| 000 | 03673nam a22005415i 4500 | ||
|---|---|---|---|
| 001 | 978-3-030-53728-9 | ||
| 003 | DE-He213 | ||
| 005 | 20210301012639.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 201019s2020 gw | s |||| 0|eng d | ||
| 020 | _a9783030537289 | ||
| 024 | 7 |
_a10.1007/978-3-030-53728-9 _2doi |
|
| 040 | _cМУБИС | ||
| 050 | 4 | _aL1-991 | |
| 072 | 7 |
_aJN _2bicssc |
|
| 072 | 7 |
_aEDU000000 _2bisacsh |
|
| 072 | 7 |
_aJN _2thema |
|
| 082 | 0 | 4 |
_a370 _223 |
| 100 | 1 |
_aEzumah, Bellarmine A. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 245 | 1 | 0 |
_aCritical Perspectives of Educational Technology in Africa _h[electronic resource] : _bDesign, Implementation, and Evaluation / _cby Bellarmine A. Ezumah. |
| 250 | _a1st ed. 2020. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2020. |
|
| 300 |
_aXVII, 193 p. 5 illus., 4 illus. in color. _bonline resource. |
||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_acomputer _bc _2rdamedia |
||
| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
||
| 490 | 1 | _aDigital Education and Learning | |
| 505 | 0 | _a1. 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 | _aThis 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. | ||
| 650 | 0 | _aEducation. | |
| 650 | 0 | _aInternational education . | |
| 650 | 0 | _aComparative education. | |
| 650 | 0 | _aEconomic development. | |
| 650 | 1 | 4 |
_aEducation, general. _0https://scigraph.springernature.com/ontologies/product-market-codes/O00000 |
| 650 | 2 | 4 |
_aInternational and Comparative Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O13000 |
| 650 | 2 | 4 |
_aDevelopment Studies. _0https://scigraph.springernature.com/ontologies/product-market-codes/913000 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030537272 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030537296 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030537302 |
| 830 | 0 | _aDigital Education and Learning | |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-030-53728-9 |
| 942 |
_2ddc _cEBOOK |
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| 999 |
_c102602 _d102602 |
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