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

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

Wanjira Kinuthia
Copyright: © 2007 |Pages: 12
ISBN13: 9781599042985|ISBN10: 1599042983|ISBN13 Softcover: 9781599042992|EISBN13: 9781599043005
DOI: 10.4018/978-1-59904-298-5.ch012
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MLA

Kinuthia, Wanjira. "Instructional Design and Technology Implications for Indigenous Knowledge: Africa's Introspective." Information Technology and Indigenous People, edited by Laurel Evelyn Dyson, et al., IGI Global, 2007, pp. 105-116. https://doi.org/10.4018/978-1-59904-298-5.ch012

APA

Kinuthia, W. (2007). Instructional Design and Technology Implications for Indigenous Knowledge: Africa's Introspective. In L. Dyson, M. Hendriks, & S. Grant (Eds.), Information Technology and Indigenous People (pp. 105-116). IGI Global. https://doi.org/10.4018/978-1-59904-298-5.ch012

Chicago

Kinuthia, Wanjira. "Instructional Design and Technology Implications for Indigenous Knowledge: Africa's Introspective." In Information Technology and Indigenous People, edited by Laurel Evelyn Dyson, Max Hendriks, and Stephen Grant, 105-116. Hershey, PA: IGI Global, 2007. https://doi.org/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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