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Critical Perspectives of Educational Technology in Africa: Design, Implementation, and Evaluation 1st ed. Edition Bellarmine A. Ezumah full chapter instant download
Critical Perspectives of Educational Technology in Africa: Design, Implementation, and Evaluation 1st ed. Edition Bellarmine A. Ezumah full chapter instant download
Critical Perspectives of Educational Technology in Africa: Design, Implementation, and Evaluation 1st ed. Edition Bellarmine A. Ezumah full chapter instant download
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DIGITAL EDUCATION AND LEARNING
Critical Perspectives
of Educational
Technology in Africa
Design, Implementation,
and Evaluation
Bellarmine A. Ezumah
Digital Education and Learning
Series Editors
Michael Thomas
Liverpool John Moores University
Liverpool, UK
John Palfrey
Phillips Academy
Andover, MA, USA
Mark Warschauer
University of California, Irvine
Irvine, CA, USA
Much has been written during the first decade of the new millennium
about the potential of digital technologies to produce a transforma-
tion of education. Digital technologies are portrayed as tools that will
enhance learner collaboration and motivation and develop new multi-
modal literacy skills. Accompanying this has been the move from under-
standing literacy on the cognitive level to an appreciation of the sociocul-
tural forces shaping learner development. Responding to these claims, the
Digital Education and Learning Series explores the pedagogical poten-
tial and realities of digital technologies in a wide range of disciplinary
contexts across the educational spectrum both in and outside of class.
Focusing on local and global perspectives, the series responds to the
shifting landscape of education, the way digital technologies are being
used in different educational and cultural contexts, and examines the
differences that lie behind the generalizations of the digital age. Incorpo-
rating cutting edge volumes with theoretical perspectives and case studies
(single authored and edited collections), the series provides an accessible
and valuable resource for academic researchers, teacher trainers, admin-
istrators and students interested in interdisciplinary studies of education
and new and emerging technologies.
Critical Perspectives
of Educational
Technology in Africa
Design, Implementation, and Evaluation
Bellarmine A. Ezumah
Journalism and Mass Communication
Murray State University
Murray, KY, USA
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer
Nature Switzerland AG 2020
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights
of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and
retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc.
in this publication does not imply, even in the absence of a specific statement, that such
names are exempt from the relevant protective laws and regulations and therefore free for
general use.
The publisher, the authors and the editors are safe to assume that the advice and informa-
tion in this book are believed to be true and accurate at the date of publication. Neither
the publisher nor the authors or the editors give a warranty, expressed or implied, with
respect to the material contained herein or for any errors or omissions that may have been
made. The publisher remains neutral with regard to jurisdictional claims in published maps
and institutional affiliations.
This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Dedicated to my parents,
Late Emmanuel Alicho Ezuma
and
Ezinne Mrs. Martina Ngwanma Ezuma
Renowned teachers who first instilled in me the value of education.
Foreword
vii
viii FOREWORD
I am profoundly grateful to God who has been the source and summit
of my life. I thank Dr. Barbara Hines—my mentor and friend, who
believed in me before she met me, and whose recommendation furthered
my chance to benefit from the prestigious Frederick Douglass Fellow-
ship at Howard University. I also thank the members of my disser-
tation committee—the etymology of this work—Dr. Carolyn Byerly,
Dr. Anju Chaudhary, Dr. Frederick Harper, Dr. Chuka Onwumechili, and
Dr. Kevin Clark, my external examiner.
I am deeply grateful to the National Science Foundation (NSF) and
the Arthur J. Bauernfeind College of Business at Murray State University
under the deanship of Dr. Tim Todd, for sponsoring my research trips.
I thank also, my brother and mentor, Prof. Dr. Gerry Muuka. To my
editors at Palgrave Macmillan, especially Linda Braus, I appreciate your
patience and guidance.
To my numerous friends and colleagues, I want you to know that I
cherish your friendships and support during the first phase of this work in
2009/2010 and your continued support in this later phase that turned it
into a book. In a special way, I acknowledge Fr. Charles Ebelebe, CSSp
for his support and editorial touches.
A special thanks to my local coordinators in Nigeria and Ghana who
paved the way prior to my arrival for field research. Among them are Tomi
Davies, Ahmed Dan-Hamidu, Ayo Kusamotu, Rev. Kingsley Dadebo, and
Maxwell Akornor. Most importantly, I thank my research participants the
xi
xii ACKNOWLEDGMENTS
students and staff of LEA Galadima and Kanda V schools in Nigeria and
Ghana, respectively, as well as the government officials and experts in the
fields of education and technology, and the OLPC staff, who provided me
with vital data that informed this work.
Finally, to my families, the Ezumas (my pride and my joy), and the
Daughters of Mary, Mother of Mercy Sisters, I will sum up my emotions
with, “I love you all!” I thank Rev. Mother Pauline Eboh, DMMM and
Council for granting me the permission to further my studies. I thank
my parents, my wonderful father, late Mazi Emmanuel Alicho Ezuma
and my beloved mother, Ezinne Martina Ngwanma Ezuma. Mama, you
are my rock! Thanks for your love and encouragement. To my siblings—
Julie (RIP), Nkechi, Vero, Nma (RIP), Chukwuma, Kelechi, and my in-
laws, aunts, uncles, cousins, nieces and nephews especially, Ezinwannem,
Divine, Goodluck, and Amanda, whose love maintained my sanity during
the final preparations of this manuscript under COVID-19 pandemic,
thank you!
Contents
8 Conclusion 179
Index 189
xiii
List of Figures
xv
List of Tables
xvii
CHAPTER 1
The idea for this book began in 2009, some 10 years ago when I was
completing my graduate studies at Howard University. With a seven-year
experience as Utilization Coordinator and later, Director of Instruc-
tional Technology for Catholic elementary and high schools in New
York City (Brooklyn and Queens), I became aware, firsthand, the role
technology—both analog and digital—play in improving teaching and
learning. Therefore, it piqued my interest to review ways that educational
technology might be efficiently conceived, designed, implemented, and
evaluated especially for low-income and poor communities of the world.
The earliest version of this work was informed by an empirical study
integrating an extensive formative evaluation of the famous One Laptop
Per Child (OLPC) XO-tablet initiative of MIT and Nicholas Negro-
ponte. Later, I continued the quest by reviewing African homegrown
educational technologies to ascertain their success and how effective they
render teaching and learning in elementary and secondary education
sectors. One of such studies was conducted in Osun State of Nigeria
with the Opon Imo (Tablet of knowledge) which was a contrivance of
the then Governor of Osun State, Ogbeni Rauf Odesoji Aregbesola.
This book presents several years of inquiry on the best practices and
most efficient ways to improve education among low-income commu-
nities and regions of the world through designing and implementing
In light of the above, this work adds to the volume of books on educa-
tional technology planning, designing, implementation, and evaluation
specific to the African continent. However, there is still paucity of mate-
rials that focus on elementary education and technologies designed by
the West and transferred to the Global South. Also, it addressed the
issue of innovation as a process of transferring ideologies and not just the
hardware and software technologies incorporating political and religious
colonialism with its by-product of cultural imperialism.
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grande armée française, la situation où elle se trouvait, se lier à elle,
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livrer bataille sans les Anglais, et il serait encore temps le lendemain
de se saisir des Quatre-Bras qu'on n'avait pas occupés la veille.