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This is an open-access article distributed under the terms of the CreativeCommons CC-BY-NC-ND

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Escobar's article on "The Global Doesn’t Exist" 

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Escobar's article on "The Global Doesn’t Exist" 

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Arturo Escobar, “The Global Doesn’t Exist,” contribution to GTI Forum “Think Globally, Act Locally?,” Great Transition Initiative (August 2019), https://greattransition.org/gti-forum/global-local-escobar.

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Copyright: ©2019 Gallagher, M. This is an open-access article distributed under the terms of the CreativeCommons CC-BY-NC-ND

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Gallagher's article on "Educational Unsustainability in Sub-Saharan Africa: In Search of Counter-Narratives to Policy Pressures and Exponential Tech Growth"

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Gallagher's article on "Educational Unsustainability in Sub-Saharan Africa: In Search of Counter-Narratives to Policy Pressures and Exponential Tech Growth"

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This work is licenced under Creative Commons Attribution-Non Commercial-ShareAlike 4.0

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What do you think? Do you agree that there is an increasing tendency for technology to lead the pedagogy? It could be referred to as a type of "techagogy": a technology-directed form of pedagogy in which instruction is led by machines, rather than the teacher.

What might be the future consequences of technology leading the pedagogy?

In the example of the Bridge Academy, is technology benefitting SDG4?

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Now read this blog by E Morton about the Cousin’s concept of “The Medium is the Pedagogy”

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The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.

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Critique by E Morton, part of the OER 'Digital sustainable futures for teaching'

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c) A Case Study to illustrate technology leading pedagogy

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c) A Case Study to illustrate technology leading pedagogy

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Read this description and critique of the Bridge International Academies. It is an international chain of franchises that provide basic education services as a mass-produced item for consumption at ‘affordable’ rates. It has attracted the attention of big donors, including the Gates Foundation. It is criticised for providing a standardised, robotic version of education, belittling the position of the teacher, delivering

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Read this blog

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Can you give examples of how digital technology is being used in present-day school education. Give 3 examples.

Which of these statements do you agree with and why?

1. Technology supports the teaching

2. Technology influences the teaching

3. Technology becomes the teaching

4. Technology takes over the teaching

5. Technology detracts from the teaching

What do you think the challenges are for a Kenyan teacher trying to implement a new competency -based curriculum? How could digital technology help?

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There is a possibility in Kenya that without careful implementation and training, digital technologies will continue to be harnessed from such an instrumentalist direction. Now, with the emphasis on delivering a competency-based curriculum, teachers run the risk of an over-reliance on technology.

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“Instrumentalism thus equates the educational value of technologies with use, rather than attempting to see how pedagogical concerns and considerations might be built into the technology itself at the level of design.”

Hamilton and Friesen’s (2013, p. 7)

In a teaching system where the emphasis has always been on a more conservative mode of teaching, as is the case in Kenya, technology often reinforces the didactic nature of the pedagogical method. Currently, EdTech within Kenya largely has an instrumental role. It is understandable that technology is thought of as the medium with which teachers teach, because the Kenyan education system has its roots in “technical instrumentalism, which theorises education as a means to an end” (M’mboga Akala, 2021, p. 3)

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Effects of global educational demands on local curricula.

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In this section you will consider two present day challenges that I believe will impact on a sustainable digital future for teaching in Kenya. 

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In this section you will consider two present day challenges that I believe will impact on a sustainable digital future for teaching in Kenya. 

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(If you need definitions for these terms, look back at the website).

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There is a danger of techno-solutionism becoming the norm, with an emphasis on instrumentalism and a potential problem with learnification. We must consider the position of technology alongside pedagogy; this will effect the digital futures for technology.