Introduction
Information and Communication Technology is a broad term that describes the technology born out of the union between telecommunications and computers. The technology in question spans everything from the radio to social networks. It has proved to be one of the most important inventions of the XX century. The use of this technology for uplifting less developed communities through economic and social development has been dubbed ICT4D, or “Information and Communication Technology for Development,” after the adoption of Millennium Development Goals.
Main body
ICT4D has been supported for many reasons, and many arguments have been made for its use. Human civilization runs on information, and ensuring equal and unrestricted access to information for all nations creates a more balanced playing field in the global arena. The economic development that comes as a direct result of the free circulation of information helps people rise out of poverty and create wealth for their local communities. The social injustices can be addressed as people become more knowledgeable and connected. Finally, some people see the advent of the Internet as the next step of human evolution, and everyone should get to evolve. In this day and age, there are still people that live in abject poverty, with no access to knowledge, healthcare, sanitation, gainful employment, and meaningful self-application. ICT4D can address all those issues in both the developing and developed nations through distributing knowledge and strengthening social bonds. However, ICT should be used responsibly, as it poses the danger of mass surveillance, erosion of privacy, and the algorithm running human lives (Zheng, Hatakka, Sahay, & Andersson, 2017). While society can benefit from ICT4D, it is also true that it can suffer.
There are several economic sectors and spheres of human life that ICT4D can influence for the better. For example, the integration of local scientific institutions with poor farmers can make food production more efficient. That would lift farmers from poverty and create more resources for everyone else. Even cooperation across borders can be established via the Internet, creating collaboration between wealthier, technologically-advanced nations, and those struggling to feed their population. The improved quality of life in rural areas is another example, as increased incomes, gender equality, and social capital can significantly improve the lives of people in villages. These positive changes can be achieved through improved access to information, the ability to learn, and offer marketable skills and connect people on a common platform.
Education can also be made more accessible to people in remote regions. The use of communication technology cuts costs, improves relevant skills and does not require a classroom or a physically present teacher. Moreover, using ICT in education prepares the student for the use of IT in the workplace, as part of a knowledge-based economy in the Information Era. However, none of it will work if the learning culture and pedagogical practices are lacking (Ra, Chin, Lim, 2016). The education sector rightly deserves the attention it gets in the ICT4D literature. It is tough to overstate the importance of education, as it has been directly linked to economic development (Kruss, McGrath, Petersen, & Gastrow, 2015). Educated people become more capable, driving the local economy, and contributing to the total of human knowledge, which can then be re-distributed using ICT. Despite the difficulties associated with the creation of modern educational systems in developing nations, there has been notable success in that sphere. However, the shortage of ICT-literate teachers and sustainable interest from partners remains a challenge.
The use of ICT4D has had a positive effect on many developing nations already. Bhutan has enjoyed increased connectivity and Internet bandwidth, which has a positive impact on its environmentally-friendly projects and indigenous culture. Cambodia is a socialist country that has a centralized government and planned economy, which can become more efficient as its integration of ICT improves. China has already benefitted greatly from its focus on technological development, and its relatively high rural population enjoys high connectivity. Indonesian Internet capabilities are severely lacking, and it would be challenging to provide education to young ICT specialists in poor connectivity conditions. Laos is making strides in increasing its ICT integration, and the government realizes the importance of ensuring agricultural and scientific advances through connectivity. The Philippines still lack literacy and electricity in some areas, but there are distance learning programs and ICT usage that aim to supplement government functions. Sri Lanka suffers from high costs of service, but it is proficient in creating multimedia content. Thailand has adequate ICT integration compared to other countries, and some of the Thai citizens are very computer-literate. Finally, Vietnam is considered to be the most developed among these countries, and its ICT usage continues to grow.
Conclusion
ICT4D can bring tangible improvements to less-developed nations, and its positive impact has already been noticed. Agriculture, entertainment, and education are made more efficient and available through modern technology. As countries continue to increase their connectivity and information sharing, more people are expected to gain marketable skills and escape from the life of constant battle for survival. It can be easy to forget that without the use of ICT, some people do not have the opportunity to learn or talk to others. Any efforts to adopt modern practices should be commended.
References
- Kruss, G., McGrath, S., Petersen, I., & Gastrow, M. (2015). Higher education and economic development: The importance of building technological capabilities. International Journal of Educational Development, 43, 22–31.
- Ra, S., Chin, B., & Lim, C. P. (2016). A holistic approach towards Information and Communication Technology (ICT) for addressing education challenges in Asia and the Pacific. Educational Media International, 53(2), 69–84.
- Zheng, Y., Hatakka, M., Sahay, S., & Andersson, A. (2017). Conceptualizing development in information and communication technology for development (ICT4D). Information Technology for Development, 24(1), 1–14.