ICT4D Case Study

Noticing several of the problems in ICT4D projects and gaps that existed between design and reality, the second phase of ICT4D was developed. The second phase of ICT4D concentrated on using technologies that were already being used by the communities (Galperin, 2010; Heeks, 2009; Palmer, 2010). For example, mobiles and radios. The aim was to provide ICTs in a cost effective manner (McNamara, 2003; Galperin, 2010). This meant that the process changed, a bottom up approach was used. It focused on user processes and business models and less on the technology (Jacques and Graeme, 2010; Heeks, 2009). The importance of stakeholder perspectives was identified and a “collaborative” (para-poor) innovation model was used (Heeks, 2009; Rangaswamy and
For example, the Siyakhula Living Lab (SLL) used EdUbuntu as its operating system on computers in the community as it allowed the computers to be used in the local language and educational context in the local schools (Gumbo, et al., 2012; Palmer, 2010). The SLL made content that was relevant to the people available by giving them access to an e-commerce site to sell local crafts and targeting a wider market. In the second phase of ICT4D, another way the technology was altered to fit the context was through the use of audio-visual interfaces (Bon and Akkermans, 2014; Heeks, 2009). This was widely used, as numerous people in marginalized communities are illiterate. Hence, projects that were conducted during this phase had a higher success rate than those in the initial phase (Bon and Akkermans 2014; Heeks, 2009; Jacques and Graeme, 2010). However, there are a number of problems that are faced: some of these are, the projects are often inflexible, so do not adapt to the changing environment (Bon and Akkermans, 2014; Heeks, 2009; Rangaswamy and Nair, 2012; Smith, et al., 2011). The projects create a dependency on donor organizations, thus, are not sustainable in the long run (Bon and Akkermans, 2014; Heeks, 2009). Leaving innovation to community meant that the full potential of the technology was not utilized as the community were not experts in the field
For example, the SLL gave the local community access to new markets through creating an e-commerce website that sold their local crafts (Gumbo, et al., 2012). The communities are also given an alternate means of income. For instance, through being a trainer at the local project and teaching others how to use computers (McNamara, 2003; Khalil Moghaddam and Khatoon-Abadi, 2013; Best and Kumar, 2008). By educating the people and making them computer literate it increases job opportunities (Ali and Bailur, 2007; McNamara, 2003). This helps reduce poverty in the area and improve the standards of living as people’s income and ways of doing their everyday activities improves (Clark and Gomez, 2011; McNamara, 2003)