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Critical perspectives of educational...

Ezumah, Bellarmine A.

Critical perspectives of educational technology in Africadesign, implementation, and evaluation /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical perspectives of educational technology in Africaby Bellarmine A. Ezumah.
Reminder of title:	design, implementation, and evaluation /
Author:	Ezumah, Bellarmine A.
Published:	Cham :Springer International Publishing :2020.
Description:	xvii, 193 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Educational technologyAfrica, Sub-Saharan.
Online resource:	https://doi.org/10.1007/978-3-030-53728-9
ISBN:	9783030537289$q(electronic bk.)

Critical perspectives of educational technology in Africadesign, implementation, and evaluation /
Ezumah, Bellarmine A.

Critical perspectives of educational technology in Africadesign, implementation, and evaluation /[electronic resource] :by Bellarmine A. Ezumah. - Cham :Springer International Publishing :2020. - xvii, 193 p. :ill., digital ;24 cm. - Digital education and learning. - Digital education and learning..

1. Introduction and Background -- 2. An Overview of the African Education Systems -- 3. Critical and Cultural Perspectives of Educational Technology Transfers and Theoretical Frameworks -- 4. Challenges of Educational Technology Adoption in Africa -- 5. Teacher Training and Pedagogy in Africa -- 6. Case Studies of Educational Technologies Deployment and Initiatives -- 7. Ezumah Model or Effective Planning and Implementation of (digital) Educational Technology -- 8. Conclusion.

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.

ISBN: 9783030537289$q(electronic bk.)

Standard No.: 10.1007/978-3-030-53728-9doiSubjects--Topical Terms:

880483
Educational technology
--Africa, Sub-Saharan.

LC Class. No.: LB1028.3 / .E98 2020

Dewey Class. No.: 371.330967

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505 0 $a 1. Introduction and Background -- 2. An Overview of the African Education Systems -- 3. Critical and Cultural Perspectives of Educational Technology Transfers and Theoretical Frameworks -- 4. Challenges of Educational Technology Adoption in Africa -- 5. Teacher Training and Pedagogy in Africa -- 6. Case Studies of Educational Technologies Deployment and Initiatives -- 7. Ezumah Model or Effective Planning and Implementation of (digital) Educational Technology -- 8. Conclusion.
520 $a 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.
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