Information and communications technologies are playing a vital role in our world by making information and education democratised.  As with any field, ICT today has its share of problems too.  In a South African context our ICT/eLearning problems may not be wholly unique, but they are just as plentiful and enduring.  During growth, application and adoption phases there are problems experienced and solutions to overcome these.  Technology, more often than not in the times that we live in, is the determiner of growth of any society, and organisation.

The lack of consistent and affordable electricity is a massive challenge.  Solar and alternative-power fields are coming to the fore to fill this gap.  But the wait on these emerging technologies is predicted to be long before it is completely effective.

The physical environment of some landscapes can prove almost impenetrable to certain ICTs.  While heat, dust and humidity are challenges for most standard computers.  Power efficient developments in technology can help reduce or even combat many of these issues.  Fan-free designs, fewer moving parts and solid-state components are the answers to these challenges so far.

Connectivity is the spice of life for ICT and eLearning.  Lack of available connectivity and unaffordability of bandwidth are huge challenges.  Even the more basic efforts to collect and analyse eLearning information in certain ICT applications are prevented due to lack of connectivity.  In cases where technology is not made available nation-wide, disparages arise between the ‘haves’ and the ‘have-nots’ of a population. Mobile networks and free WiFi, such as Tshwane Free WiFi Project, are helping to ease the strain of this particular challenge.

As important as the above physical and infrastructural challenges are there are many human factors and institutional obstacles in ICTs/eLearning too.  The human element can most certainly be the most difficult aspect to address.  Some examples are: inexperienced and untrained computer users and technical support; uncoordinated or bureaucratically restricted governmental support; inadequate private sector interest or funding; and uninformed or dispassionate players across fields.  We hope to see greater co-ordination between government and the private sector to adapt and disseminate new technologies.  This is only reasonable as it holds with the pattern of globalised economies.  There should be (greater) tax rebates and investments for institutions researching and developing ICTs.

The implementation of new ICTs can face resistance from all directions, top-down and bottom-up.  People’s attitudes can be of even bigger importance than their technological resistance.  A culture of ICT acceptance and even celebration must be displayed from those wishing to implement it.  Without the support of our leaders to show how things can be done, how can it be expected that employees, learners, or subordinates wholeheartedly adopt the new ICT?  Social pressure can transform communication policies.  Rewarding active use of ICT and eLearning can dramatically increase acceptance and adoption at a native level.

Empowering people with technologies by making technology available to them will prevent stunted growth in the field of ICT and eLearning.

Sound Idea Digital specialises in Learning Management Systems and eLearning developments | soundidealearningmanagement.co.za
Sandra is an eLearning Specialist & Content Editor for Sound Idea Digital | Sandra@soundidea.co.za

To cite this blog article:
Slabbert, S. 2015, October 22. Problems with ICT implementation for eLearning. <ideas> the official Sound Idea Digital blog [Web log post]. Available: http://blog.soundidea.co.za/articles/Problems_with_ICT_implementation_for_eLearning-427.html

Source:
Blantz, E. 2010. 4 Key Challenges and Solutions to ICT Deployments for Rural Healthcare | ICT Works. Available: http://www.ictworks.org/2010/07/12/4-key-challenges-and-solutions-ict-deployments-rural-healthcare
Rajesh, M. 2003. A Study of the problems associated with ICT adaptability in Developing Countries in the context of Distance Education. Turkish Online Journal of Distance Education-TOJDE. 4(2):1-10.