Invited talk at "Africa Panel: potentials & problems related to ICT in Africa with a focus on mobile". Panel members: Sudhir Dixit, dir. HP, USA Mona Dahms, Associate Prof., AAU Md. Saifuddin Khalid, Assistant Prof., AAU Idongesit Williams, PhD fellow, AAU

1. Barriers to the integration and
adoption of ICT in Developing
Countries
1
Md. Sa i fuddin Kha l id
P hD (HCCI ) , MS c & BS c (Comp u t e r S c i e n c e )
As s i s t a n t P r o f e s s o r
Re s e a r c h Gr o u p : D4 L e a r n i n g
De p a r tme n t o f L e a r n i n g a n d P h i l o s o p h y
Aa l b o r g Un i v e r s i t y , De nma r k
Ema i l : k h a l i d@l e a r n i n g . a a u . d k
Africa Panel: potentials & problems related to ICT in Africa with a focus on mobile
Global Wireless Summit 2014, Aalborg, Denmark Wednesday 14 May 15.30 – 17.30

2. Points of departure
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 From the Book “The African Mobile Story”, Edited
by Prof. Knud Skoby and Idongesit Williams
1. Chapter 7: Mobile ICT and Education
Delivery,
by Nana Kofi Annan, George Olrelans Ofori-
Dwumfou, and Benjamin Kwofie
2. Chapter 9: Harnessing ICT for Local
Government Administration in Africa:
A Look at the Push-ICT Theory
Approach in Nigeria,
by Wilson Joseph, Nuhu Diraso Gapsiso, and
Musa Usman
Global Wireless Summit 2014, Aalborg, Denmark Monday, November 24, 2014

3. ICT4D: What are we dealing with?
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 Barriers to the integration and adoption of ICT
 Related terms in current literature:
 Problem in relation to ICT (including Mobile)
Integration
Adoption
 Causes:
Barriers, obstacles, challenges, and hurdles
 Effects:
Digital divide
Exclusion and Inclusion
Global Wireless Summit 2014, Aalborg, Denmark Monday, November 24, 2014

4. Categorization of barriers in education
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 The trend for more than three decades in the cross-disciplinary
field of educational technology or e-Learning
 macro-meso-micro level barriers of the education system (Balanskat,
Blamire, & Kefala, 2006; Tondeur, van Keer, van Braak, & Valcke,
2008)
 teachers’ extrinsic or first-order barriers (i.e. institutional,
incremental) and intrinsic or second-order barriers (i.e.
fundamental, personal) (Albirini, 2006; Ertmer, 1999; Snoeyink and
Peggy A. Ertmer, 2001)
 school-level barriers and teacher-level barriers (A. Jones, 2004),
 direct and indirect barriers (Hew & Brush, 2006)
 material and non-material barriers (Pelgrum, 2001),
 other ways of categorization (Bingimlas, 2009; Ertmer, Ottenbreit-
Leftwich, Sadik, Sendurur, & Sendurur, 2012; Hew & Brush, 2006)
Source: Khalid and Lillian (2013)
Global Wireless Summit 2014, Aalborg, Denmark Monday, November 24, 2014

5. Understanding the barriers: systems approach
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Marco
(National)
Level
Meso
(Institutional)
Level
Micro
(individual/
stakeholder)
level
Stakeholders’
(administrators,
teachers, students,
guardians) roles and
characteristics
Education system’s
external barriers, which
are national challenges
Theoretical framework of barriers in
educational technology integration and
adoption.
Source: (Khalid & Nyvang, 2013)
Partial View of Problem-Tree
Analysis of Teachers and Students of
Rural Vocational Institute
Source: (Khalid & Nyvang, 2013)
Global Wireless Summit 2014, Aalborg, Denmark Monday, November 24, 2014

6. Understanding the barriers: Percentage by
emphasis in literature
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 Hew and Brush’s (2006) review paper classified the barriers into six
main categories as follows: (a) resources (40%), (b) knowledge and
skills (23%), (c) institution (14%), (d) attitudes and beliefs (13%), (e)
assessment (5%), and (f) subject culture (2%).
 In addition, these categories are further classified as direct and
indirect.
 The four direct barrier categories are: (a) teachers’ attitudes and
beliefs towards using technology, (b) teachers’ knowledge and skills,
(c) institution, and (d) resources.
 Hew and Brush looked for congruency in the findings of Rogers
(2000, pp. 459–461) and mapped Rogers’ 10 barrier categories
within the above mentioned 6 categories (Hew & Brush, 2006, p.
241). Except for “funding,” the barrier categories of Rogers are
present in the categorization model of Hew & Brush.
Quoted from: Khalid and Lillian (2013)
Global Wireless Summit 2014, Aalborg, Denmark Monday, November 24, 2014

7. Understanding the barriers: Various approaches
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 TPACK Framework: technology, pedagogy, and content knowledge
(Koehler and Mishra, 2009)
 From Khalid & Lillian (2013):
 Resource: availability, accessibility, time, technical support, resource
quality, funding, and teacher/trainer.
 Knowledge and Skills: specific technology, technology-supported
pedagogy (replacement, amplification, and transformation), and
technology-related-classroom management.
 Corruption
 Assessment: (a) pressure to meet higher standards, (b) score high on
standardized tests, (c) cover vast scope of material within a limited
amount of time, (d) consequences of promotion or graduation, and (e)
external requirements of traditional examinations
 Vision, strategy, and plan: lack of time to make the ICT strategy
plan, lack of ICT policy plan, ICT integration plan, ICT integration
leadership, integration support, evaluation of implementation of ICT
integration,
Global Wireless Summit 2014, Aalborg, Denmark Monday, November 24, 2014

8. References
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 Hew, Khe Foon, and Thomas Brush. “Integrating Technology into K-12
Teaching and Learning: Current Knowledge Gaps and Recommendations for
Future Research.” Educational Technology Research and Development 55, no.
3 (December 5, 2006): 223–52. doi:10.1007/s11423-006-9022-5.
 Khalid, Md. Saifuddin, and Lillian Buus. “A Theoretical Framework Mapping
Barriers of Integrating and Adopting Educational Technology.” Research and
Practice in Technology Enhanced Learning, Submitted 2013, Status: Accepted
for peer–review.
 Khalid, Md. Saifuddin, and Tom Nyvang. “Application of PLA Methods in
Educational Technology Research: A Rural Bangladeshi Case.” In Changing
Education Through ICT in Developing Countries, edited by Marianne
Georgsen and Pär-Ola Mikael Zander, 107–30. Aalborg: Aalborg University
Press, 2013.
http://vbn.aau.dk/files/160291988/Changing_Education_OA_version.pdf.
 Koehler, M. J., and P. Mishra. “What Is TPACK.” Contemporary Issues in
Technology and Teacher Education, 2009.
Global Wireless Summit 2014, Aalborg, Denmark Monday, November 24, 2014

9. Discussion
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Global Wireless Summit 2014, Aalborg, Denmark Monday, November 24, 2014