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Toward Culturally-Inclusive Educational Technology in a Globalized World

Toward Culturally-Inclusive Educational Technology in a Globalized World
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Author(s): Ademola Alabi Akinrinola (University of Illinois at Urbana-Champaign, USA), Seun Bunmi Adebayo (National University of Ireland Galway, Ireland), Lulu Uriri. Onakpoya (University of Houston, USA) and Ucheoma C. Nwaozuru (Saint Louis University, USA)
Copyright: 2020
Pages: 18
Source title: The Roles of Technology and Globalization in Educational Transformation
Source Author(s)/Editor(s): Blessing F. Adeoye (Walden University, USA) and Gladys Arome (Marian University, USA)
DOI: 10.4018/978-1-5225-9746-9.ch014


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In this chapter, the authors introduce and define the concept of culturally-inclusive educational technology (CIET) and explore its role in improving teaching and learning outcomes in Nigeria's higher education system. Using Critical Discourse Analysis as an analytical framework, they systematically interrogate existing research outputs on the use of educational technology. They argue that even with the increasing use of educational technologies in Nigeria, challenges such as lack of awareness and resources in adopting educational technologies and poor reflection of students' cultural and cognitive differences limit quality teaching and learning. The findings in this chapter significantly contribute to knowledge by detailing the potential impact of CIET on improving teaching and learning. They provide insights for researchers, policymakers, and practitioners on interactions across culture, technology, and education in a global context.

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