| 1. |
- Hallberg, David, 1978-
(författare)
-
A way forward : language policies in enhancing bi-regional cooperation in science and technology
- 2010
-
Ingår i: The CAAST-Net Bulletin. - South Africa : Research Africa. - 2073-610X. ; December, s. 8-9
-
Tidskriftsartikel (refereegranskat)abstract
- This article illustrates potential ways to take account of the use of languages in international conferences and in transnational cooperation, and may be fruitful for readers delving into efforts to promote global cooperation. It communicates research notes and documents from CAAST-Net’s stakeholders’ conference, entitled “Africa-Europe Cooperation in Science and Technology: Status and Way Forward”, on the 10th to 11th November 2009. The conference was held in Mombasa, Kenya.
|
|
| 2. |
- Hallberg, David, 1978-, et al.
(författare)
-
Case studies of Kenyan digital villages with a focus on women and girls
- 2011
-
Ingår i: Journal of Language, Technology & Entrepreneurship in Africa. - : African Journals Online (AJOL). - 1998-1279 .- 2309-5814. ; 3:1, s. 255-273
-
Tidskriftsartikel (refereegranskat)abstract
- The present article refers to a case study on the Kenyan Government’s Digital Villages Project (DVP). The Kenyan Government, together with external stakeholders and private contractors, is increasing their ICT investments to provide the entire population with information and communication regardless of demographic factors. In the Kenyan context, digital villages are what normally other countries refer to as telecentres, i.e. a centre that provides services with regard to Internet and telecommunication. In this case, the digital villages also offer education, learning, and e-Government. The present study wants to learn whether DVP is accessible, and appropriate to women and girls in resource-poor environments and, thus, successful. The following questions guided the study: 1. Who are the users of Pasha Centres? 2. How and for what purposes are Pasha Centres used? 3. In what way do Pasha Centres consider local needs (e.g. education, literacy, job, and diversity)? 4. What do users and managers do to encourage female users? The study is built upon observations and interviews. The results show that male users generally believe that women have a lack of knowledge and understanding of ICT. The results also show that what is said by the government is not fully implemented at the local levels. The authors believe, despite this, that DVP has the potential to serve the population in vulnerable areas and that the government should continue focusing on similar projects.
|
|
| 3. |
- Hallberg, David, 1978-, et al.
(författare)
-
Constraints of ICT in lifelong learning on disadvantaged women
- 2014
-
Ingår i: The Electronic Journal of Information Systems in Developing Countries. - Hongkong : Wiley. - 1681-4835. ; 61:8, s. 1-14
-
Tidskriftsartikel (refereegranskat)abstract
- This paper draws attention to the urgency of taking into consideration women’s genderspecific needs and interests in the implementation of community-based ICT projects in lifelong learning. We set out this research to understand the constraints of information and communications technology (ICT) in lifelong learning on disadvantaged women. National statistics and data from field studies were used. The constraints and their consequences at national level are often a result of national policies and regulations – or lack thereof – while the constraints and their consequences at local/regional level involve everyday-life occurrences that are present in women's immediate surroundings. Hence, an understanding of both levels is critical. This research is valuable for stakeholders delving into issues of development intervention using ICTs, not only in Kenya but in a broader, global perspective.
|
|
| 4. |
- Hallberg, David, 1978-, et al.
(författare)
-
Empowering rural women in Kenya with literacy skills using web 2.0 : experiences of language & communication barriers in learning
- 2010
-
Ingår i: ICIA 2010 Proceedings. ; , s. 100-110
-
Konferensbidrag (refereegranskat)abstract
- Abstract. The purpose of this paper is to illuminate ways in which language and communication relatedbarriers may be experienced in learning. Because of increased ICT usage, Project Africa’s Women’sAcademy, that is in focus of the research, felt that some issues regarding language and communicationappeared in another way than before without using ICT. The research was conducted in Lunga-Lunga,Kenya, November 2009 and through Internet communication (e.g. logs, letters stored in a socialnetworking site). The paper mainly draws on literature on ICT and Joseph Kaipayil’s ontology to collectindividual ‘experiences’. The results show that many barriers arise because of cultural diversities amongthe learners; e.g. difference ways of employing concepts and regard the objects in the world. In makingpolicies, therefore, account must be taken on a local and individual level as well as on a transnationaland collective level.
|
|
| 5. |
- Hallberg, David, 1978-
(författare)
-
Lifelong learning : The social impact of digital villages as community resource centres on disadvantaged women
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this research was to enhance the understanding of what affects the social impact of ICT in lifelong learning on disadvantaged women.In contributing to the field of social informatics, this research employs behavioural theories as strategy and analytic possibilities. This research mainly used the Kenyan digital villages as CRCs as settings but did also look beyond such establishments to provide a more solid picture. The studies were located in Kenya with complementary studies in Bolivia, Cameroon, Sri Lanka, and Sweden. The main strategies and methods used were case study, comparative education approaches, and observations and interviewing techniques.The findings suggest that ICT and CRCs have the potential to support disadvantaged women and their lifelong learning. However, the positive social impacts are limited because the arrangement of them generally does not favour vernacular languages, illiterate users, female owners and users, or non-students. In general, the use of ICT was sometimes perceived as forced, which is both a barrier and a stressor in the use of ICT in lifelong learning. It also emerged from the comparative studies that discussions among the participants in the CRCs largely covered issues in respect to 1) family and reproduction and 2) self-esteem, i.e. what settles the matter of the social impact of ICT in lifelong learning depends on change attitude among men and women. With minimal if not zero self-esteem a change that would make the difference or break a woman’s “legendary status quo” in order for a woman to feel that she can reach her goal or ambitions in lifelong learning would be difficult. Hence the lack of self-esteem is a stressor in itself.This research is valuable for stakeholders delving into issues of development and learning using ICTs, not only in Kenya but in a broader, global perspective.
|
|
| 6. |
- Hallberg, David, 1978-, et al.
