Utiliser la technologie pour l'apprentissage : Leçons généralisables de l'intégration des technologies éducatives au Kenya

Auteurs-es

  • Adeela Arshad-Ayaz Concordia University
  • M. Ayaz Naseem Concordia University
  • Justus Inyega University of Nairobi

DOI :

https://doi.org/10.21432/cjlt27957

Mots-clés :

LTK , éducation kenyane , plateformes technologiques

Résumé

Cet article présente certains résultats initiaux d'un projet de partenariat pluriannuel sur l'intégration de la technologie dans le système éducatif kenyan. Plus précisément, des preuves qualitatives sont présentées sur la façon dont les résultats et les leçons tirées du projet de partenariat peuvent être généralisés et utilisés par d'autres équipes de recherche et projets utilisant d'autres plateformes technologiques. Fondé sur la théorie critique de la technologie éducative et utilisant des stratégies méthodologiques à l'intersection de l'analyse critique du discours et de l'ethnographie critique, cet article examine l'intégration de la technologie dans les écoles publiques kenyanes à l'aide de la Trousse d'apprentissage+ développé au Centre d'études sur l'apprentissage et la performance de l'Université Concordia à Montréal, Canada.

Bibliographies de l'auteur-e

Adeela Arshad-Ayaz, Concordia University

Adeela Arshad-Ayaz is an Associate Professor in the Department of Education at Concordia University in Quebec, Canada. She received her Ph.D. in Comparative and International Education and Sociology of Education from McGill University. Arshad-Ayaz has published on the impact of globalization on educational policy and the impact of social media on youth’s civic engagement, and issues related to diversity in culturally pluralist societies. Her ongoing research includes (FQRSC, SSHRC, and Security Canada) funded projects on social media for civic engagement and participation, social media and cultural pluralism, and the dark side of social media: hate speech in online environments.

M. Ayaz Naseem, Concordia University

M. Ayaz Naseem is a Professor in the Department of Education at Concordia University in Quebec, Canada and holds a Ph.D. in Comparative and International Education from McGill University, Montreal. His research interests are situated on the cross-section of peace education, social media as space for peace education, teaching about extremism, terror, and radicalization, feminist theory and philosophy, post-structuralism, and citizenship education. He has published widely, including six books and over 75 articles and book chapters.

Justus Inyega, University of Nairobi

Justus O. Inyega is an Associate Professor in the Department of Educational Communication and Technology, School of Education, College of Education and External Studies, University of Nairobi and the Director, Centre for Pedagogy and Andragogy. Inyega holds a Ph.D. in Science Education, a Postgraduate Certificate in multidisciplinary qualitative research from the University of Georgia, USA, a Masters of Education from the University of Leeds, UK, and a Masters of Education and Bachelor of Education from Kenyatta University, Kenya.

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Publié-e

2023-01-21

Numéro

Vol. 48 No. 2 (2022): Printemps

Rubrique

Articles

Licence

© Adeela Arshad-Ayaz, Ayaz Naseem, Justus Inyega 2022

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.