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Technology Integration in African ODL: Bridging Gaps with a Contextualised Technogogy Framework
Abstract
Technology continues to revolutionise education, a fact highlighted during the COVID-19 pandemic and further amplified by the advent of artificial intelligence (AI). A significant gap remains in effectively integrating technology with pedagogy and content, an issue addressed by frameworks like TPACK. However, critical gaps persist in the context of African Open and Distance Learning (ODL) institutions. This study utilises the SCISPACE AI tool to conduct a systematic review of existing literature, employing key terms such as ‘Technogogy’, ‘Technogogy and ODL’, ‘Technogogy and African ODL’, and ‘Pedagogy, Andragogy, Heutagogy and ODL’. The subsequent analysis of the top 100 papers for each term yielded a total of 400 studies, revealing notable deficiencies, including inadequate foundational infrastructure for ODL implementation, the prevalence of traditional teaching practices and a lack of research on the cultural adaptation of TPACK frameworks in Africa. To fill this void, this study proposes a Technogogy framework. While the term 'technogogy' appears in existing literature, it is often loosely used. Thus, this study operationalised Technogogy as an agile, contextually-sensitive framework that effectively integrates instruction and technology while considering the unique African environmental factors and the critical need for ethical AI deployment, including the mitigation of algorithmic bias. Adoption of the proposed framework has enduring implications on teacher motivation and awareness, cultural adaptation of educational frameworks and impact of AI use.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 5484
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Africa
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Date
2025-09
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Commonwealth of Learning (COL)