(författare)
-
Lifelong Learning : Telecentres in Semi-rural Areas as a Bridge between Formal, Non-formal, and Informal Learning
- 2011
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The usage of telecentres has been the main initiative in many countries to provide information and communications technology in rural areas in a try to address the digital divide. In this paper, we analyse the situation in Sri Lankan semi-rural areas, discussing whether telecentres in the Nenasala network has a potential to act as local knowledge centres; bridging formal, non-formal, and informal learning. The visited telecentre is located about 50 kilometres east of Colombo. A qualitative design has been used where interviews with managers and users, and passive observations were conducted. Findings show that the visited telecentres play an important role in bridging formal, non-formal, and informal learning and education in the local community. Nevertheless, there are gender-based differences among pupils in the acquisition of provided content. Some children claim that they learn more by undergoing classes at the telecentres than in formal classes.
|
|
| 7. |
- Hallberg, David, 1978-
(författare)
-
Recognising Local Experiences for the Success of Vision 2030 in Kenya : Using Pen-Pals in Education as a Case
- 2011
-
Ingår i: Journal of Education and Vocational Research. - 2221-2590. ; 2:3, s. 99-115
-
Tidskriftsartikel (refereegranskat)abstract
- This study takes account of the everyday-life experience of a group of women in a resource-poor environment in Kenya. They are part of a group that the Kenyan Government wants to include in their investments in order to enhance social and economic equality. The overall purpose of the study is to learn about the potential impact of such investments on women in resource-poor environments in Kenya. In fulfilling its purpose the study takes into consideration (1) experiences of everyday-life among women in Lunga-Lunga and (2) maps strategies to recognise these experiences. The results of the study are expected to be fruitful as regards planning strategies that are of use for Vision 2030 and the development of Kenyan society. The study was carried out in two steps: the first consisted in participatory action research and the second was a follow-up study. To guide the study the notion of ‘experience’ is critical. During sessions and in letters to their pen-pals, the women express feelings regarding cultural, family, and health issues. For instance, some of the feelings experienced have arisen because the women are isolated from the larger world outside their own immediate environment and lack literacy skills. The study will be useful in planning governmental actions that strive to better recognise and educate citizens–especially women–in resource-poor environments.
|
|
| 8. |
|
|
| 9. |
- Hallberg, David, 1978-
(författare)
-
Socioculture and Cognitivist Perspectives on Language and Communication Barriers in Learning
- 2010
-
Ingår i: International Journal of Behavioral, Cognitive, Educational and Psychological Sciences. - 2073-0500. ; 2:2, s. 111-120
-
Tidskriftsartikel (refereegranskat)abstract
- It is believed that major account on language diversity must be taken in learning, and especially in learning using ICT. This paper’s objective is to exhibit language and communication barriers in learning, to approach the topic from socioculture and cognitivist perspectives, and to give exploratory solutions of handling such barriers. The review is mainly conducted by approaching the journal Computers & Education, but also an initially broad search was conducted. The results show that not much attention is paid on language and communication barriers in an immediate relation to learning using ICT. The results shows, inter alia, that language and communication barriers are caused because of not enough account is taken on both the individual’s background and the technology.
|
|
| 10. |
- Hallberg, David, 1978-, et al.
(författare)
-
Telecentre approaches in Cameroon and Kenya illuminated using behavioural archaeology
- 2012
-
Ingår i: The African journal of information and communication. - : LINK Centre. - 2077-7205 .- 2077-7213. ; :12, s. 48-64
-
Tidskriftsartikel (refereegranskat)abstract
- Throughout the last decade, telecentres have provided access to electronic communications as supporting information and communications technology infrastructure for community, economic, educational and social development. While the origins of telecentres can be traced to Europe's tele-cottage and Community Technology Centers in the United States in the 1980s, telecentres have taken on a number of varying forms and approaches. This article illuminates approaches used by telecentre projects in Kenya and Cameroon using behavioural archaeology. Literature stresses that behavioural archaeology refers to understanding the artefact as a tool in human activity and technology as the embodiment of human activity in the artefact. Application of the concept to understanding telecentres sheds light on the nature of the use of technology that leads to the existence of particular results or societal outcomes. Using a qualitative methodology, managers, local contractors, and technicians at local telecentres were interviewed. The results show differing approaches to telecentres purpose and design. In Kenya, the focus is on e-government services, whilst in Cameroon it is on conflict solving among different tribes. In its use of behavioural archaeology, this article adds a new perspective to the challenges of making information and communications technology and electronic media available in resource-poor environments.
|
|
