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Teklu Abate Bekele Samuel Amponsah Ibrahim M. Karkouti 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1520-1538
Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology-enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified.
Practitioner notes
What is already known about this topic
- Multidisciplinary theories developed primarily within Western contexts are used to underpin technology-enhanced teaching and learning globally.
- Their primary focus on basic education and their sensitivity to socio-cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa.
- African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration.
What this paper adds
- This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa.
- Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory.
- Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology-enhanced spaces.
Implications for practice and/or policy
- The purpose of education in successful technology-enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education.
- The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges.
- The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.
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Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student. 相似文献
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