ABOUT What-Fi:
As a portfolio of my work, I created What-Fi to serve dually as a journal and resource panel for my body of work with ed-tech and ICT4D policy capacity throughout Africa. This includes my personal journey in Kenya and throughout Africa documented separately in two mediums: My 'Research" and "Blog." I have cataloged my thought processes, musings, and interim research through the "My Journey" blog posts, as well as my exploration of policy and ed-tech networks in Africa documented through the "Research" and "Policy" blog posts. The research products themselves--reports and briefs--are listed under "Research"--which also includes key external resources for those interested in reading more.
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In the initial stages of the development of this website, What-Fi represented a mode for communication in regards to my research of ed-tech and ICT4D in Africa. This is documented through the early stages of my blog (from "An Introduction to the Current Capacity for Mobile Learning" to "A Brief History of ICT4D in Education Policy in Africa...."). During this stage of my research, I worked independently on a study at Vanderbilt to explore ed-tech startups and projects in Africa. I analyzed the current infrastructure base in each country to determine the capacity of use for ed-tech tools. I additionally researched the policy environment and framework to support ed-tech in African contexts by looking at national policies within certain countries. The body of that work is catalogued through this website, “What-Fi,” that examines ed-tech policy, infrastructure, and organizations across the African continent. To summarize these findings, I wrote two reports--one describing a research and survey tool for the investigation of CMS and LMS in Africa--"Course Management Systems and Social Networking Sites in African Higher Education," and one describing the ICT in Education infrastructure and policy landscape in selected African countries: "Comparative Analysis of ICT for Education Policies and Plans throughout Africa." These are both organized separately under the 'policy' and 'research' categories for blogs and under "reports" for the portfolio.
However, since the initial stage of my research, I felt it necessary to add practical experience of how such projects that used ed-tech and policy in a developing environment would unfold. Hence, I spent the summer of 2017 for a practicum experience in Western Kenya analyzing the use of ed-tech in primary schools. I evaluated the current program, provided consultation on methods for improvement, and gained invaluable ground experience to validate some points of my research. However, the nature of the organization that I worked with, the Lwala Community Alliance, was structured so that my direct bosses were Kenyans. I worked for the people to provide feedback to them. Hence, to provide insight to LCA and any other organizations or professionals regarding ed-tech in such an environment, I created the research brief, "What Organizations Need to Know about Investing in Ed-Tech for Development," and have worked with the Turner Family Center for Social Ventures at Vanderbilt University regarding my findings, which were summarized in the blog post, "Social Entrepreneurship and Ed-Tech: what you need to know before getting involved." Eventually, I will create an academic report as well in coordination with the Lwala Community Alliance and Vanderbilt University--however, this report is still under academic revision prior to publication. Personally, through the blog, and professionally, through the post, I hope these can provide resources and practical insight on the conditions regarding ed-tech and ICT4D in a rural African context.
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The reports, research, and blogs on both education and ICT for the portfolio draw on data from the UNESCO UIS database, which includes indicators and models for international ICT infrastructure and analysis. For more general statistics on infrastructure, the World Energy Outlook has summary statistics on electrification and energy necessary for ICTs, and the annual GSMA report provides similar information on mobile capacity and penetration (the frequent alternative for ICTs throughout the continent). The UIS report from 2015, Information and Communication Technology (ICT) in Education in Sub-Saharan Africa, also addresses the policies and plans in place to support ICT in Education. The annual conference and materials from the eLearning Africa Conference and report provides insight into the landscape that is educational technology in Africa as well. Since their conference just passed (September 27-29, 2017), their upcoming summary report will provide more recent information. Also, in general, the work at large of Robert Kozma summarizes many of the conerns, policy advice, and directions for ICT in education and development research from over the past thirty years.
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The real takeaway from this portfolio, and practicum, is to combine practical experience with research and paradigms for better policy. In order to construct sound policy on the use of educational technology throughout developing areas of the African continent, practical on-the-ground realities such as my practicum need to be combined with empirical evidence to support, and work with, Africans.
