Submitted by Ana Araujo (analu.aaraujo@gmail.com) on 2018-03-05T17:10:52Z No. of bitstreams: 1 Dissertação_AnaAraujo_FINAL_aprovada.pdf: 12772557 bytes, checksum: 852bd655a15763a874fe50bd04b15a67 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2018-03-09T14:52:26Z (GMT) No. of bitstreams: 1 Dissertação_AnaAraujo_FINAL_aprovada.pdf: 12772557 bytes, checksum: 852bd655a15763a874fe50bd04b15a67 (MD5) / Made available in DSpace on 2018-03-12T19:38:38Z (GMT). No. of bitstreams: 1 Dissertação_AnaAraujo_FINAL_aprovada.pdf: 12772557 bytes, checksum: 852bd655a15763a874fe50bd04b15a67 (MD5) Previous issue date: 2017-12-14 / Objetivo – Esse estudo busca investigar o papel da Agência Barco Chico Mendes na inclusão financeira mediada pela tecnologia nas comunidades ribeirinhas da Amazônia. Metodologia – Foi realizado um estudo de caso por meio de entrevistas semiestruturadas com os atores locais. Para orientar o mapeamento e análise dos resultados foi utilizado um modelo teórico de inclusão financeira mediada por TICs (modelo 2iDf), a partir da investigação dos componentes presentes em iniciativas dessa natureza. Os dados foram analisados utilizando-se análise léxica e análise de conteúdo. Resultados – Os resultados demonstraram que a Agência Barco exerce um papel positivo no acesso a produtos e serviços financeiros pela população ribeirinha. A pesquisa indicou, ainda, oportunidade para o desenvolvimento de parcerias com instituições locais e órgãos do governo, visando suprir as restrições locais e fortalecer a sustentabilidade política e econômica do projeto. O estímulo ao uso consciente e responsável do sistema financeiro é fragilizado, entretanto, devido ao baixo engajamento com stakeholders locais - como os empreendedores da região -, que atuam como influenciadores e promotores das mudanças de atitude e comportamento, da população ribeirinha, acerca das práticas financeiras informais locais. Finalmente, o estudo identificou a necessidade de aceleração do desenvolvimento das capacidades financeiras, ampliando o escopo do componente Educação Financeira, com o objetivo de contemplar o desenvolvimento de conscientização e crítica que resultem em mudança individual de atitudes e comportamentos relacionados ao uso de produtos e serviços financeiros. Contribuições práticas – A partir dos resultados, essa pesquisa indicou a oportunidade, para a CAIXA, de desenvolvimento de parcerias, tanto com órgãos públicos como com instituições de poder locais nas regiões de atuação da Agência Barco. A pesquisa indicou, ainda, a importância do engajamento de iniciativas de inclusão financeira nas comunidades ribeirinhas da Amazônia com empreendedores locais. Finalmente, a demanda por treinamento e capacitação financeira, pelos entrevistados, indicou a oportunidade de desenvolvimento de programas com esse fim, como componente de destaque em programas de inclusão financeira mediada por TICs em comunidades de baixa renda. Originalidade – O presente estudo resultou na proposta de continuidade e evolução do modelo 2iDf (SANTOS; JOIA, 2016) de inclusão financeira mediada por TICs em regiões de baixa renda, a partir da expansão do componente “Educação Financeira” para “Capacidade Financeira”, além da inclusão, no modelo 2iDf, do novo componente “Engajamento com Stakeholders Locais” / Purpose – This research aims to investigate the role of Agência Barco Chico Mendes in the ICT-mediated financial inclusion of the riverine communities of the Amazon. Design/ Methodology – A case study was conducted through semi-structured interviews with clients of the Agência Barco Chico Mendes, banking correspondents, CAIXA employees and local stakeholders. To guide the results mapping and analysis, a theoretical model of financial inclusion mediated by ICT (2iDf model) was used, based on the investigation of the components present in initiatives of this nature. Data was analyzed using lexical analysis and content analyses procedures. Findings – The outcome indicates that the Agência Barco has a positive role in the access to financial products and services by the riverine population. The research also indicated an opportunity for development of partnerships with local institutions and public agencies to overcome local constraints and strengthen the political and economic sustainability of the project. The promotion of a conscious and responsible use of the financial system is weakened, however, by the low engagement of the initiative with local stakeholders, such as local entrepreneurs. These agents act as influencers and promoters of attitude and behavioral changes by the riverine population, on the practices related to the use of the financial system. Finally, the study identified the need to accelerate the development of financial capabilities, expanding the scope of the Financial Education component, to develop more awareness and criticism needed to an individual change of attitudes and behaviors related to the use of financial products and services. Practical implications – Based on the results, this research indicated the opportunity for CAIXA to develop partnerships, both with public agencies and local power institutions in the regions served by Agência Barco. The research also indicated the importance of the engagement, of financial inclusion initiatives, in the riverine communities with local entrepreneurs. Finally, the demand for training and financial capabities by the interviewees indicated the opportunity to develop programs for this purpose, as a prominent component in financial inclusion programs mediated by ICTs in low-income communities. Originality/ Value - The present study resulted in the proposal of continuity and evolution of the 2iDf (SANTOS; JOIA, 2016) model of ICT-mediated financial inclusion in low income regions, from the expansion of the "Financial Education" component to "Financial Capabilities", and the addition, in the 2iDf model, of the new component "Engagement with Local Stakeholders"

