Cover

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Title Page, Copyright

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pp. i-ii

List of Contributors

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pp. iii-vi

Contents

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pp. vii-viii

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Chapter 1 - Introduction: Towards a Technology Driven Curriculum

Lawrence Meda

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pp. 1-4

In this contemporary digital era, educational technology is playing an increasingly important role. It has become so ubiquitous and fundamental in teaching and learning in higher education. Students of the 21st-century desire opportunities to learn in real time, anytime, and on their own terms using technology. This challenges lecturers in institutions of higher learning to be creative and innovative in curriculum design and pedagogy, in order to meet the needs and expectations of students in the digital era....

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Chapter 2 - Students’ views on integrating technology in learning at a University in Lesotho

Sekitla Daniel Makhasane & Raymond Nkwenti Fru

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pp. 5-26

The 21st century has witnessed a paradigm shift in higher education institutions throughout the world as a result of the integration of Information and Communication Technologies (ICTs) into teaching and learning (Vajargan, Jahani & Azadman, 2010). In the 21st century, students learn better through ICTs (Joo, Kim & Kim, 2016). Thang, Lee, Murugaiah, Jaafar, Tan and Bukhari (2016) found that students value the integration of ICTs into teaching and learning, but they used them more for social than educational purposes....

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Chapter 3 - Prior access to modern learning technologies as a predictor of Post-Admission Cognitive Dissonance in African universities: Evidence from Namibia and Zimbabwe

Fanny Saruchera & Africa Makasi

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pp. 27-50

The choice of an institution for higher education, as is the selection of a particular degree programme to pursue within that institution, is a decision of considerable importance for most individuals (Conklin, 2014). According to Mitchell (2003) the presence of this phenomenon and subsequent strategies to manage it is vital to student retention efforts. Cognitive dissonance theory suggests that consumers experience tension following a difficult decision and may behave in some strange ways in an effort to reduce the dissonance...

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Chapter 4 - Effectiveness of digital technology in teaching of literature in Kenyan universities: A case study of Pwani University

Remmy Shiundu Barasa

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pp. 51-78

The last two decades have seen tremendous shift in pedagogical practices at all levels in the education sector (Siemens & Titternberger, 2009). At the centre of this epochal shift has been the revolutionary use of digital technologies especially the use of Internet. This has changed the traditional learning in higher education including the methods of course delivery, assessment, and other classroom activities. Oblinger (2004) notes that due to rapid technological innovations, learners have become digitally connected....

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Chapter 5 - Postgraduate Certificate in Education students’ perspectives about learning using Blackboard at a university in South Africa

Lawrence Meda

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pp. 79-100

Technology is increasingly being used to maximise student participation and engagement inside and outside lecture rooms in the 21st century. Higher education institutions around the world are progressively encompassing online modes of instruction (Bodey, Ravaga & Sloan, 2016) to enhance teaching and learning in a cost effective way. Research shows that teaching using various technology which include online platforms does not only enhance the quality of...

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Chapter 6 - Student use of technology in Higher Education in Zimbabwe

Silas Parowa Mangwende

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pp. 101-126

Zimbabwe, a landlocked Southern African country with Mozambique bordering on the east, South Africa on the south, Botswana on the west and twin sister Zambia on the north and northwest, has placed special emphasis on technology. Unleashing the power of technology will lead to various facets of a nation’s economic and national development (Shizha & Kariwo, 2011). Thus, Shizha and Kariwo (2011) highlight the importance of technology as a gateway to sustainable economic and national development of any...

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Chapter 7 - Teaching pre-service teachers to integrate technology for inclusive classrooms with deaf learners in Tanzania

Bernadatte Namirembe

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pp. 127-160

Technology has facilitated paradigm shifts in education and transformed the way students learn. Advances in technology have motivated educators to develop and implement new and innovative strategies to teach students for more effective and meaningful learning (Chai, Koh & Tsai, 2010). But the direct impact of technology on effective and meaningful learning and the use of technology by teachers in the teaching has remained minimal in many developing countries. This lack of impact may be attributed to the...

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Chapter 8 - Using technology to assess students at a university in Tanzania: Lecturers’ perspectives

Ezra Nathanael Ntazoya

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pp. 161-186

This chapter presents the concept of assessment in higher learning institutions in reference to Archbishop Mihayo University College of Tabora (AMUCTA). The background to the problem, problem statement, theoretical framework, and purpose of the study is presented. The significance of the study and research questions is also covered. Under methodology section, research design, data tools, population, sample and sampling procedures, data analysis plan and ethical issues have been considered. Findings of the study followed...

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Chapter 9 - University Education and its impact on Nigerian technological advancement

Louis Okon Akpan

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pp. 187-212

Universities all over the world are places where learning is sought at its maximum level and they are the centre for the production of high level manpower. Okoroma (2008, p.5) says:

A university is different from other academic institutions because its preoccupation is not only in the diffusion of knowledge but in its extension. The university yearns for truth and subjects existing body of knowledge to critical examination and analysis to see if it needs revision. As a centre for excellence, universities are also expected to set...

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Chapter 10 - Conclusion: Envisioning technology driven curriculum in African Higher Education: Ubuntu Perspective

Sekitla Daniel Makhasane & Lawrence Meda

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pp. 213-220

In this concluding chapter, we reflect on the main issues discussed in the book. The reflection is done from a perspective that adds an African world view flavour to the book. In other words, we locate our reflections in a postcolonial indigenous paradigm with the focus on Africa since the book is based on the findings from selected African countries. Our understanding of such a paradigm is influenced by Chilisa (2012, p. 20) who claims:

A postcolonial indigenous research paradigm articulates the shared aspects of ontology, epistemology, axiology, and research...

Back Cover

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