Africa and Technology in Higher Education
Trends, Challenges, and Promise
DOI:
https://doi.org/10.31686/ijier.vol3.iss5.354Keywords:
ICT (information and communication technology) in Africa, higher education, African technology, distance learning, postcolonial theory, critical pedagogyAbstract
Showing that technology in higher education in African countries is lagging behind the developed world and also that Internet connectivity is on the rise in African nations, this paper describes and analyzes trends in the use of ICTs as well as the impact that the shortage in technological use and capacity has on Africa, particularly that needed to address the changing demands within the higher education sector. Challenges to the proposed widespread implementation of technology exist, particularly because most institutions of higher education have very limited technological capacity and basic resources, such as electricity, equipment, and funding; brain drain, improper use of ICT, and the colonial mindset are also factors. It is suggested that ICT be integrated into education with a purpose and within the context of postcolonial theory and a critical pedagogy perspective. Key uses of ICT in education, including mobile technology, are access, support, and communication, making learning available to anyone anywhere and enhancing learning as an interactive process, with much potential for collaboration and problem-solving. Four salient components related to incorporating ICTs into higher education are discussed: (a) teacher education; (b) curriculum; (c) distance learning; and (d) educational policy, planning, and management. Examples of technological initiatives in higher education as well as recommendations are given. Ghana, Kenya, and Tanzania, representative of other African nations to varying degrees, are highlighted in regard to ICT infrastructure and its relevancy to higher education. It is concluded that African higher education has high potential for catching up in the technological race.
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