Building IKhwezi, a digital platform to capture everyday Indigenous Knowledge for improving educational outcomes in marginalised communities
- Authors: Ntšekhe, Mathe V K
- Date: 2018
- Subjects: Information technology , Knowledge management , Traditional ecological knowledge , Pedagogical content knowledge , Traditional ecological knowledge -- Technological innovations , IKhwezi , ICT4D , Indigenous Technological Pedagogical Content Knowledge (I-TPACK) , Siyakhula Living Lab
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62505 , vital:28200
- Description: Aptly captured in the name, the broad mandate of Information and Communications Technologies for Development (ICT4D) is to facilitate the use of Information and Communication Technologies (ICTs) in society to support development. Education, as often stated, is the cornerstone for development, imparting knowledge for conceiving and realising development. In this thesis, we explore how everyday Indigenous Knowledge (IK) can be collected digitally, to enhance the educational outcomes of learners from marginalised backgrounds, by stimulating the production of teaching and learning materials that include the local imagery to have resonance with the learners. As part of the exploration, we reviewed a framework known as Technological Pedagogical Content Knowledge (TPACK), which spells out the different kinds of knowledge needed by teachers to teach effectively with ICTs. In this framework, IK is not present explicitly, but through the concept of context(s). Using Afrocentric and Pan-African scholarship, we argue that this logic is linked to colonialism and a critical decolonising pedagogy necessarily demands explication of IK: to make visible the cultures of the learners in the margins (e.g. Black rural learners). On the strength of this argument, we have proposed that TPACK be augumented to become Indigenous Technological Pedagogical Content Knowledge (I-TPACK). Through this augumentation, I-TPACK becomes an Afrocentric framework for a multicultural education in the digital era. The design of the digital platform for capturing IK relevant for formal education, was done in the Siyakhula Living Lab (SLL). The core idea of a Living Lab (LL) is that users must be understood in the context of their lived everyday reality. Further, they must be involved as co-creators in the design and innovation processes. On a methodological level, the LL environment allowed for the fusing together of multiple methods that can help to create a fitting solution. In this thesis, we followed an iterative user-centred methodology rooted in ethnography and phenomenology. Specifically, through long term conversations and interaction with teachers and ethnographic observations, we conceptualized a platform, IKhwezi, that facilitates the collection of context-sensitive content, collaboratively, and with cost and convenience in mind. We implemented this platform using MediaWiki, based on a number of considerations. From the ICT4D disciplinary point of view, a major consideration was being open to the possibility that other forms of innovation—and, not just ‘technovelty’ (i.e. technological/- technical innovation)—can provide a breakthrough or ingenious solution to the problem at hand. In a sense, we were reinforcing the growing sentiment within the discipline that technology is not the goal, but the means to foregrounding the commonality of the human experience in working towards development. Testing confirmed that there is some value in the platform. This is despite the challenges to onboard users, in pursuit of more content that could bolster the value of everyday IK in improving the educational outcomes of all learners.
- Full Text:
- Date Issued: 2018
- Authors: Ntšekhe, Mathe V K
- Date: 2018
- Subjects: Information technology , Knowledge management , Traditional ecological knowledge , Pedagogical content knowledge , Traditional ecological knowledge -- Technological innovations , IKhwezi , ICT4D , Indigenous Technological Pedagogical Content Knowledge (I-TPACK) , Siyakhula Living Lab
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62505 , vital:28200
- Description: Aptly captured in the name, the broad mandate of Information and Communications Technologies for Development (ICT4D) is to facilitate the use of Information and Communication Technologies (ICTs) in society to support development. Education, as often stated, is the cornerstone for development, imparting knowledge for conceiving and realising development. In this thesis, we explore how everyday Indigenous Knowledge (IK) can be collected digitally, to enhance the educational outcomes of learners from marginalised backgrounds, by stimulating the production of teaching and learning materials that include the local imagery to have resonance with the learners. As part of the exploration, we reviewed a framework known as Technological Pedagogical Content Knowledge (TPACK), which spells out the different kinds of knowledge needed by teachers to teach effectively with ICTs. In this framework, IK is not present explicitly, but through the concept of context(s). Using Afrocentric and Pan-African scholarship, we argue that this logic is linked to colonialism and a critical decolonising pedagogy necessarily demands explication of IK: to make visible the cultures of the learners in the margins (e.g. Black rural learners). On the strength of this argument, we have proposed that TPACK be augumented to become Indigenous Technological Pedagogical Content Knowledge (I-TPACK). Through this augumentation, I-TPACK becomes an Afrocentric framework for a multicultural education in the digital era. The design of the digital platform for capturing IK relevant for formal education, was done in the Siyakhula Living Lab (SLL). The core idea of a Living Lab (LL) is that users must be understood in the context of their lived everyday reality. Further, they must be involved as co-creators in the design and innovation processes. On a methodological level, the LL environment allowed for the fusing together of multiple methods that can help to create a fitting solution. In this thesis, we followed an iterative user-centred methodology rooted in ethnography and phenomenology. Specifically, through long term conversations and interaction with teachers and ethnographic observations, we conceptualized a platform, IKhwezi, that facilitates the collection of context-sensitive content, collaboratively, and with cost and convenience in mind. We implemented this platform using MediaWiki, based on a number of considerations. From the ICT4D disciplinary point of view, a major consideration was being open to the possibility that other forms of innovation—and, not just ‘technovelty’ (i.e. technological/- technical innovation)—can provide a breakthrough or ingenious solution to the problem at hand. In a sense, we were reinforcing the growing sentiment within the discipline that technology is not the goal, but the means to foregrounding the commonality of the human experience in working towards development. Testing confirmed that there is some value in the platform. This is despite the challenges to onboard users, in pursuit of more content that could bolster the value of everyday IK in improving the educational outcomes of all learners.
