Instructional Design and Technology Implications for Indigenous Knowledge: Africa's Introspective

Instructional Design and Technology Implications for Indigenous Knowledge: Africa's Introspective

Wanjira Kinuthia (Georgia State University, USA)
Copyright: © 2007 |Pages: 12
DOI: 10.4018/978-1-59904-298-5.ch012
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Abstract

It is fairly accurate to assume that societies are facing a paradigm shift from industrial to information society, and a transition from information to knowledge society. This shift has impacted the nature of the relationship between society, knowledge and technology. It is also valid to assume that knowledge is a resource. This chapter discusses instructional design and technology from Africa’s indigenous knowledge perspective. It is not the intent necessarily to dichotomize indigenous and non-indigenous knowledge structures. Rather, the objective is to rationalize the place of indigenous knowledge by addressing the context of usage, challenges and dilemmas, and provide a rationale and suggestions for instructional integration.

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