Evaluating ICT for Education in Africa - Royal Holloway, University of ...

In addition to television, radio is another ICT often overlooked whenconsidering education. However, as the most pervasive and cost efficientmedium of communication across Africa (Buckley 2000, Duncombe andHeeks 2001, Sposato and Smith 2005), it still constitutes the most significanttechnology-based method of disseminating information across the continent(Coldevin 2003). The challenge of ensuring adequate coverage (Sposato andSmith 2005) combined with traditional dependence upon state-runbroadcasters (Mtimde et al. 1998) has hampered the educational potential ofthe radio. However, proliferation of independent and community radiostations over the last two decades has engendered significant improvement insignal access (Hartenberger 2006) and quality of content (Pye andStephenson 2003). In addition, development of the Lifeline radio by theFreeplayFoundation(http://www.freeplayfoundation.org/lifeline_radio.html accessed 20/02/10)utilising solar and wind-up technology in place of batteries, has enabledaccess for marginalised communities where the cost of conventional power isprohibitive. Such initiatives have led to rejuvenated enthusiasm regarding theeducational potential of the device and the development of Interactive RadioInstruction as a significant curriculum supplement in several Africancountries (Bosch 1997).The development of the mobile phone has also had profound implications forsocial and economic interactions across the globe and led to fundamentalchanges in patterns of business and entrepreneurial opportunity (Dutta andMia 2007). Between 2003 and the end of 2008 the mobile penetration levelacross Africa rose from 5% to well above 30%, with an estimated total of 246million mobile subscribers (ITU 2009). Eight years ago, in 2002, Africabecame the first region in the world where mobile phones outnumberedfixed-lines (Kelly 2005). As Plant (2002 p.39) notes, it is the relatively lowcost and simplicity of the mobile phone that have „made its spread and reachunique in the history of technology.‟ Until recently, and in spite of the impactof the mobile phone within Africa, the devices have largely been overlookedwithin academic considerations of ICT for education (Castells et al. 2007,60