African philosophy for successful integration of technology in higher education

Abstract

Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teach ing and learning in higher education. Such multidis ciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructiv ism, connectivism, collaborationism, TPACK frame work and authentic learning theory have been used to underpin technology-enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual re ality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba em piricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study pro poses African philosophical perspectives to underpin technology integration in higher education. The epis temologies define the nature of student and faculty engagements and strategies, whereas the humanis tic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, com munication media and cognitive tools to think through and with. Implications for further research and prac tice are identified