This book is a critical-cultural evaluation of educational technology
adoption in Sub-Saharan Africa, including projects such as the OLPC (One
Laptop Per Child). It presents efficient ways of improving education
delivery among low-income communities through designing and implementing
congruent educational technologies that incorporate social and cultural
proclivities. Ezumah defines technology with regards to pedagogy, and
seeks to debunk the assumption that educational technology consists only
of digital and interactive options. Additionally, she argues for a
narrative paradigm shift aimed at validating analog technologies as
equally capable of providing necessary and desired educational
objectives and outcomes for communities who cannot afford the digital
alternatives. By comparing African educational systems in precolonial,
colonial, and post-colonial times and incorporating the history of
technology transfers from the Global North to South, the book highlights
cultural imperialism, development theory, neocolonialism, and hegemonic
tendencies.