- Full Text:
- Date Issued: 2018
The potential and reality of the Living Lab model of ICT for Development (ICT4D) in the rural development context : the case of Siyakhula Living Lab, Dwesa, Eastern Cape, South Africa
- Authors: Mosuoe, Teboho Priscilla
- Date: 2014
- Subjects: Siyakhula Living Lab , Information technology -- South Africa -- Dwesa-Cwebe , Communication in economic development -- South Africa -- Dwesa-Cwebe , Rural development projects -- South Africa -- Dwesa-Cwebe , Rural development -- Economic aspects -- South Africa -- Dwesa-Cwebe , Rural development -- South Africa -- Dwesa-Cwebe -- Sociological aspects , Rural development projects -- Evaluation , Social networks -- South Africa -- Dwesa-Cwebe
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3381 , http://hdl.handle.net/10962/d1013289
- Description: This thesis explores the contribution of Information and Communication Technology (ICT) in rural development processes. Within the framework of social capital theory, and in the context of the information society, the study examines how the collaborative and innovative model of ICT for Development (ICT4D) can enhance social networks and information channels in rural communities, thereby enabling the active participation of rural community members in their own development processes. The study examines networks and information channels both within the rural communities under investigation and between these communities and other sectors in the society. The thesis studies the case of the Siyakhula Living Lab (SLL), an ICT4D initiative in the Mbashe Municipality of the Eastern Cape Province of South Africa. During the investigation, four types of networks were identified: local organisations, social institutions, collective community projects and social ties. It was found that the Living Lab has so far influenced the creation of new forms of networks through the common spaces (computer labs) which have been made available by the Living Lab. The study further showed that the use of computers has enabled other community members to partake in the wider community of online/virtual social networks, allowing them to communicate and share information with those outside their own communities. The study also showed that the Living Lab has enabled the networking of these communities with other sectors such as academia. It was, however, found that so far the existence of the Living Lab has not influenced the already existing local networks in these communities. Also, the study showed that the relationship between these rural communities and their government and industry partners as stakeholders in the Living Lab is currently ineffective. Nevertheless, this situation has a potential to change in the future as there are ICT applications which have been developed through collaboration with rural community members, which will assist in enhancing communication between these rural communities and other stakeholders. The study finally revealed that social networks do contribute to the functioning of communities by providing both monetary and social support to community members, even though, in effect, the monetary benefits are somewhat limited by a number of factors. It is revealed that the engagement of ICT could go a long way in improving social and economic activities, governance and service delivery, as well as education in these communities.
- Full Text:
- Date Issued: 2014
- Authors: Mosuoe, Teboho Priscilla
- Date: 2014
- Subjects: Siyakhula Living Lab , Information technology -- South Africa -- Dwesa-Cwebe , Communication in economic development -- South Africa -- Dwesa-Cwebe , Rural development projects -- South Africa -- Dwesa-Cwebe , Rural development -- Economic aspects -- South Africa -- Dwesa-Cwebe , Rural development -- South Africa -- Dwesa-Cwebe -- Sociological aspects , Rural development projects -- Evaluation , Social networks -- South Africa -- Dwesa-Cwebe
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3381 , http://hdl.handle.net/10962/d1013289
- Description: This thesis explores the contribution of Information and Communication Technology (ICT) in rural development processes. Within the framework of social capital theory, and in the context of the information society, the study examines how the collaborative and innovative model of ICT for Development (ICT4D) can enhance social networks and information channels in rural communities, thereby enabling the active participation of rural community members in their own development processes. The study examines networks and information channels both within the rural communities under investigation and between these communities and other sectors in the society. The thesis studies the case of the Siyakhula Living Lab (SLL), an ICT4D initiative in the Mbashe Municipality of the Eastern Cape Province of South Africa. During the investigation, four types of networks were identified: local organisations, social institutions, collective community projects and social ties. It was found that the Living Lab has so far influenced the creation of new forms of networks through the common spaces (computer labs) which have been made available by the Living Lab. The study further showed that the use of computers has enabled other community members to partake in the wider community of online/virtual social networks, allowing them to communicate and share information with those outside their own communities. The study also showed that the Living Lab has enabled the networking of these communities with other sectors such as academia. It was, however, found that so far the existence of the Living Lab has not influenced the already existing local networks in these communities. Also, the study showed that the relationship between these rural communities and their government and industry partners as stakeholders in the Living Lab is currently ineffective. Nevertheless, this situation has a potential to change in the future as there are ICT applications which have been developed through collaboration with rural community members, which will assist in enhancing communication between these rural communities and other stakeholders. The study finally revealed that social networks do contribute to the functioning of communities by providing both monetary and social support to community members, even though, in effect, the monetary benefits are somewhat limited by a number of factors. It is revealed that the engagement of ICT could go a long way in improving social and economic activities, governance and service delivery, as well as education in these communities.
- Full Text:
- Date Issued: 2014
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