The purpose of this interview study was to describe and explain perceptions, beliefs, and practices about technology among four teachers at a Jamaican infant school, by answering: What are teachers' perceptions and beliefs about the role of technology in young children's learning? What are the practices regarding technology among Jamaican infant school teachers? I used criterion sampling to identify participants for my inquiry. For data collection, I used semi-structured interviews, teachers' lesson plans, and my reflective journal. I applied a socio-cultural approach (Rogoff, 1990) for the data analysis to make sense of the teachers' perceptions and articulated practices. The findings indicated the teachers' appropriation of technology for knowledge building. The teachers also perceived technology as a tool of instruction to replace charts for curriculum content. The teachers believed technology augment children's readiness skills for first grade. The teachers' envisioned affordances of technology indicated their articulated practices for children's appropriation of technology. The findings also indicated the actual and envisioned barriers that challenged teachers' facilitation of the child as agent with technology in the Jamaican early childhood classroom. The findings indicate the importance of understanding the cultural context of teachers' practices with technology and provide implications for technological innovations in Jamaican classrooms. Information and communication technology for development (ICT4D) is a cultural activity to be explored with teachers, students, and their social partners in institutions of practice.

e-Government systems are considered by both governments and international organisations to improve administration and management. In Tanzania, an e-government system for education administration, EMIS, is partly implemented but shows several limitations. Statistical data is collected but the process is resource demanding and much of the collected data are never put into the system, and therefore remain inaccessible from this electronic system. The overall aim of this study is to propose an approach to designing more efficient e-government systems within the education sector. The focus is on public schools. The more specific aim of the present study is to: explore more efficient data transfer (faster, more reliable, and potentially less resource demanding) by using mobile telephone technology, especially SMS, as a means for statistical data collection for Tanzanian education management. The study is guided by an overall research approach that comprises systems theory and a socio-technical view. This research is performed as a case study, inspired by the ethnographic method and comprises field studies in East Africa. A multi-technique approach is used for empirical data gathering, including literature study, interviews, and direct observations. The analytical process is performed by developing and applying three analytical models: XIF - the eXtended Sustainable ICT Framework   Triple A - Access, Attitude, Awareness Seven Aspects – an Approach Towards Success The contributions of this thesis are as follows. A mobile supported SMS-based statistical data collection process employing a blended digital solution is proposed. Likely effects of such a system would be ‘better’ data e.g. less transmission errors, which provides for ‘better’ administration, ‘better’ decision-making, and also provides for transparency. Moreover, it is very likely that the proposed system is significantly less resource demanding than the present system. The three analytical models that are developed specifically for this study have generic characters and can be used during the implementation process of other e-government solutions.  The most important part of the contribution is not the technological solution per se; it is the process that foregoes the actual implementation. The proposal departs specifically from the Tanzanian educational context but has implications for e-government systems solutions and information systems implementation in developing countries in general. Finally, three overall reflections are made based on the major observations of the research findings: the Double ‘e’ Dilemma, on the problem of prioritising electronics before electricity, the Mobiles to Avoid Mobility paradox, highlighting connectivity before mobility, and the opportunity to use the SMS to Combat Corruption weapon.

The purpose of the study is partly to identify and describe the conditions that arenecessary for ICT4D projects using open source software to become successful, but also toidentify what possibilities and difficulties come with a greater openness. The result of thisstudy can be used as guidance when planning and executing ICT4D projects. The study applies a qualitative method with an abductive approach. Thematerial of the study was collected by interviewing five people, who are working within thefield of ICT4D. The conditions, that are required for open source based ICT4D projects to besuccessful, mainly focus on the importance of a wide competence, local ownership,simplicity, more collaboration and a higher degree of awareness. Further the conclusion canbe drawn that the free nature of open source can imply larger possibilities to local adjustment,the spread of initiatives, and collaboration between participants. It can also lead to a reductionof government-controlled information. Open development, meaning increased participationwith the intended users, collaboration between organizations, and a larger transparency in thedevelopment process, can have a positive influence on the sustainability and scalability of aproject. The difficulties that a greater openness can imply mainly focus on the dependencythat can arise between different parties, but also the omission of the local context and thecosts that can occur when developing with open source.

