Integrating Technology to Adult and Distance Learning in Botswana, Nigeria, and South Africa: Prospects, Challenges, and Mitigations [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (67th, Myrtle Beach, SC, Sep 30-Oct 2, 2018).

Autor/in	Oduaran, Akpovire
Titel	Integrating Technology to Adult and Distance Learning in Botswana, Nigeria, and South Africa: Prospects, Challenges, and Mitigations [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (67th, Myrtle Beach, SC, Sep 30-Oct 2, 2018).
Quelle	(2018), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Technology Integration; Adult Education; Distance Education; Internet; Barriers; Access to Education; Energy; Investment; Faculty Development; Research and Development; Botswana; Nigeria; South Africa + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Access; Bildung; Zugang; Bildungszugang; Energie; Investments; Geldanlage; Investiton; Forschung und Entwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The technology utilization gap experienced almost one decade ago in many African countries had by June 2017 become a thing of the past when different African governments began to repudiate investment in fixed-line infrastructure in favor of the mobile infrastructure. Many networks providers have since migrated from 3G to LTE-based services. Telecommunication technology has been changing the way Africans do business in commerce, agriculture, health management and, largely, education. Botswana, Nigeria and South Africa have been actively engaged in enforcing Internet penetration such that by June 2017, there were 923, 528 (39.4%) Internet users reported for Botswana, 91, 598, 757 (47.7%) users for Nigeria, and 29, 935, 634 (54.0%) users for South Africa (Miniwatts Marketing Group, 2017). Whilst it might be correct to say that the improvement in Internet penetration in the three countries could imply major prospects for its integration to adult and distance learning, there are challenges related to energy supplies, availability of hardware, expertise, cybersecurity and many others that can impede success in effectively digitalising program offers. This paper briefly examines the major prospects of integrating technology to adult and distance learning, possible challenges, and how best these might be mitigated so as to enhance the prompt entry of all three countries into the era of technology enriched provision of adult learning programs for personal and national development. [For the full proceedings, see ED597456.] (As Provided).
Anmerkungen	Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: https://www.aaace.org/page/CIAE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01