Does culture really matters when choosing technology for higher learning?

Many times, educationists try to implement technology based on trends and requirements adopted elsewhere rather than focusing on the intended users. This is a common case for emerging economies particularly the developing nations.  In Papua New Guinea (PNG), we possibly are experiencing the same where numerous learning technologies have been trialed without fairly understanding the user requirements. Most of the trials failed and the failures of implementing those technologies are usually blamed on funding constrains, lack of technical expertise and infrastructure barriers among other factors but not much have been looked at in terms of where some of our values and strengths lie.

In a recent empirical exploratory study I did with students, lecturers and administrators in one of PNG's higher learning institutions, data from participants pointed to several cultural factors to be considered when selecting any higher learning technology. While Marjory of participants supported this contention, one of the participant from a focus group argued that technology is able to solve the issue and therefore it should not be regarded as a concern. This argument was however refuted by another participant who said that it is essentially relevant to acknowledge and understand culture, particularly traditional knowledge and possibly learn from some of the benefits it had to our societies so that an appropriate technology could be adopted to suit the style of learning which may be fitting to a culturally diverse nation such as PNG. In fact, there would be varying debates on the issue of culture and technology and how best it could help advance learning. One concern for certain is the impact of technology to the masses of a particular culture and for its confined purpose. Where do we place the mass of our target audience and various variables that are deemed suitable for their particular learning expectations?

That lead to further investigation and a SWOT review of various learning technologies to identify very specific requirements for the adoption and integration into existing technology. Following this, a second study is now being conducted to see whether culture does affect a users' view of the interface of a Learning Management System (LMS). Coupled with other recommendations identified in the previous study, a number of factors have been considered and implemented into a software prototype of a mobile LMS. Requirement Engineering "Software Development Life Cycle" (SDLC) model is used in this project and for those who knew SDLC, it focuses on user requirements as its core before development; something closely tied to design thinking. The prototype is currently being tested on specific audiences mostly from PNG and smaller Pacific Island nations. The study also extends to expand the worldview of such hypothesis by inviting other international students with similar culture to participate.

More updates on the outcomes will be shared later.

[Note: I'll be happy for comments and critics to the brief above]