Critical Perspectives of Educational Technology in Africa
Design, Implementation, and Evaluation
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Beschreibung
This book is a critical-cultural evaluation of educational technology adoption in Sub-Saharan Africa, including projects such as the OLPC (One Laptop Per Child). It presents efficient ways of improving education delivery among low-income communities through designing and implementing congruent educational technologies that incorporate social and cultural proclivities. Ezumah defines technology with regards to pedagogy, and seeks to debunk the assumption that educational technology consists only of digital and interactive options. Additionally, she argues for a narrative paradigm shift aimed at validating analog technologies as equally capable of providing necessary and desired educational objectives and outcomes for communities who cannot afford the digital alternatives. By comparing African educational systems in precolonial, colonial, and post-colonial times and incorporating the history of technology transfers from the Global North to South, the book highlights cultural imperialism, development theory, neocolonialism, and hegemonic tendencies.
This book is a critical-cultural evaluation of educational technology adoption in Sub-Saharan Africa, including projects such as the OLPC (One Laptop Per Child). It presents efficient ways of improving education delivery among low-income communities through designing and implementing congruent educational technologies that incorporate social and cultural proclivities. Ezumah defines technology with regards to pedagogy, and seeks to debunk the assumption that educational technology consists only of digital and interactive options. Additionally, she argues for a narrative paradigm shift aimed at validating analog technologies as equally capable of providing necessary and desired educational objectives and outcomes for communities who cannot afford the digital alternatives. By comparing African educational systems in precolonial, colonial, and post-colonial times and incorporating the history of technology transfers from the Global North to South, the book highlights cultural imperialism, development theory, neocolonialism, and hegemonic tendencies.
Provides a non-western perspective on educational technology transfer programs in the sub-Saharan region Cites specific examples of educational technologies that are locally invented as well as many others that originated from western-based governmental agencies, non-governmental and multi-lateral institutions Offers an alternative theoretical and action-oriented framework for utilizing ICT (information and communications technology) in African educational institutions
Autor*in
Bellarmine A. Ezumah
Themen in »Critical Perspectives of Educational Technology in Africa«
educational technology transfer Nigeria Ghana Participatory Action Research Diffusion of Innovation One Laptop Per Child Intel Classmates Opon-Imo Tablet of Knowledge
Stimmen zu »Critical Perspectives of Educational Technology in Africa«
“Ezumah’s book represents nearly two decades of focus on growth and development in education, with an emphasis on technology, across the African continent. It offers an innovative model for effective planning and implementation of digital educational technology while recognizing the importance of class, culture, and power in providing for success in today’s educational arena.”
—Barbara B. Hines, Professor Emerita, Howard University, USA
—Emmanuel K. Ngwainmbi, Faculty, Department of Communication Studies, University of North Carolina at Charlotte, USA, and Editor of Media in the Global Context (2019)
“The revolution in ICT and its transformative impact on societies has remained an engaging issue since the 1990s. By placing ICTs at the center of her analysis on improving the quality of education in Africa, Ezumah underscores the fundamental role these technologies play in the post-industrial knowledge-based economy.”
—Ogechi E. Anyanwu, Professor of History, Eastern Kentucky University, USA
“Ezumah touched a rare area which is seeking to evaluate educational technology transfers from the West to the developing nations. Such evaluation, she proffered, must include local peculiarities including, culture, language, societal needs, and congruity with teacher training modalities and local pedagogical styles.”
—Cosmas U. Nwokeafor, Dean of Graduate School, Bowie State University, USA
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