The application of information and communication technology (ICT) in socioeconomic development often referred to as “ICT for development” (ICT4D) is an increasingly relevant concern both academically as well as within development organisations on all levels.   This master thesis project has explored opportunities, constraints and challenges to designing and implementing mobile phone based ICT services for an organisation working with sustainable agricultural development in West Bengal, India. Through a participatory design process with smallholding farmers a simple, low-cost platform for prototyping and implementing mobile phone based ICT services using interactive voice response as interaction modality was developed. It was found that even inexperienced and illiterate users were able to understand and make use of such services with minimal training. On the basis of services deployed on this platform, context specific constraints and opportunities were identified as well as the appropriateness of the ICT design evaluated. Finally, use of participation was critically reviewed and found to be a necessary element of ICT design in this context yet requiring a high level of reflexivity and contextual understanding from the researcher or designer in order to contribute to development goals. / Användning av informations och kommunikationsteknologi (ICT) för socioekonomisk utveckling ofta kallat ”ICT for development” (ICT4D) är i allt högre grad en relevant fråga både akademiskt och inom utvecklingsorganisationer på alla nivåer. Detta exjobb utforskade möjligheter, begränsningar och utmaningar för introduktionen av mobilbaserade ICT-tjänster åt en organisation som arbetar med hållbar jordbruksutveckling i Västbengalen i Indien. Genom en deltagande designprocess med småskaliga bönder så utvecklades en enkel, billig plattform för att skapa prototyper och implementera mobiltjänster som använder sig av ”Interactive Voice Response” som interaktionsmodalitet. Även personer med begränsad erfarenhet av ICT samt begränsad läs- och skrivkunnighet kunde förstå och använda tjänster utvecklade på plattformen med minimal träning. Med grund i tjänster utvecklade på denna plattform så utvärderades lämpligheten för ICT i den lokala kontexten och flera kontext-specifika begränsningar och utmaningar identifierades. Slutligen så utvärderades ”deltagande” i design processen metodologiskt och fanns vara ett nödvändigt element av ICT-design i denna kontext samtidigt som det kräver en hög grad av reflexivitet och kontext-specifik förståelse från forskaren eller designern för att kunna bidra till utvecklingsmål.

Aims The purpose of this study is to explore the possibilities for video-based learning of computer systems in the field of medical education in rural sub-Saharan Africa. Background Low-income countries are forced to perform healthcare services with resources already spread too thin. The use of electronic medical records can increase the cost-effectiveness of delivering healthcare services, but the low computer literacy in sub-Saharan Africa is an obstacle necessary to overcome. E-learning and video-based learning has the potential to partially solve this problem. Methods User observations were conducted on five healthcare workers in rural Uganda. The users watched an instruction video, after which they performed an assessment test of an electronic medical record system. Results Some effectiveness was perceived – but it was slight, and varied greatly between the test subjects. Computer experience is an important prerequisite for the success of e-learning initiatives. Effectiveness was higher for more simple tasks. Conclusion This paper does not propose video-based learning as the only source of training for the target group. However, there is a possibility to envision video-based learning as a building block in a blended-learning strategy – utilising video-based learning for easier tasks and knowledge retention for users who are already familiar with the system.

