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  • 1.
    Hallberg, David
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Lifelong learning: The social impact of digital villages as community resource centres on disadvantaged women2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    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.

  • 2.
    Hallberg, David
    The Swedish Red Cross University College, Department of Public Health and Medicine.
    Telecentros en Bolivia: La Atención en las Mujeres2016In: Revista Caracteres, ISSN 2254-4496, E-ISSN 2254-4496, Vol. 5, no 2, p. 145-167Article in journal (Refereed)
    Abstract [en]

    A telecentre provides communities with limited resources the opportunity to acquire electronic information that is useful for learning and education, societal information, or be it business. The aim of this study was to highlight the importance of the users of telecentres - especially the women - to ensure socially sustainable telecentres. As the main method, we rely on ethnographic field. Findings suggest that most users are students and women. Carrying out further field work will allow monitoring of these women to see if they can motivate other women to start going to the telecentres, and if this behavior of women reflects changes in the traditional model of gender.

  • 3.
    Hallberg, David
    et al.
    The Swedish Red Cross University College, Department of Public Health and Medicine. Department of Computer and Systems Sciences, Stockholm University.
    Hansson, Henrik
    Department of Computer and Systems Sciences, Stockholm University.
    Nilsson, Anders G.
    Department of Computer and Systems Sciences, Stockholm University.
    Immigrant Women's Reasoning and Use of Information and Communications Technology in Lifelong Learning2016In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 12, no 1, p. 66-78Article in journal (Refereed)
    Abstract [en]

    This paper explores the reasoning and use of information and communications technology (ICT) in lifelong learning by immigrant women. Data were collected from semi-structured and unstructured interviews. The study was carried out primarily in a school environment, which also makes it possible to draw conclusions about the connection between learning in and outside school environments. Most participants experienced major differences in the use of and access to ICT after moving to their new country. Most women use and access ICT, even if not of their own volition. Providing a summary of some of the benefits and barriers that emerged, our study has shown that it is important to distinguish the way someone reasons about ICT and their actual use of it. No account was taken of cultural differences between the participants’ countries of origin. This study made it possible for the immigrant women to voice their experiences, knowledge, and feelings about their situations in school and in everyday life.

  • 4.
    Hallberg, David
    et al.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Hansson, Henrik
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Nilsson, Anders G.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Integration and lifelong learning: immigrant women's reasoning and use of information and technologies in lifelong learningArticle in journal (Refereed)
  • 5.
    Hallberg, David
    et al.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Kulecho, Mildred
    Kulecho, Ann
    Loreen, Okoth
    Case studies of Kenyan digital villages with a focus on women and girls2011In: Journal of Language, Technology & Entrepreneurship in Africa, ISSN 1998-1279, E-ISSN 2309-5814, Vol. 3, no 1, p. 255-273Article in journal (Refereed)
    Abstract [en]

    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.

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