ICT for Education, Development and Social Justice

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Presents findings and arguments on the role of ICT for development and social justice

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ICT for Education, Development and Social Justice

  1. 1. ICT for Education, Development and Social Justice Charalambos Vrasidas CARDET – University of Nicosia www.cardet.org www.vrasidas.com/vrasidas2009.ppt
  2. 2. Inequalities and injustice are evident all around the world, in all forms and shapes including the developing and developed world, urban and rural regions in areas regions, such as economy, access to food, goods, education, health, and services.
  3. 3. In 2004, almost 1 billion people lived below the international poverty line, earning l t li i less th $1 per d than day 840 million people in the world are malnourished pp — 799 million of them live in the developing world 153 million of the world s malnourished people world's are children under the age of 5 Source: UNESCO
  4. 4. Every day, 16,000 children die from hunger-related causes One child every five seconds 6 million children under the age of 5 die every year as a result of hunger lt f h In 2005, about 10.1 million children died before they reached their 5th bi hd h hdhi birthday. Most of these deaths occurred in developing countries Source: UNESCO
  5. 5. Eliminating poverty is not an act of kindness; it’s an act of justice -Nelson Mandela
  6. 6. Eliminating poverty is not an act of kindness; it’s an act of justice -Nelson Mandela
  7. 7. Education for Better Quality of Life But, is Education for ALL?
  8. 8. EFA
  9. 9. www.efareport.unesco.org
  10. 10. Breaking out of the Poverty Cycle NO EDUCATION NO JOBS POVERTY NO MONEY NO BASIC NEEDS … 5 years of education can help break the cycle of poverty …
  11. 11. DFID (2006) reports that in low-income countries: • with each additional year of education education, average earnings rise 11% • with each additional year of a girls ith h dditi l f il education, her eventual wages rise 10-20% • with each additional year of a girls education, the death rate of her children under 5 years f ll by 8% d falls b -(Power et al. 2008)
  12. 12. Development as Freedom “Expansion of Freedom is viewed … both as a primary end and as the principal means of development. Development consists of the removal of various types of unfreedoms that leave [people with [p p little choice and little opportunity of exercising their reasoned agency. The removal of substantial unfreedoms, it is argued here, is constitutive of here development.” - Amartya Sen (1999)
  13. 13. Social Justice education are those pedagogies and policies that improve the learning and life opportunities of typically underserved students yp y Cochran-Smith (2004)
  14. 14. Online Activism • Use the internet for online campaigns • Amnesty International: Your signature counts
  15. 15. WikiPedia – what is valid?
  16. 16. ICT for Peace, Reconciliation and Social Justice How to use ICT to promote peace and reconciliation when you have challenges like: •Language •History conflict •Religion •Politics •Infrastructure
  17. 17. http://ocw.mit.edu
  18. 18. http://www.oercommons.org/
  19. 19. Open for Whom? In what LANGUAGE? With what infrastructure? Where are the TEACHERS?
  20. 20. Need for teachers • Sub-Saharan Africa will need to expand its teaching force by p g y 68%. • Ethiopia must double the number of its teachers • Chad will need almost four times as many, from 16,000 to many 16 000 61,000 (UNESCO, 2006). • It is calculated that 18 million teachers are still needed if the Millennium Development Goals are to be met (Global Campaign For Education, 2006). • Commission for Africa Report (2005) identifies teacher training and development as a key priority area for reducing poverty.
  21. 21. Virtual University Small States Commonwealth • The VUSSC is a consortium of institutions that aims to address education needs in small states of the Commonwealth
  22. 22. Virtual University f S ll St t of the Commonwealth Vi t l U i it for Small States f th C lth PARTICIPATING COUNTRIES 22 R Representatives participated i fi t meeting i Si t ti ti i t d in first ti in Singapore ( (e.g. Cyprus, Mauritius, Seychelles, Gambia, Samoa, Zambia, Jamaica, St. Vincent, Le Soto, Barbados, Malta, West Indies)
  23. 23. Singapore Statement (Courses) • Teacher Education, • Information and Communications Technology, • Information Systems, Systems • Tourism and Hospitality, • Nursing and Health Care, Care • TechVoc Edn & Trg and Life Skills, •M Management & P bli Administration, t Public Ad i i t ti • Agriculture and Fisheries.
  24. 24. COL’s role in the VUSSC • Coordinate the initiative & Facilitate creation of networks • Share expertise in educational technology: radio, TV, print, multi media, internet, wikis, eLearning multi-media, • Support local capacity enhancement & Share resources • Not a degree awarding body • Not a funding agency
  25. 25. The role of Ministries & Institutions Role of Ministries • Develop policy • Li i with other ministries Liaise ith th i i ti • Allocate people and responsibilities • Support implementation pp p • Monitor implementation Role of Institutions • Take responsibility for program development and delivery • Adapt course materials to local contexts • G t awards earned b students Grant d d by t d t • http://www.wikieducator.org
  26. 26. Online Masters Degree in ITT (Pacific)
  27. 27. Games Attributes •Interesting & Exciting •Multi-sensory •Active Engagement •Interaction It ti •Feedback •Fantasy Fantasy •Competition •Cooperation •Levels of Difficulty •Adaptive •Performance E l ti Pf Evaluation
  28. 28. Games with a Social Dimension • Designing to support social commitment and real-world it td l ld action. • QA is an immersive context with over 20 000 registered 20,000 members worldwide. • Engage children ages 9–14 in a form of dramatic play comprising both online and off-line learning activities, with a storyline inspiring a disposition towards social action.
  29. 29. FOOD FORCE www.food-force.com
  30. 30. Food- Force - Mission 1
  31. 31. Mission 2
  32. 32. Mission 3
  33. 33. Mission 4
  34. 34. Mission 5
  35. 35. Mission 6
  36. 36. Challenges in Integrating Games in Traditional Schools • Students play video games, most teachers do not • Anti-authoritarian and anti-puritanical values, challenge p , g traditional conceptions of education and schooling • Games allow exploration, personal meaning-making, playful experimentation, and individual expression (something that contracts some of the core ideals valued in schools) • “…even if we sanitize games, the theories of learning embedded in them run counter to the current social organization of schooling (Shaffer et al. 2005, p. 110). schooling” • Teachers do not have time • Not a lot of games in appropriate language • Integrate games to match the curriculum
  37. 37. Way Forward … • Physical access to technology is not the only condition. • Wh t really matters is people’s ability and What ll tt i l ’ bilit d context for use - Warschauser (2003)
  38. 38. De elop projects which encourage teachers and st dents Develop hich students to ask critical questions about justice and i j ti b t j ti d injustice, engage in action, and move beyond ‘seeing th world’ as virtual t i t l tourists it ‘ i the ld’ from the safety of their home
  39. 39. Common metaphors such as the global village may not always work when applied t experiences of tl kh li d to i f marginalized people in online environments and thus regardless of physical access thus, access, the online environment can be exclusionary
  40. 40. Current Perspectives on Applied Information Technologies A lot of the work presented here is published in the Book Series edited by CARDET
  41. 41. Educational Media International http://www.tandf.co.uk/journals/authors/remiauth.asp

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