Diffusion of Learning Science Principles in Afrikan EdTech Products

• In Event: Overcoming Barriers and Navigating Processes: Expanding Technology Use in Education

Proposal

Two realisations emerged from the COVID 19 pandemic as it relates to Education in a Digital Society. First, it became hard to ignore that technology is a necessary element in the future of teaching and learning eco-system, not just a nice to have (see Bozkurt et al., 2020). Second, more people entered the space of teaching and learning with technology who have not always been familiar with the discourse but saw education as a challenge to be resolved. Hence, it has become necessary to acclimate many to the appropriate applications of teaching and learning with technology that are based in theoretical foundations. Put differently, as the global demand for innovative educational technologies (EdTech) rises, there is an increasing focus on integrating research-based learning science principles to enhance the quality of tools being developed.

Africa’s EdTech sector has seen rapid growth, there is a crucial need for evidence-based approaches rooted in learning sciences to drive sustainable educational outcomes. This paper explores how learning science principles—grounded in cognitive science, pedagogy, and instructional design—are diffusing into the development of Afrikan Educational Technology products. Specifically, we present cases of working with Afrikan based entrepreneurs who are developing solutions to educational challenges on the continent.

Using the Comparative Method to Study ICT in education
The Comparative Method is generally viewed as the analytical examination of educational problems or phenomena through comparison techniques (Bereday, 1964; Rosselló, 1963). There is perhaps no time in recent memory where comparative research is needed as it is presently, where different countries are trying to make sense of how to maximise the gains of using digital technologies in their teaching and learning practices. Using the comparative method to study learning, Design, and Technology (LDT) topics is not common; few comparative studies explore a technological phenomenon. When they do, it is only discussed indirectly. This omission and gap in the literature contradict the understanding that comparative research, as an academic activity, demands diverse theoretical explanations and understanding.

As more students who never took online classes and faculty who never taught remotely continue to be thrust into unfamiliar terrains of edtech, there is a need for comparative studies that can provide guidance and serve as a form of assessment. Similarly, as more EdTech enterpreneurs see the value of developing educational technologies applications, there is a further need to expose them to the foundations of teaching and learning with technology if the promises of ICT in education are to be realized.

This proposal submission targets the conference call of Envisioning Education in a Digital Society by arguing for a partnership between edtech entrepreneurs and educational professionals. Using a case study approach, the authors present evidence of diffusion of learning science principles as guides to build educational technology products that aim to solve educational challenges on the Afrikan continent. Pulling from our experiences in countries i West, East, North and Southern Afrika, the aim of our submission is to share
• how learning science principles are being adopted by Afrikan EdTech developers.
• identified challenges and barriers to integrating learning science into EdTech products in diverse Afrikan contexts.
• case studies and best practices from Afrikan EdTech products that effectively incorporate learning sciences.
• strategies for entrepreneurs, educators, and policymakers to promote the diffusion of learning science principles into the broader EdTech landscape.

The African continent is poised for an educational transformation fueled by technology. However, without the strategic integration of learning sciences, the potential for impactful, long-lasting educational improvements may be limited. This session addresses the critical role of learning science in creating effective, culturally relevant EdTech products that can meet the diverse needs of learners across the continent. By focusing on this diffusion, we can help ensure that technological innovations are not only innovative but are also effective at improving learning outcomes.

References
Arpaci, I. (2014). A comparative study of the effects of cultural differences on the adoption of mobile learning. British Journal of Educational Technology. Advance online publication. doi: 10.1111/bjet.12160
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ... & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.
Bereday, G. (1964). Comparative method in education. New York, NY: Holt, Rinehart and Winston.
Bignold, W., & Gayton, L. (Eds.). (2009). Global issues and comparative education. Exeter, UK: Learning Matters.
Carnoy, M. (2006). Rethinking the Comparative—and the International. Comparative Education Review, 50(4), 551-570.
Rosselló, P. (1963). Concerning the structure of comparative education. Comparative Education Review, 7(2), 103–107.
Teo, T., Su Luan, W., & Sing, C. C. (2008). A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: An application of the technology acceptance model (TAM). Educational Technology & Society, 11(4), 265–280.
Thomas, R. M. (1998). Conducting educational research: A comparative view. Westport, Conn: Bergin & Garvey.

Authors

• Tutaleni I Asino, Carnegie Mellon University

• Amy Ogan, Carnegie Mellon University

• Marti Louw, Carnegie Mellon University