Bridging Afrikan and global perspectives about technology in education

Every Afrikan country is considered developing. Regardless of the size or power of the economies, some of which are larger than economies outside the continent, the moniker of developing stands firm. Taken further this means that every country is viewed as “worse-off,” and is in the process of becoming better (developed) by changing and learning from those that are developed. This context is important because the view of Afrika as a place that is in constant need of learning from others has permeated many sectors, including the field of education, particularly educational technology. The premise seems to be that Afrikans need to be taught everything and have nothing to say. In other words, the rest of the world seems to be in the position of sage on a stage, while Afrikans are in the subordinate or submissive role learning from others. In actuality though, Afrikan institutions of education have much to share with the rest of the world. The lessons learned can be shared and benefit those in the continent as much as outside. There is a need to bridge this conversation on educational technology which position Afrika as a constant recipient of lessons learned. There is a need to recognize and establish a sense of balance reciprocity in the global narrative around technology in education not only because it impacts how the world sees our contribution, but how others see us.