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Christian Zeininger
192 days ago
Although ICT has an empowerment and social inclusion effect in developed countries, it continues to create a digital divide in developing countries. The paper is premised on the argument that, despite the disjuncture between ICT, social-cultural and developmental needs in a developing country, young people from economically and academically disadvantaged backgrounds endeavour to acquire computer literacy skills.
Findings show that students have a positive technology identity, augmenting their keen interest in further engagement with ICT. They are confident, act strategically and make sacrifices in order to achieve their aims of becoming computer literate, hoping that it will enable them to be better positioned to gain future employment and therefore achieve a positive change in their lives.
The paper provides empirical evidence on young people's "real life" ICT experiences in a context that is largely under represented. In doing so, it encourages a more positive view of the urbanised African youth as source of energy and talent.
In addition, field work experiences and findings also contributed to the foundation of:
