Authors:
- 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
Part of the book series: Digital Education and Learning (DEAL)
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Table of contents (8 chapters)
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Front Matter
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Back Matter
About this book
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.
Reviews
“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
"This volume is a delightful guide full of valuable information about obstacles and solutions to the transfer and management of ICT in primary and secondary schools in Africa. Analyzing Information and Communication Technology (ICT)'s implications for pedagogy and other classroom dynamics, the book recommends ways of reprogramming results-based digital educational technology to better serve learners and prepare them for the workforce. Considering the ever-growing socio-political and economic problems in Africa, the complexity of development paradigms associated with them, and the fact that proper education improves our overall wellbeing, this book promptly offers a new window through which development practitioners, pedagogists, educators, and digital tech providers should approach educational technology and learning in Africa."
—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
Authors and Affiliations
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Journalism and Mass Communication, Murray State University, Murray, USA
Bellarmine A. Ezumah
About the author
Bellarmine A. Ezumah is Associate Professor and Director of the Journalism and Mass Communications Graduate Program at Murray State University, USA. She is recipient of several awards, including the National Science Foundation (NSF) and the Carnegie African Diaspora Fellowship.
Bibliographic Information
Book Title: Critical Perspectives of Educational Technology in Africa
Book Subtitle: Design, Implementation, and Evaluation
Authors: Bellarmine A. Ezumah
Series Title: Digital Education and Learning
DOI: https://doi.org/10.1007/978-3-030-53728-9
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-53727-2Published: 20 October 2020
Softcover ISBN: 978-3-030-53730-2Published: 21 October 2021
eBook ISBN: 978-3-030-53728-9Published: 19 October 2020
Series ISSN: 2753-0744
Series E-ISSN: 2753-0752
Edition Number: 1
Number of Pages: XVII, 193
Number of Illustrations: 1 b/w illustrations, 4 illustrations in colour
Topics: Education, general, International and Comparative Education, Development Studies