Abstract
National Educational Technology (EdTech) policy analysis research is essential for various reasons. For example, identifying factors that influenced the formulation of policies, informing the use of EdTech for policymakers, investigating cost-benefit analysis and comparison of national plans across countries and regions. There is a lack of updated research on African nations’ educational technology (EdTech) policies analysis resulting in a lack of knowledge on current EdTech policy landscape of Africa. This paper examined the EdTech policies for selected African countries. By adapting Zhao et al. (2006) 's policy analysis framework, this study aimed to investigate what EdTech policy documents are in place, by which government bodies, and the role of teachers, students, and technologies in the education sector are depicted in these documents.
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