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Designing and Evaluating Learning Technology: An African Dilemma and Approach

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Designing and Evaluating Learning Technology : An African Dilemma and Approach. / Adamu, Muhammad Sadi.

Proceedings of the 11th International Conference on Computer Supported Education : (CSEDU 2019). ed. / H. Lane; James Uhomoibhi; Susan Zvacek. Vol. 1 SciTePress, 2019. p. 184-191.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Harvard

Adamu, MS 2019, Designing and Evaluating Learning Technology: An African Dilemma and Approach. in H Lane, J Uhomoibhi & S Zvacek (eds), Proceedings of the 11th International Conference on Computer Supported Education : (CSEDU 2019). vol. 1, SciTePress, pp. 184-191. https://doi.org/10.5220/0007744901840191

APA

Adamu, M. S. (2019). Designing and Evaluating Learning Technology: An African Dilemma and Approach. In H. Lane, J. Uhomoibhi, & S. Zvacek (Eds.), Proceedings of the 11th International Conference on Computer Supported Education : (CSEDU 2019) (Vol. 1, pp. 184-191). SciTePress. https://doi.org/10.5220/0007744901840191

Vancouver

Adamu MS. Designing and Evaluating Learning Technology: An African Dilemma and Approach. In Lane H, Uhomoibhi J, Zvacek S, editors, Proceedings of the 11th International Conference on Computer Supported Education : (CSEDU 2019). Vol. 1. SciTePress. 2019. p. 184-191 https://doi.org/10.5220/0007744901840191

Author

Adamu, Muhammad Sadi. / Designing and Evaluating Learning Technology : An African Dilemma and Approach. Proceedings of the 11th International Conference on Computer Supported Education : (CSEDU 2019). editor / H. Lane ; James Uhomoibhi ; Susan Zvacek. Vol. 1 SciTePress, 2019. pp. 184-191

Bibtex

@inproceedings{ac36a3cb236a4644be15e876969e6bff,
title = "Designing and Evaluating Learning Technology: An African Dilemma and Approach",
abstract = "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 {\textquoteleft}indigenous knowledge{\textquoteright} and sensitivities, an eclectic approach is adopted and deployed. The resulting {\textquoteleft}method{\textquoteright} 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 {\textquoteleft}technology acceptance and adoption{\textquoteright} in Africa; the use and development of learning technologies and the idea of {\textquoteleft}blended learning{\textquoteright} and those considering {\textquoteleft}post-colonial{\textquoteright} computing.",
author = "Adamu, {Muhammad Sadi}",
year = "2019",
month = may,
day = "2",
doi = "10.5220/0007744901840191",
language = "English",
isbn = "9789897583674",
volume = "1",
pages = "184--191",
editor = "H. Lane and James Uhomoibhi and Susan Zvacek",
booktitle = "Proceedings of the 11th International Conference on Computer Supported Education",
publisher = "SciTePress",

}

RIS

TY - GEN

T1 - Designing and Evaluating Learning Technology

T2 - An African Dilemma and Approach

AU - Adamu, Muhammad Sadi

PY - 2019/5/2

Y1 - 2019/5/2

N2 - 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.

AB - 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.

U2 - 10.5220/0007744901840191

DO - 10.5220/0007744901840191

M3 - Conference contribution/Paper

SN - 9789897583674

VL - 1

SP - 184

EP - 191

BT - Proceedings of the 11th International Conference on Computer Supported Education

A2 - Lane, H.

A2 - Uhomoibhi, James

A2 - Zvacek, Susan

PB - SciTePress

ER -