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Telecenters for the Future in Tea Estates of Sri Lanka
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2016 (English)In: ICT for Promoting Human Development and Protecting the Environment: 6th IFIP World Information Technology Forum, WITFOR 2016 San José, Costa Rica, September 12–14, 2016 Proceedings / [ed] Francisco J. Mata, Ana Pont, 2016, 121-131 p.Conference paper (Refereed)
Abstract [en]

This paper reports on a study conducted at one of the Sri Lankan tea estate districts, exploring the present day status of telecenters to examine how they have succeeded in meeting the initial high expectations attached to them. During a field study, two major types of telecenters have been examined through observations, interviews and document analysis. Our findings suggest that the challenges of the initiation phase still prevail. The hopes are placed on the younger generation, as they are regarded as those who can benefit from the ICTs and thus contribute to the development of the remote communities of tea estates. In the concluding discussion, we advocate for the possibilities of co-designing new services that might help to transform the telecenters to meet the needs and requirements of the tea estate communities of today and tomorrow.

Place, publisher, year, edition, pages
2016. 121-131 p.
Series
IFIP Advances in Information and Communication Technology, ISSN 1868-4238 ; 481
Keyword [en]
Digital divide, Education, Telecenters, Tea estate areas, Accessibility, Sustainability, ICT literacy, Community development, Civic services
National Category
Information Systems
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-135445DOI: 10.1007/978-3-319-44447-5_12ISBN: 978-3-319-44446-8 (print)ISBN: 978-3-319-44447-5 (print)OAI: oai:DiVA.org:su-135445DiVA: diva2:1045229
Conference
6th IFIP World Information Technology Forum, WITFOR 2016, San José, Costa Rica, September 12-14, 2016
Available from: 2016-11-08 Created: 2016-11-08 Last updated: 2017-04-04Bibliographically approved
In thesis
1. Inclusive Digital Socialisation: Designs of Education and Computer Games in a Global Context
Open this publication in new window or tab >>Inclusive Digital Socialisation: Designs of Education and Computer Games in a Global Context
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Digital socialisation is to learn the ways of living online, across national borders, local cultures and societies and has to be inclusive for equal participation. Conditions for this socialisation process are different due to both local and individual limitations. In a high-income country like Sweden, playing computer games are one of the most common practices for digital socialisation among youth online (digital youth), but rarely in school with teachers. Thus, there is limited institutionalised support taking responsibility for the socialisation process online of digital youth. As contrast, in a lower middle-income country like Sri Lanka, telecentres provide holistic community services with free access to computer hardware and sometimes also Internet to bridge an internal digital divide. However, there are still several barriers for inclusive digital socialisation, such as shortage of teachers, infrastructure, accessibility and a language barrier. The problem is that digital youth have to overcome barriers for inclusive digital socialisation, often with limited institutionalised support. Game oriented education (GOE) is a potential approach to bridge these barriers. Thematic questions were: How can environments for inclusive digital socialisation be designed for digital youth who: T1) are gamers that are excluded in school; T2) are living in underprivileged communities; and/or T3) have disabilities and play games? A related thematic main question is: T4) how can education about game accessibility be designed for game developers? Within a design science framework, ethnography showed that GOE with entertainment games enabled gamers excluded in Swedish schools to be included, but could not be sustained by the schools. GOE workshops about programming were a possible way to raise awareness about ICT opportunities at Sri Lankan telecentres. Furthermore, a game prototype for deaf versus blind was demonstrated in workshops within formal education settings in Sweden and Sri Lanka, exploring a design method. Finally, two international online surveys provided data for designing a game accessibility curriculum framework, based upon opinions from researchers and game developers. Conclusions are that GOE may be an environment for inclusive digital socialisation, if it is: 1) sustained in the educational social system; 2) enabled within limits of ICTD; and 3) accessible for digital youth with disabilities. The latter requires: 4) education for game developers. This thesis shows how these requirements may be fulfilled, enabling GOE as a design to achieve inclusive digital socialisation in a global context.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2017. 110 p.
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 17-003
Keyword
computer games, education, socialisation, inclusion, exclusion, development, accessibility
National Category
Information Systems, Social aspects
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-141340 (URN)978-91-7649-815-6 (ISBN)978-91-7649-816-3 (ISBN)
Public defence
2017-05-22, Lilla Hörsalen, NOD-huset, Borgarfjordsgatan 12, Kista, 09:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Manuscript.

Available from: 2017-04-26 Created: 2017-04-04 Last updated: 2017-04-26Bibliographically approved

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Citation style
  • apa
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