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The purpose of this paper is to understand how to build and implement information and communication technology (i.e. ICT) to help vulnerable people when significant social, cultural and economic barriers exist between the stakeholders.

The authors followed an action research approach to design and implement a mobile health hypertension education application to help India's most vulnerable populations. The authors used interpretive analysis, guided by the sustainable livelihoods framework, to uncover key findings.

Successfully implementing information and communication technology for development (ICT4D) requires understanding that all stakeholders (i.e. donors, facilitators and the beneficiaries) have important assets to contribute. Facilitators play an important role in connecting donors to the beneficiaries and fostering cultural humility in donors so that the donors will understand the role beneficiaries play in success. Stakeholders may use the ICT4D in unintended ways that both improve the people's health and increase some beneficiaries' financial livelihood.

This research expands the definition of information systems success when implementing ICT4D in resource-constrained environments. Success is more than creating an mHealth app that was easy for beneficiaries to use and where they learned based on a pre- and post-test statistical analysis. Success involved development in all the stakeholders impacted by the social innovation collaboration. For the beneficiary community, success included getting screened for noncommunicable diseases as a first step toward treatment. For the facilitator, success involved more resources for their community health program. Amongst the donors, success was a change in perspective and learning cultural humility.

Although universities encourage faculty to work in interdisciplinary research teams to address serious world problems, university researchers may have to exert considerable effort to secure contracts, approvals and payments. Unfortunately, universities may not reward this effort to build ICT4D and continue to evaluate faculty based on journal publications. When universities undertake social innovation collaborations, administrators should ensure responsive and flexible university processes as well as appropriate academic reward structures are in place. This need is heightened when collaborations involve international partners with limited resources and time needed to build relationships and understanding across cultures.

This study discovered the importance of fostering cultural humility as a way of avoiding potential conflicts that may arise from cultural and power differences. Cultural humility moves the focus of donor-beneficiary relationships away from getting comfortable with “them” to taking actions that develop relationships and address vulnerabilities (Fisher-Borne et al., 2015). This research shows how the facilitator helped the donor develop cultural humility by involving the donor in various initiatives with the beneficiary community including allowing the donor to live in a dormitory at the hospital, work in an urban slum and visit health screening campus.

This study (1) extends the ICT4D literature by incorporating cultural humility into the sustainable livelihoods framework, (2) provides a contextual understanding of developing cultural humility in ICT4D projects with a complex group of stakeholders and (3) describes how facilitators become a catalyst for change and a bridge to the community. The culturally humble approach suggests revising the livelihood framework to eliminate words like “the poor” to describe beneficiaries.

Higher education institutions around the world have increasingly come to see information and communication technology (ICT) as vital to the business of teaching and learning. Institutions invest a considerable amount of time and resources to erecting the appropriate institutional infrastructure, creating policy and practice, instituting strategy, training faculty, and building the capacity of technology staff. However, in under-resourced regions of the world, such as Africa, ICT, the availability and use of, has several challenges to overcome: a lack of institutional infrastructure, sufficient bandwidth, and limited capacity to employ ICT in the research process or the classroom. Universities report inadequate funding, poor management and infrastructure, resistance to change, inadequate training, and high costs associated with effective ICT use. Moreover, critiques of Western technopositivism surface misgivings related to the performance outcomes and appropriateness of ICT adoption in Africa. In this chapter, the author will explore the work of international organizations and regional and national research and education networks in the diffusion of ICT discourse, consider on-the-ground adoptions and innovation at universities in Nigeria, and reflect on the suitability and sustainability of technology adoption, all within an ICT for development (ICT4D) framework that lenses the evolution of technological applications in higher education. This chapter is significant in that it connects African higher education to ICT4D and frames the various discourses, policy landscapes and practice arenas, as they relate to international actors, continental initiatives, networks, universities, and faculty.

This paper seeks to use actor network theory (ANT) to examine the different phases – i.e. translation process – of an information and communication technology (ICT) initiative intended to bring development to underserved rural communities in the Peruvian Andes by providing access to computers and the internet.

