Educational Intent<br />Information Technology and the reclamation of dialog for extension work<br />
“Extension work is not exhortation. Nor is it exploitation of the people, or advertising of an institution, or publicity work for securing students. It is a plain, earnest, and continuous effort to meet the needs of the people on their own farms and in the localities.” L. H. Bailey<br />"Schools of Philosophy for Farmers“<br />Yearbook of Agriculture, 1940<br />Historical precedent<br />
Impact of funding, sources of funding, on who has a “seat at the table” or voice.<br />Possibility of IT as exclusionary and anti-dialogical<br />Constrained Budgets, Narrowing Discourse<br />
“Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral. “ Paulo Freire<br />Is any educational activity ever “neutral”?<br />Questioning Neutrality<br />
Information provision vs. education, what distinguishes them?<br />Technology impacts , and alters, ways of knowing and learning.<br />Know where you are, where you stand and what you will risk<br />Educational Intent<br />
ICT offering pathway to reclaim dialog, hear voices<br />Unintended consequences – “just google it”<br />The digital divide – alive and well…let’s not make it worse. (addressing inequity in access and ability – digital literacy)<br />Technology and Reclamation<br />
Digital literacies<br /> Multicultural literacies<br />Negotiating difference, facilitating dialog<br />The literacies of ICT and dialog<br />
Facilitation of learning and educator as teacher/learner<br />Continual reflection, re-appraisal<br />Risks and rewards<br />Letting go - redefining<br />
Skillful, and appropriate, use of IT can open new spaces for dialog, exchange and learning<br />For the teacher/learner new skills, experimentation and risk taking are needed to harness IT.<br />Engaging IT for transformation<br />
A kind of courage<br />Deep literacy<br />Networks of support<br />mentors<br />What is needed now?<br />
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