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Pedagogical appropriation of information and communication technologies (ICT) by West African educators

Author: Kathryn Toure
Publisher: [Oxford, England] : Distributed in and outside N. America by African Books Collective. Mankon, Cameroon : Langaa Research & Publishing CIG, [2016]
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
West African teachers and professors who are appropriating information and communication technologies (ICT) are making it part and parcel of education and everyday life. In Mali and beyond, they adapt ICT to their milieus and work as cultural agents, mediating between technology and society. They yearn to use ICT to make education more relevant to life, facilitate and enhance African participation in global debates  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Kathryn Toure
ISBN: 9789956763313 9956763314
OCLC Number: 957697659
Language Note: Preface and overview in English and French, 1 chapter in French.
Description: 1 online resource (1 PDF (xviii, 220 pages))
Contents: Preface / by Therese Tchombe --
Pr{acute}eface / par Th{acute}eráese Tchombe --
Overview --
Vue d'ensemble --
1. Context, problems and research questions --
2. Key concepts --
3. Methodology --
4. Research results --
5. Blacksmiths of Internet in African classrooms --
6. Dialoguing about ICT at the borders of transformative possibilities --
7. Pourquoi les professeurs ouest-africains s'approprient-ils l'internet? --
8. Conclusions and recommendations.
Responsibility: Kathryn Toure.

Abstract:

West African teachers and professors who are appropriating information and communication technologies (ICT) are making it part and parcel of education and everyday life. In Mali and beyond, they adapt ICT to their milieus and work as cultural agents, mediating between technology and society. They yearn to use ICT to make education more relevant to life, facilitate and enhance African participation in global debates and scholarly production, and evolve how Africa and Africans are projected and perceived. In sum, educators are harnessing ICT for its transformative possibilities. The changes apparent in student-teacher relations (more interactive) and classrooms (more dialogical) suggest that ICT can be a catalyst for pedagogical change, including in document-poor contexts and ones weighed down by legacies of colonialism. Learning from the perspectives and experiences of educators pioneering the use of ICT in education in Africa can inform educational theory, practice and policy and deepen understandings of the concept of appropriation as a process of cultural change.

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