The paper employs a holistic‐multiple case study based on cross‐sectional data collected between July and November 2005 by means of in‐depth interviews, field notes and photographs gathered in eight rural communities in Peru, plus demographic data and background reports obtained from the sponsor of an ICT for development (ICT4D) project. The collected data are analysed through the lens of ANT.

The ANT analysis dissects the history of the translations of the ICT4D project. ANT analytic dimensions of convergence and devices afford a great deal of insight into the underlying anatomy of the project and its assumptions. The study shows that when actors' interests are not aligned and the network procedures defined by the ICT4D initiative sponsors are unfamiliar to local people, the network cannot be established.

Since ICT4D projects invariably superimpose technological networks over existing networks, ANT analytic dimensions do provide some unique and useful understandings for such projects. ANT overall affords visibility of the actions of both humans and non‐humans, and their disparate goals. The focus on the alignment of disparate goals is particularly important in ICT4D research, where the recipients need to be engaged in a different way. Often in ICT4D projects, participants are using ICT for the first time, and there is no compulsion for them to do so. So the process of translation is very important in an ICT4D context; while there are many ways to engage participants, ANT gives particular insight into how that process might play out.

The paper demonstrates the usefulness of ANT's concepts for analysing a rural telecentre project and itemises how the use of each ANT analytical concept might contribute to ICT4D research.

Comparative education and international education are central themes in the field of information and communication technology for development (ICT4D). Policies, projects, and practices around technology are often created and enacted based on best practices compared across multiple contexts and disciplines. As such, ICT4D research is at the nexus of understanding how youth can be empowered through technology, teacher pedagogy can be enhanced through technology, and how marginalized communities can leverage technology to leapfrog into the 21st century. In this essay, the authors explore these themes as a way to enforce the synergies among scholars in the fields of ICT4D and comparative and international education.

The widespread use of information and communication technologies (ICTs) has had a significant effect on various groups and communities of people including micro, small and medium enterprises (MSMEs) and their owners/managers. The current study aims to analyze recent literature regarding adoption of ICTs by MSMEs. Further, it tries to locate gender within this broader context of diffusion of ICTs among MSMEs.

Using the thematic analysis approach, the research articles pertaining to six leading journals on ICTs, gender and entrepreneurship published during the time period from 2011 to 2019 are reviewed.

The literature selected for the study has been discussed under two primary categories, viz. “adoption of information and communication technologies for development (ICT4D) for business purposes” and “insights on gender in ICT4D use by MSMEs.”

The context-dependent nature of ICT use can enable future entrepreneurs to assess the scope of specific ICTs in given areas of operation. The gendered nature of ICTs helps to evaluate as well as question the empowerment potential of ICTs. The study emphasizes the need to account for historical specificities and transnational linkages in understanding access, adoption and use of ICT4D by women MSME entrepreneurs.

The study bridges together literature on ICT4D use by MSMEs and the role of gender in ICT-mediated entrepreneurial environments. While unraveling the interplay of power dynamics in such environments, the scope for future research in terms of tapping into the content of information exchanges and exploring the implications of “dark side of internet” for women MSME entrepreneurs is also indicated.

This paper aims to show that the meaning of development influencing the design of ICT for development (ICT4D) projects is important in deciding what purpose they will eventually serve.

Through a review of the literature on development and technology studies, the paper shows how different meanings of development guide technology usage and policy choice for land reforms. A case study of a land records computerization project in India is used to reinforce this claim.

By explaining alternative manifestations of interlinkages between development and technology, the paper demonstrates that the design choice, especially the content and service delivery model, for an ICT4D project gets influenced by the development context within which it is set.

The focus of the paper has been restricted to a limited context of information and communication technology usage – to land reforms as a development objective, in a relatively better‐off province of India. Future research will include ICT4D projects in other domains and in different socio‐economic settings.

The findings will encourage ICT4D policy makers and project designers to broaden their perspectives of what constitutes development and explicitly acknowledge the importance of development contexts in influencing the outcomes of ICT4D projects.

