Kigotho, Mutuota

2011

Research in the growth of Information Communication Technology (ICT) in Africa suggests that a gulf exists between the rhetoric of those advocating the use of ICT in education and the reality of classroom practice. The Education for All (EFA) Global Monitoring Report for 2002, (UNESCO 2002a) emphasised that some 3 million new teachers are required in Africa if the Millennium Development Goals (MDGs) are to be achieved. In formulating a framework for the use of ICT in Teacher Training in Africa, it has been suggested that new technologies can enable people to learn effectively at whatever level they choose. Emerging and new technologies can also encourage new methods that enhance teaching and learning. A planning guide prepared by UNESCO (2002b) on ICTs in Teacher Education, decries the fact that Africa has been left behind in the use of ICT for educational purposes. Building on this assessment, this paper seeks to spell out how in recent years technology has been used to enhance pedagogy in schools in Africa. Content-rich programs have been locally developed with the collaboration of Open Educational Resources (OERs) and the Commonwealth of Learning (COL). This has led to the development of blended learning solutions. Recently, 10 Open Distance and E-Learning Centres - ODel Centres, have been opened in Africa indicating a huge appetite for using technology to enhance teaching and learning in the region. This paper seeks to explore innovation in the use of technology within educational settings in Africa.

Australian Systemic Functional Linguistics Association National Conference Abstracts, p. 23-23

https://hdl.handle.net/1959.11/13238

en

University of New England

Fibre optic technology in Educational settings in Africa

Conference Publication

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