιος είναι ο «Λόγος» για την ένταξη των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών στην Ελλάδα» και αποτελεί προσέγγιση εκπαιδευτικών κειμένων. Η μελέτη θεωρητικά αναφέρεται στα γενικά χαρακτηριστικά, τις ευρύτερες απόψεις ένταξης των ΤΠΕ και σε μοντέλα ενσωμάτωσης των ΤΠΕ στην εκπαίδευση. Δεδομένα της έρευνας αποτελούν ενενήντα επτά κείμενα του ελληνικού, εκπαιδευτικού περιοδικού «Σύγχρονη Εκπαίδευση» που αναφέρονται στην ενσωμάτωση των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών στην Ελλάδα στο χρονικό διάστημα 1984-2006. Η εμπειρική εργασία στηρίζεται σε μεγάλο μέρος στο θεωρητικό και μεθοδολογικό εργαλείο των Aviram&Tami (2004), στο πλαίσιο του οποίου οι απόψεις για την ενσωμάτωση των ΤΠΕ αναλύονται υπό το φως δύο παραμέτρων: των προσεγγίσεων και των τοποθετήσεων των συγγραφέων, οι οποίες από κοινού διαμορφώνουν μία μήτρα χαρτογράφησης του διατυπωμένου «λόγου». Επίσης, αξιοποιούνται και κάποιες θεωρητικές έννοιες του Foucault για το «λόγο» και του Bernstein για τον «παιδαγωγικό μηχανισμό» και τον «παιδαγωγικό λόγο». Εντός της πρώτης παραμέτρου, «των προσεγγίσεων», οι οποίες υιοθετούνται από τους συγγραφείς του υπό μελέτη υλικού, αναφορικά με τους στόχους της ενσωμάτωσης των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών διαπιστώνεται η ύπαρξη έξη προσεγγίσεων. Οι συγγραφείς υιοθετούν Διοικητικές, Αναλυτικού Προγράμματος Σπουδών, Διδακτικές, Οργανωτικές, Πολιτιστικές και Ιδεολογικές Προσεγγίσεις. Εντός της δεύτερης παραμέτρου, «των τοποθετήσεων», τις οποίες ακολουθούν οι συγγραφείς αναφορικά με την έκταση και το επίπεδο των αλλαγών στις οποίες η ένταξη των ΤΠΕ μπορεί να οδηγήσει την εκπαίδευση, αναδεικνύεται η υιοθέτηση τεσσάρων διαφορετικών τοποθετήσεων: αγνωστικιστικών, συντηρητικών, μετριοπαθών και ριζοσπαστικών. Οι προκύπτοντες συνδυασμοί των προσεγγίσεων και των τοποθετήσεων των συγγραφέων περιγράφουν και αποκαλύπτουν το πλήθος των διαφορετικών και συχνά αντιτιθέμενων απόψεων, αλλά και εκείνων που είναι αδύνατο να παρουσιαστούν, στο συγκεκριμένο, δομολειτουργικό και συναινετικό περιβάλλον που κυριαρχεί στον ελληνικό εκπαιδευτικό χώρο. Η εργασία οδηγεί στην παρουσίαση ενός θεωρητικού μοντέλου περιγραφής όλων των απόψεων (τετριμμένων και καινοτόμων) που εμφανίζει ο μελετώμενος «λόγος» για την ένταξη των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών στην Ελλάδα, στη χρονική περίοδο 1984-2006 και την ένταξή τους σε τρεις διαφορετικές «Προοπτικές Ενσωμάτωσης» των ΤΠΕ, που ουσιαστικά αντιπροσωπεύουν τρία διαφορετικά «Παραδείγματα». Καταδεικνύεται η αναμενόμενη κυριαρχία της «Τεχνοκρατικής Προοπτικής» ενσωμάτωσης των ΤΠΕ (ρυθμίσεις και αλλαγές, αγνωστικιστικού και συντηρητικού χαρακτήρα, σε επίπεδο διοικητικό, εκπαιδευτικού έργου και διδασκαλίας), όπως και η ισχυρή παρουσία της «Ολιστικής Προοπτικής» (συντηρητική και σπανιότερα ριζοσπαστική αποδόμηση των επερχόμενων της ένταξης των ΤΠΕ αλλαγών, σε επίπεδο πολιτιστικό και ιδεολογικό), προοπτικών που συνυπάρχουν σε όλη το μελετώμενη χρονική περίοδο, (1984-2006). Ωστόσο, ιδιαίτερα ενδιαφέρουσα καθίσταται η μετά το έτος 1997 σχετικά ήπια εμφάνιση και διατήρηση της «Μεταρρυθμιστικής Προοπτικής» ένταξης των ΤΠΕ στο εκπαιδευτικό πλαίσιο και τη διδασκαλία των Θετικών Επιστημών (δηλαδή της μεταρρυθμιστικής στροφής προς ένα δυναμικό, εναλλακτικό, διδακτικό παράδειγμα εποικοδομιστικής μάθησης) στο μελετώμενο «λόγο» στην Ελλάδα. / Τhe present thesis aims to answer the question: «What is the “Discourse” that stems from the integration of ICT, the educational context and the teaching of Natural Sciences in Greece», by studying educational “texts”. The study focuses theoretically on the general characteristics, the wider aspects of ICT integration and the