Prior research in ICT4D has not looked explicitly at the influence of development contexts in informing technology design. The paper attempts to fill this gap by tracing design choices to the contexts of technology use created through alternative understanding of the objectives of development. This can be of help to researchers looking at issues of technology use for societal development and for policy makers and project designers entrusted with the choice of technology.

This article uses continuum theory to analyse how Bangladeshi rural women who participated in an information and communication technology for development (ICT4D) project accessed and preserved information during and after the end of the project.

Semi-structured interviews were conducted over the phone with a sample of the project participants two years after the end of the ICT4D project, and a survey of all the participants in one village was conducted face-to-face by one of the project participants using a questionnaire developed by the author.

The majority of the participants used paper notebooks to write down information that they received in digital format during the project as a guarantee against the fragility of digital data and continued to use them to access and preserve information after the end of the project.

The author suggests that the application of proactive appraisal during the planning stage and throughout ICT4D projects can ensure that the longer-term needs of the communities for information and their capacities to use specific formats will be considered.

The author applies the continuum theory concept of proactive appraisal to the use of information in an ICT4D context and argues that it can help with assessing the information needs of marginalised communities and the technologies and formats that should be used to ensure that the information provided to them will remain accessible for as long as they need it.

Information literacy (IL) training for teachers in developing communities, e.g. rural areas or townships in developing countries, is expected to pose special challenges in terms of sustainability, contextualisation, life‐long learning and empowerment. Little has been reported on such training in developing countries. Based on the authors' involvement in a UNESCO‐funded IL training project for teachers in a developing community in South Africa, the purpose of this paper is to review literature and to suggest a model that can further research and training in IL that meets actual requirements and needs of developing communities.

Literature reviews on four issues are reported on: ICT skills, teachers and developing/rural contexts; IL skills, teachers and developing communities; internet usage, search skills, teachers and developing communities; and lessons from ICT for development (ICT4D).

ICT4D literature and critical social theory seem useful to further research on IL training in developing communities as it empowers researchers to take up a position of enquiry that questions the value of ICT and the underlying assumptions embedded in the ways ICT is introduced in developing contexts. It is assumed that this would also apply to IL.

The contribution is original in its attempt to combine IL and ICT training for teachers in a developing community against an ICT4D background.

Globally, information and communication technology (ICT) is regarded as a reliable tool that facilitates economic development and propels sustainable development. However, little empirical work exists on the specific effects of ICT access and usage on economic and sustainable development. This paper aims to investigate the nexus between ICTs, economic and sustainable development at the global level.

This paper presents ICT for Development (ICT4D) value chain empirical evidence on the linkages between ICTs, economic development and sustainable development goals (SDGs). The research model based on the capability approach is validated by using archival data from 130 global countries and partial least squares–structural equation modelling.

The findings reveal that ICT access and usage significantly influence a country’s attainment of the SDGs. Whilst ICT access plays a crucial role in promoting economic development, ICT usage does not. Also, findings show that economic development significantly mediated the nexus between ICT access and SDGs but not between ICT usage and SDGs. This calls for countries to ensure that access to ICTs is accompanied by a low cost of usage to achieve the full benefits of economic and sustainable development.

Using the ICT4D value chain, this paper empirically shows how ICT readiness and availability in the form of ICT access and ICT uptake (individual ICT use) promote economic development and SDGs (impact). Furthermore, with many studies conducted on SDGs at the country level, this study provides a broader understanding of the roles of ICT access and use on SDGs at the global level. This allows for easy generalisability and reproducibility of results.

The purpose of this study is to understand the trust formation expectations of stakeholders in the implementation of information and communications technology for development (ICT4D) projects.

This paper uses a qualitative methodology inspired by a critical approach. It uses a thematic analysis approach, and draws the results using a constant comparison method. It is guided by the Pierre Bourdieu’s theory of practices. This is an empirical study that uses semi-structured interviews for the data collection.

Lack of an integrated view of emancipatory expectations has a negative impact on the trust levels of stakeholders. An integrated view of emancipation has physical, moral and social dimensions.

The study brings forth the concept of entry point activities (EPAs). To the author’s knowledge, this is the first application of this concept in ICT4D research. EPAs can be used to develop trust relationships between the stakeholders of ICT4D projects.