1. Kinsley Ndenge
Centre for Education Policy Development,
Johannesburg-South Africa

2.  “… the root of counter-development obstacles to ICT
might be the extent to which the information society
conveys aspirations, privileges
technologies, information and knowledge that are
irrelevant to the way the majority of people in many
communities in developing countries live their lives.”
Chrisanthi Avgerou and Shirin Madon, (2005)

3.  Access to infrastructure (Power, IT).
 Limited formal education.
 Insufficient training.
 Capacity building.
 Financial and political Constraints.
 Social and Cultural challenges.
These are the „African Problems‟. The CDA
related researches will assist in dealing with
such issues.

4. Critical discourse analysis (CDA) is a type of discourse
analytical research that primarily studies the way
social power abuse, dominance, and inequality are
enacted, reproduced, and resisted by text and talk in
the social and political context.
TEUN A. VAN DIJK (1997)

5.  CDA analyzes text that are fully embedded
with culture and that could modify social
ontology, materializing the movement of
power, (Political or non political), stimulating
dominance and hegemony of some groups
over others.
 In this way, through the analysis of
discourses/Text, CDA gives researchers a
fruitful opportunity to understand the
machinery that arouses and excites change in
society.

7. Context Society
Discourse
Language

8.  Text: views text as contextually and
peculiarly generated
 Language: CDA views language as a system
of signs, stimulated by interaction that can
help human beings to construct and
construe reality.
 Power Imbalances/Relation.
 Dominance
 Inequality.

9. Specific
Tool Purpose
Place

10. “Technology should be like oxygen:
Ubiquitous, Necessary, and Invisible.”
Chris Lehmann
Specific
Purpose Tool
Place

11.  Research paradigm could be either qualitative
or quantitative or mixed method where
possible
 Data can be collected using
questionnaires, interviews or Focus group
discussions.
 Data can be collated into themes for analysis.
 Analysis of data could also be either
descriptive or narrative

12.  Recent study from Cameroon.
(Analyzing Cameroons ICT Policy and trainee teachers perception of policy
implimentation using CDA)
 Comprising of trainee teachers.
 Questions: Do you think the government creates
enough opportunities for use and adoption of ICTs?
Do you think computers are the solution to economic
development?
 The following texts were generated from the
above questions:

13. Text from Mobile Application Text from Mobile application.

14.  I think ICTs will greatly facilitate the learning process. However,
the facilities for this are not readily available, affordable and
accessible to all. If the government could look into availability,
affordability and accessibility, then this will go a long way in
helping in the learning process.
 It’s true that ICTs are an important form of communication
hence can greatly make the learning process easy, but it is
important to know how we can sustain its use as well, not just
making them available.
 I believe ICTs are also good but it is frustrating when the ICT
equipment is always not working. So we abandon the use. I think
the government has other interest, not in education.

15.  T 6: I think ICTs will greatly facilitate the learning process.
However, the facilities for this are not readily available,
affordable and accessible to all. If the government could look
into availability, affordability and accessibility, then this will go
a long way in helping in the learning process.
 T 7: It’s true that ICTs are an important form of communication
hence can greatly make the learning process easy, but it is
important to know how we can sustain its use as well, not just
making them available.
 T 8: I believe ICTs are also good but it is frustrating when the
ICT equipment is always not working. So we abandon the use. I
think the government has other interest, not in education.

16.  I think ICTs will greatly facilitate the learning process. However,
the facilities for this are not readily available, affordable and
accessible to all. If the government could look into availability,
affordability and accessibility, then this will go a long way in
helping in the learning process.
 It’s true that ICTs are an important form of communication
hence can greatly make the learning process easy, but it is
important to know how we can sustain its use as well, not just
making them available.
 I believe ICTs are also good but it is frustrating when the ICT
equipment is always not working. So we abandon the use. I think
the government has other interest, not in education.

17.  Given existing social practice its hard for students to say
anything negative about computers and technology.
 Lack of agency and overall disempowerment evident in the
texts. People seem to be waiting for government
intervention. (power imbalances, inequality and
contradictions between rhetoric and the reality expressed by
people)
 Most of the peoples of the world, especially from the
developing countries, are confronted by the challenge of
exclusion in the context of the global economy, in whose
development modern information and communications
technologies (ICTs) play a vital role'” ( Education Minister)

18.  Sustainable ICT integration needs a complete
understanding of what community needs are.
 We need to learn to listen to the voice of the
people.
 CDA is an important qualitative research tool
which can be used to understand context,
which could shape how projects are designed
and implemented.

19.  Radio
 CD/ DVD
 Memory Sticks
 Television
 CD player
 Audio Recorders
 Mobile Phones and applications.
 Computers and related software.
*We need to start looking at problems and finding appropriate
solutions /tools to solve them , relevant to our context.

20. Merci Beaucoup
@massa_ngwa
kinsley@africicted.za.org