A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Doctor of Philosophy in the Department of Library and Information Studies at the University of Zululand, 2016. / Information literacy is fundamental for lifelong learning, especially for the teaching profession, where information is critical for imparting knowledge to students who are expected to be creative, critical thinkers and lifelong learners. The study investigates the information literacy skills and personal abilities of secondary school teachers in Lagos, Nigeria and Durban, South Africa. The following research questions and hypotheses were pursued in the study: the teachers’ perceptions about the need for information literacy; the purposes for which they need information; the types of information resource they access for teaching purposes; the frequency of use of information resources; the search strategies employed in using online information resources; the level of teachers’ information self-concept; and metacognitive abilities employed in using information resources. The study also embarks on an analytical evaluation of information literacy in the contexts of the two cities of Lagos and Durban. A proposed conceptual model was also suggested to ensure the information literacy of teachers in secondary schools. The study was guided by null hypotheses and tested at a 0.05 level of significance, to ascertain whether there were any significant differences in teachers’ perceptions of the need for information literacy, and also whether there was any significant difference in the information literacy, frequency of use of information, information search strategy, and metacognitive abilities of teachers in Lagos and Durban. The study adopted a post-positivist research paradigm combining both qualitative and quantitative research methodologies largely through multi case study research design. Data were gathered through questionnaires, interviews, observation and document analysis that included a literature review. The target population was secondary school teachers in Lagos and Durban. The sample for the research was drawn from teachers in government secondary schools in Lagos and Durban. Lagos State has 20 local governments, and at the time of the research a total teacher population of 8 329. Durban is divided into four Circuits representing 16 wards. Excluding primary schools, independent schools and combined secondary schools, there are 41 secondary schools and 4 887 teachers. Face and content validity was achieved through the verification of and response to the research instruments by academics in the Department of Information Studies at the University of Zululand. Dependability of the research instruments was achieved through a pilot survey that tested the instruments among 57 teacher-librarians at the University of Zululand. In addition, Cronbach alpha technique was used to determine the reliability of the instruments. The data collected for this research were subjected to reliability coefficient tests variable by variable. The outcome shows that the overall reliability coefficient, when all the items in the questionnaire were taken together, was .801 (r =.801). Therefore all the items in the questionnaire were found to be reliable, and hence the questionnaire was reliable, trustworthy and dependable. Interviews and observation were also used as instruments of data collection to triangulate and validate the research results obtained by the questionnaire. Multistage sampling technique was used in the first instance to purposively select samples from the two cities of Lagos and Durban in order to make comparisons. The second stage involved stratified random sampling, and the third stage applied simple random sampling. A sample of six local governments was selected from 20 in Lagos State, and referred to as primary sampling units (PSUs). Lagos State was divided into six educational districts (EDs). The first stage sampling involved selecting one local government out of three or four in each ED. The second stage sampling comprised a few secondary schools selected at random from all the schools in selected local governments, and the third stage was a selection of some teachers from all the teachers in the selected secondary schools. The selected local secondary schools were called secondary sampling units (SSUs). All the responding units in each SSU, i.e. the teachers, were given the questionnaires to fill in. Triangulation of three data gathering instruments enabled convergence measurement for confidence in the outcome of the research. Content analysis of the contextual setting relating to the information literacy environment in Nigeria and South Africa was done. The respondents were drawn from secondary school teachers in Lagos and Durban, with 368 valid questionnaires returned with useful responses, 193 (52.4%) in Lagos and 175 (47.6) in Durban. Eight librarians were also interviewed to validate the responses from the questionnaires, four in Lagos and four in Durban. The theoretical underpinning of this research was based on the technology acceptance model (TAM), which helps in understanding human-machine interface (HMI) through perceived usefulness (PU) and perceived ease of use (PEU). The rationale for TAM is to present a foundation for ascertaining the impact of external variables on internal beliefs, personal abilities, attitude, mind-set and intention in attaining information literacy (IL) skills. This study evaluated the TAM’s main variables for information literacy acquisition such as perceived usefulness (the intention to use, user training, computer experience, system quality) and perceived ease of use (computer self-efficacy, perception of external control, ease of use, internet self-efficacy, efficacy of library use, computer anxiety, information anxiety, perceived enjoyment and objective usability, behaviour and intention). The study also contextualises the TAM by analysing and explaining how the variables are applied in relationship to IL among school teachers. The outcome provided a deeper understanding of how TAM applies to information communication and technology for development (ICT4D) in general and IL research in particular. The study revealed that teachers in Durban had a higher level of perception of the need for information literacy than their counterparts in Lagos. The inference from the study showed that teachers in the countries of study need information on a regular basis mainly for the purposes of teaching, and administrative and professional development. The study also showed that electronic information resources were infrequently used by the teachers. Regardless of government regulation stating the qualifications of school librarians, many of those employed in the two cities were not professionally qualified librarians. The study shows a significant level of decline in information literacy in relation to the ages of teachers. Younger teachers tend to possess a higher level of information literacy than their older colleagues, which makes in-service training imperative. Female teachers are significantly more information literate than their male counterparts. Many of the school libraries seem to have been afterthoughts, and the specifications for library building and planning were not observed as itemised by IFLA library building guidelines. The library environments showed that most of the facilities were not specifically built for the teachers, in terms of space and furniture. Interaction and collaboration between teachers and librarians is limited. The information in the literature review, and contextualisation of information literacy in Nigeria and South Africa present new insights. The study recommended that continuous training for teachers in information literacy is essential. School authorities should establish relationships between teachers and librarians, and employ qualified librarians capable of competently handling modern information facilities in the school library. The quality of library facilities should be improved for better information access and services, and encourage change in teacher’s perceptions about information literacy and services. Adequate funding for school libraries is essential to acquire resources and ensure maintenance. It is also recommended that librarians should receive regular education to cope with changes in information access, usage and services required in modern libraries.

