Evaluating ICT for Education in Africa - Royal Holloway, University of ...

approaches constitute a metaphorical „zombie that keeps returning from itsgrave‟. Constructivism, especially within the context of ICT for education inAfrica, should therefore be considered as the latest iteration of a frequentlyrecurring educational fad, defined by Paul and Elder (2007a p.4) as „a shortlivedemphasis on a seemingly wonderful new idea that will transformteaching and learning without much effort on anyone‟s part‟. Recognising thisdoes not equate to a complete dismissal of the contribution of constructivismbut does both reframe and remove it from a position of assumedincontrovertibility.Despite the incompatibility with understanding of human cognitivearchitecture and lack of proven positive impact there are still ardentadvocates for constructivism or minimally guided approaches (Selinger 2009,Mitra 2003, Dangwal et al. 2006). Within the context of ICT for education,and specifically within the current African context, a significant reason forthis is the role of constructivism as a valuable legitimising tool for theexpansion agenda of the private sector. This exists in combination with themission minded ideological naïvety of certain educational technologists aspreviously discussed and further exemplified through OLPC (section 8.4).7.6 Guided discovery through technologyThe factors outlined above mean that pedagogical debate within ICT foreducation in Africa is sometimes presented in polarised terms, with thosewho recognise the limitations of rote-learning necessarily assumed to beproponents of constructivism (see Selinger 2009). However, thisdichotomising demonstrates a limited awareness regarding the diverse realityof education across the continent. Developing an understanding of potentiallyappropriate usages of technology within education in Africa (Kellner 2002)requires a more nuanced approach, acknowledging that these constitute twoextreme positions within a continuum of educational experience (Dewey1938).298