African Philosophy for Successful Integration of Technology in Higher Education

Autor/inn/en	Bekele, Teklu Abate; Amponsah, Samuel; Karkouti, Ibrahim M.
Titel	African Philosophy for Successful Integration of Technology in Higher Education
Quelle	In: British Journal of Educational Technology, 54 (2023) 6, S.1520-1538 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bekele, Teklu Abate) ORCID (Amponsah, Samuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13364
Schlagwörter	Foreign Countries; Philosophy; Technology Integration; Higher Education; Developing Nations; Humanism; Ethics; Success; Africa + Suchen Sie Ihr Suchwort? Ausland; Philosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Developing country; Developing countries; Entwicklungsland; Humanismus; Ethik; Erfolg; Afrika
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01