You are here:

New Computers in Schools in Developing African Countries: A Conceptualization of the Neglected Considerations
PROCEEDING

, Margaret Warner School of Education and Human Development, University of Rochester, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Basic and secondary schools in developing African countries such as Ghana, Nigeria and Kenya are gradually being equipped with computers to facilitate teaching and learning It has however been observed that some necessary preliminary considerations implied by the Technology Acceptance Model have been undermined by stakeholders Consequently, many schools in these countries encounter seemingly insurmountable challenges in their effort to incorporate computers in teaching and learning, and the new computers in some schools are somewhat redundant In this study, an effort is made to conceptualize considerations neglected by stakeholders in their effort to supply computers to schools and their accompanying difficulties This study also attempts to provide an adapted framework that could guide stakeholders in addressing challenges identified

Citation

Boison, B.T.K. (2017). New Computers in Schools in Developing African Countries: A Conceptualization of the Neglected Considerations. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 122-131). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References