The debate is no longer whether to use information and communication
technologies (ICT) in education in Africa but how to do so, and how to
ensure equitable access for teachers and learners, whether in urban or
rural settings. This is a book about how Africans adopt and adapt ICT.
It is also about how ICT shape African schools and classrooms. Why do we
use ICT, or not? Do girls and boys use them in the same ways? How are
teachers and students in primary and secondary schools in Africa using
ICT in teaching and learning? How does the process transform relations
among learners, educators and knowledge construction? This collection by
19 researchers from Africa, Europe, and North America, explores these
questions from a pedagogical perspective and specific socio-cultural
contexts. Many of the contributors draw on learning theory and survey
data from 36 schools, 66000 students and 3000 teachers. The book is rich
in empirical detail on the perceived importance and appropriation of ICT
in the development of education in Africa. It critically examines the
potential for creative use of ICT to question habits, change mindsets,
and deepen practice. The contributions are in both English and French.
