DEALING WITH TECHNOPHOBIA AMONG LECTURERS (ADULT LEARNERS) IN THE USE OF EMERGING TECHNOLOGIES IN AFRICAN EDUCATION AND DEVELOPMENT

Abstract

New technologies that affect the expansion of knowledge keep emerging globally but developing African nations are not at par with the developed nations in their usage. The United Nations Sustainable Development Goals promote inclusivity in every aspect of life but some adult persons including tertiary institution lecturers in Nigeria are often left behind in the scheme of things technologically. Unfortunately, some of them are highly placed influencers who resist the adoption of new technologies, thereby causing stagnation in organizations, frustrating efforts of digitally inclined members and generally delaying progress. Such individuals are lost betwixt and between, often hoping for retirement to come faster because they are living with technophobia. Technophobia is an overwhelming fear of technologies like computers, cell phones and artificial intelligence. It becomes a source of grave concern when many adults living with this malaise are lecturers in citadels of learning. The input of some great academics are sometimes lost due to technophobia as they stylishly shy away from functions that will expose their digital inadequacy. This study posits that the problem of technophobia among lecturers in Nigeria tertiary institutions in Nigeria can be addressed so that they can be liberated. The study highlights the implications of emerging technologies in African education on the crafts and practices of adults, especially lecturers, living with technophobia by defining key concepts such as emerging technologies, education, development, adult learner, lecturer and technophobia. It covers the history of the use of technologies in education, why lecturers as adult learners resist emerging technologies, manifestations of technophobic tendencies among adult learners, and challenges facing lecturers that are living with technophobia in handling their academic duties. Furthermore, the study discusses other consequences of dealing with lecturers living with technophobia on their institutions and colleagues among others and concludes that it is important to adopt measures that will break the fears and anxieties towards emerging technologies among lecturers Finally, the study proffers solutions to technophobic tendencies among lecturers by highlighting findings of similar studiesreviewed and opinion of experts on the matter. The study recommends that concerted effort must be made by stakeholders to deliver lecturers from technophobia in order for Africa to optimize the gains of utilizing emerging technologies