The Value of Theory in Teaching ICT4D at a Graduate Level

Theory forms an integral part of teaching at a graduate level. The incorporation of appropriate theories holds the potential to significantly enhance students’ understanding and insight into an academic discipline. On the other hand, theories not used in an appropriate manner can act as a barrier to understanding and learning. This study concerns the use of theories as part of teaching a graduate Information and Communication Technology for Development (ICT4D) course. The course made use of a textbook where a wide array of theoretical frameworks was incorporated into the study material. During the course, students had to apply theoretical frameworks during each of their essay-type homework assignments, as well as in their take-home exam assignment. As part of the summative assessment, an exam question was given where students had to reflect on the theories they learnt. This question was added to gauge which theories students found helpful in enabling their understanding of ICT4D issues. The responses of the students constituted the empirical data that was qualitatively analyzed. The Sustainable Livelihoods Framework (SLF) emerged as the framework that most students found helpful. This finding was surprising since the SLF is not a simple framework to interpret and apply. The results indicate that students appreciate the value of looking holistically at an ICT4D problem context. This study recommends that effective use of theory as part of teaching ICT4D needs to include an accessible introduction, examples of application, students’ own application and ideally also an opportunity for reflection.