derived ICT integration educational models. Ninety-seven texts published in the educational magazine "Modern Education" (ΣύγχρονηΕκπαίδευση), all referring to the integration of ICT in the educational context and teaching of science in Greece during the period 1984-2006, served as survey data. The empirical work is largely based on the theoretical and methodological tool of Aviram & Tami (2004), in which the views about the integration of ICT are characterized in the light of two parameters: the “approaches” and the “attitudes” of the authors, which combined form a matrix mapping the studied “Discourse”. In addition, the study exploits certain theoretical concepts described by Foucault concerning the “Discourse” and those by Bernstein concerning the “Pedagogical Device” and “Pedagogical Discourse”. Within the first parameter, “the approaches”, which are adopted by the authors of the study material, regarding the aims and/or the nature of the ICT integration in the educational context and teaching of Science, six distinct approaches are found. The authors adopt Administrative, Curricula, Didactic, Organizational, Cultural and Ideological approaches. Within the second parameter, “the attitudes”, followed by the authors, in reference to the kind and the level of change that the merging of ICT with education will, or should lead to, four different attitudes emerged: Agnostic, Conservative, Moderate and Radical. The resulting combinations of approaches and attitudes of the authors describe and reveal the existence of highly varying different and often conflicting views, including those that cannot be identified in the specific, functional and consensual environment that dominates the Greek educational “champ”. The study proposes a novel theoretical model describing all views (trivial and innovative) as revealed by the envisaged “Discourse” by classifying them according to three different “Integration Prospects”, three essentially different “Paradigms”. The anticipated prevalence of the "Technocratic Perspective” integration of ICT (settings and changes, agnostics and conservative nature, in terms of administration, educational work and teaching), as well as the strong presence of the coexisting “Holistic Perspective”(conservative and rarely radical deconstruction of the upcoming integration of ICT changes on cultural and ideological bases) throughout the studied period (1984-2006), is demonstrated. Interestingly, from 1997 onwards, the “Reformistic Perspective” appears and is maintained throughout the studied period (that is a reform shift to the dynamic, alternative, instructive example of constructivist learning).

A thesis submitted in fulfilment of the requirements for the degree of Master of Arts in Communication Science at the University of Zululand, 2003. / This study begins by investigating the development of cellular technology as within the overall convergence of Information and Communication Technologies (ICT's). The study briefly sketches its scope and extent in South Africa and the African continent. It examines the various communication functions of cellular technology and investigates the uses to which these functions are put, and examines the concept of praxis in this connection. As a case study, it examines the use of cellular phones by students at the main campus of the University of Zululand. A survey is carried out and comparisons to international and national trends of cellular phone usage are referred to, and students' attitudes towards its use by lecturers and administration are probed. In conclusion, recommendations are made concerning the use of cellular phones for communication purposes and for further research.