This position paper is concerned with understanding, evaluating and designing technologies to support learning in African higher education. Its central focus is on epistemological and methodological issues and commitments – specifically whether stereotypical and established Western methodological approaches are suited for investigating African contexts. Considering various ideas about ‘indigenous knowledge’ and sensitivities, an eclectic approach is adopted and deployed. The resulting ‘method’ presented can be adopted by those interested in finding indigeneity in conventional forms of investigation, and those that wish to engage in having a rather eclectic standpoint in research. This perspective has important implications for those investigating ‘technology acceptance and adoption’ in Africa; the use and development of learning technologies and the idea of ‘blended learning’ and those considering ‘post-colonial’ computing.