Contextualizing ICT in Africa: The Development of the CATI model in Tanzanian Higher Education

Mikko Vesisenaho
Jyri Kemppainen
Carolina Islas
Matti Tedre
Erkki Sutinen

Abstract


In many parts of Africa the application of information and communication technologies (ICTs) in higher education institutions offers a particularly interesting research problem. This is because of the far-reaching consequences that information and communication technology (ICT) services and education have on the university graduates during their careers in African societies. Our extensive and well-documented experience of utilizing ICTs in a Tanzanian private university has lead us to propose a four-level approach, called CATI model, that can be used as the basis for implementing new ICTs, for evaluating how ICT is used, and for planning ICT education in developing countries. We conceptually categorize the four levels that we use in our model – contextualize, apply, transfer and import – as an ethnocomputing approach. This four-level model enable educators to use ICT services and ICT education in African universities in a way that will prepare university graduates to make a positive contribution to their own societies. The success of this model is attributable to the emphasis that we placed on local needs and creativity and on applications of ICTs that were sensitive to local culture, conditions and understanding.

Keywords


contextualized teaching, ethnocomputing, ICT education in developing countries

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DOI: http://dx.doi.org/10.5130/ajict.v2i2.23