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Access to ICT infrastructure and devices in the South Pacific

The South Pacific region spreads over more than 30 million square kilometres of the Pacific Ocean. The region comprises more than a dozen island nations ranging from small volcanic islands to even smaller coral atolls. Population masses in the island nations vary from around 2,000 in Tokelau to a little more than 800,000 in the Republic of Fiji. Access to information and communications technologies and internet connectivity in the region is varied. This project involves the design and conduct of a desktop study into access to ICT infrastructure, connectivity and devices and their use by students and teachers in the Pacific. Outcomes of this study will enable COL to make informed decisions about what access and delivery technologies to employ in the Partnership for Open, Distance and Flexible Learning project in the Pacific . The study will address issues of access to hardware, software, connectivity and skills, as well as examples of ways in which teachers, institutions or Ministries have found ways to address the challenges in low bandwidth/limited access environments, especially in the nine developing countries of the Commonwealth in the region.


ICT Affordances for learning and teaching
Information and communications technologies (ICT), unlike the conventional printed material, have the potential to capture, store and deliver information to learners and teachers in a variety of formats. These include the integration of text with audio, video and animation (see Naidu, 2008;2010). In addition, with ICT it is possible to design for more active engagement and provide immediate automated formative feedback on learning. Ethically sound use of learning analytics also provides information for individualised support. Not only do ICTs offer greater capabilities and a wider range of possibilities for the presentation of content they have greater storage capacity as well. Much larger amounts of information and various types of content can be stored using contemporary ICTs, than has been possible using conventional media (see Greenhow, Robelia, & Hughes, 2009). This information can be easily accessed and more readily updated, which is useful in maintaining its currency.
A further unique feature of contemporary ICTs is their ability to support both synchronous and asynchronous communication. This is especially critical for distance learners who are separated in time and place from their teachers, tutors and educational organization. But opportunities for communication and collaboration are not uniquely important for distance learners alone. Full-time students in campus-based educational settings also appreciate the possibilities that these attributes of ICTs afford. Teachers also find these attributes increasingly valuable in supporting their teaching strategies such as collaborative group work activities among their students.
There is also now a substantial body of experience and literature which points to the role of online synchronous and asynchronous communication tools for building and promoting learning communities and communities of practice (see Wenger, 1998Wenger, , 2007Wenger, McDermott, & Snyder, 2002). These attributes of ICTs can be organised and harnessed in a variety of ways and combinations to support learning and teaching formats. They include self-paced learning online and offline, and group-based learning synchronously and asynchronously (see Naidu, 2008;2010). These modes of engagement and interaction oftentimes will also overlap and co-exist (see Figure 1). Many of these learning and teaching opportunities are simply not possible in conventional campusbased learning arrangements, with large numbers and in distributed or distance education settings.

Figure 1: Modes of engagement and interaction with ICT
Self-paced learning offline is possible with the help of PDAs, and laptop computers which enable learners to readily access and use large amounts of information and rich data at their own time, place and pace, a lot more than what is possible via a printed resource. Self-paced learning online is possible with the help of a range of technologies and networked resources such as online databases and the Web. These technologies allow users to engage and interact with subject matter content in a variety of ways and also at a pace that is convenient for individuals (see Naidu, 2008;2010).
The dynamics of learning are altered considerably when learners are able to work in groups collaboratively. A wide range of technologies is becoming increasingly available to support group-based collaborative learning synchronously as well as asynchronously. Group-based learning in real time is possible with a range of audio, videoconferencing, and audio-graphic technologies, and i-labs which facilitate remote control of laboratories over the Internet. Asynchronous group-based learning is possible through a plethora of online learning environments, discussion forums and Web 2.0 technologies which enable learners to work together from a place and time, and at a pace that is convenient for them (see Greenhow, Robelia, & Hughes, 2009;Naidu, 2008;2010).

Research Questions
To be able to leverage off these affordances of technologies, access to a range of ICTs is required, and here lies the challenge for the Pacific. There is a lack of comprehensive data on access to ICTs and its use in the Pacific region, which affects decision making about what needs to be done, where and when. This study seeks to address that deficit. It will benchmark access to ICT and its use in the South Pacific so that shifts in ICT access and use can be monitored over time.
The goal of this study has been to collect data along the following lines:

Research Methodology
A mixed methods approach was adopted in the conduct of this study. This comprised the use of an online survey and focus group interviews for the collection of both quantitative and qualitative data. Additional country specific data was also sourced from data warehouses.
Self-paced learning online Self-paced learning offline Group-based learning synchronously Group-based learning asynchronously The online survey (see Appendix 1) consisted of 13 questions. These covered demographic information on respondents, device access and ownership, experience with and use of ICT, perceptions of and satisfaction with ICT, and costs of ICT in relation to income and expenditure.

Results
Data from both the online survey is presented in the following.

Q11. Approximately what proportion of your monthly earnings is allocated to the cost of the following?
Less than 2% 2%-5% 5%-10% More than 10%

Number Number
Pacific ICT Access Study/8

Q13. In your country, what is the approximate monthly cost for widely used data packages (in US dollars)?
241 responses

Discussion
Two hundred and fourteen usable responses to the online survey were received. Two-thirds of the respondents classified themselves as female and one third male, mostly residing in urban communities. The majority of the 241 respondents were from The Republic of Fiji. The sample is small but the best that could be achieved at this time. Nevertheless, this small sample is representative of the urban population in the small island nations of the Pacific.
Personal ownership of ICT (laptops and smartphones) is high among respondents to this survey. Respondents rated their experience with ICT from average to high, and the quality of this experience as generally fair, to good. The quality of the experiences with support services is also rated as fair to good. The majority of the respondents reported being satisfied with ICT and ICTs as having an enabling role. Many also reported the use of social media was distracting although many did not find the use of social media as distracting from their work. When disaggregated by gender (male and female), no significant differences were observed on key indicators such as device ownership, access to support services or satisfaction.
The cost of ICT access and connectivity is high in the region with people spending around 5% of their monthly earnings on ICT and 10-20 US dollars a month on the purchase of data. Access to the Internet is fairly high in the region as the following table shows with the exception of a few countries such as Papua New Guinea, Vanuatu and the Solomons Islands. In these countries access to the Internet is comparatively low.

Internet Users and Population Statistics -2021
Internet

Recommendations
Access to ICT and connectivity in the South West Pacific is improving rapidly. There are nevertheless, serious challenges facing its adoption and use across the region. In most cases this has to do with access to ICT infrastructure as well as digital literacy of citizens. This includes their capacity for effective use of ICT in a wide range of formats including self-placed modes as well as group-based formats, synchronously and asynchronously.
While access to ICT and connectivity in the Pacific is growing, we need to be cognizant that this picture is not uniform within and among the various countries in the region. Access to ICT and connectivity to the Internet differs considerably by geographical location, with residents in the urban centres outpacing those in the rural areas. The integration of ICT and connectivity needs to consider this very real digital divide among and within the various communities. But this reality should not hold back the rollout of ICT and connectivity in the region.
Enabling different groups to move at different paces ought to be considered as a realistic way forward. Some of the obvious opportunities in the provision and support of ICT are the adoption of a growing list of ICT tools, social media, and software applications to improve productivity in the workplace. This can include assistance with the adoption and use of:

Costs of ICT in relation to income and expenditure
11. Approximately what proportion of your monthly earnings is allocated to the cost of the following?
Less than 2% 2-5% 5-10% More than 10% Computers and accessories Mobile Phones and accessories Data and Internet connection 12. In your country, which of the following is your preferred Internet Service Provider (ISP)?