Despite our digitally interconnected world, media representations of people and cultures are often harmfully biased or narrow. This makes it difficult for viewersto understand the conditions, feelings, and struggles of others, not only on a global scale, but also within local contexts. This study explores whether or not digital engagement of a site-specific performance piece is transculturally effective. To evaluate this, a theater piece created and performed in Johannesburg, South Africa, and digitally disseminated to a global audience is used as a case study. The study analyzes the perspective of three response groups: (1) the “Makers”, those who were involved in the creation and meaning-making process of the performance, (2) local audience members (both live and as digital viewers), and (3) a digital global audience. Comparing the results from these groups allowed me to understand what meanings/themes transcend culture and which are dependent on cultural context, based upon the differences in response groups. Ultimately, this study aims to contribute to a deeper understanding of the intersection between site-specific theater, digital technologies, and cultural identity. What I found was that although some symbols and themes were universal, overall, the global audience reported a different experience than the local audience, and my data suggest that the site-specific work did not translate well to the transcultural audience. Additionally, the intentions of the performance by content makers were often not congruent with the received and reported meanings. These results make it clear that the transcultural communication of site-specific works may require additional efforts to make the content accessible, relatable, and understandable to global audiences who will view the works outside of their original cultural context.

The dire state of Cuban internet connectivity has inspired local informal innovations. One such innovation is El Paquete, a weekly distribution of downloaded content spread through an informal network. Taking a postcolonial approach, I investigate through user experiences how this network operates in a resource-poor environment. This investigation articulates a model of El Paquete centered on social interactions, which inform the system’s function but also shape El Paquete’s design and role in society. Based on this model, a set of speculative design exercises probe possibilities to streamline El Paquete’s compilation, involve consumer preferences in its design directions, or act as a disruption tolerant network. In uncovering the technical possibilities of El Paquete, these designs illuminate how its current design serves Cuban communities by embodying realities and limitations of Cuban society. El Paquete’s embodiment of informal innovation serves as a call to designers to continuously rethink development design processes, centering communities and their knowledge and technical practices. / Det kritiska tillståndet för den kubanska internetanslutningen har inspirerat flertalet informella lokala innovationer. Ett exempel på en sådan innovation är El Paquete, vars lösning går ut på distribution av nedladdat innehåll som sprids veckovis genom ett informellt nätverk. Jag har undersökt hur detta nätverk fungerar i en resursfattig miljö genom att undersöka användarupplevelser ur ett postkolonialt perspektiv. I denna undersökning framförs en modell av El Paquete som inriktas på sociala interaktioner, vilket utgör systemets funktioner men som också formar El Paquete’s design och samhällsroll. Baserat på denna modell undersöks möjligheterna till att effektivisera El Paquete’s sammanställning, genom ett antal olika spekulativa designövningar som inkluderar konsumentpreferenser i designinriktning, eller som ett avbrottstolerant nätverk. Dessa designer belyser hur dagens tekniska möjligheter med El Paquete är till nytta för kubanska samhällen genom förkroppsligandet av deras verklighet och begränsningar. El Paquete’s förkroppsligande av informell innovation fungerar som en uppmaning till designers att kontinuerligt ompröva utvecklingen av designprocesser som fokuserar på samhällets kunskap och tekniska praxis.

This study explores Open Data actors in Kenya, focusing on the issue of transparency and accountability. Drawing on an exploratory quantitative analysis of existing statistical material of usage of the Kenya Open Data Initiative website and 15 qualitative interviews conducted primarily in Nairobi, the study analyses key factors – both enabling and disabling – that shape transparency initiatives connected to Open Data in Kenya. The material is analysed from three perspectives: a) a review based on existing research around impact and effectiveness of transparency and accountability initiatives; b) based on theories on human behaviour in connection to transparency and accountability; and c) introducing a critical perspective on power relations based on Michel Foucault’s concept of ‘governmentality’. The study shows that the Kenya Open Data Initiative has potential to become an effective transparency and accountability initiative in Kenya, but that its future is heavily dependent on current trends within the political context and fluctuations in power relations. Applying a stronger user-perspective and participatory approach is critical.Open Data is a relatively new area within the governance and development field, and academia can play an important role in enhancing methodology and impact assessments to create more effective and sustainable initiatives and ensure that future Open Data initiatives can be both accessible and constitute a base for accountability.