2. “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 "Schools of Philosophy for Farmers“ Yearbook of Agriculture, 1940 Historical precedent
3. Impact of funding, sources of funding, on who has a “seat at the table” or voice. Possibility of IT as exclusionary and anti-dialogical Constrained Budgets, Narrowing Discourse
4. “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 Is any educational activity ever “neutral”? Questioning Neutrality
5. Information provision vs. education, what distinguishes them? Technology impacts , and alters, ways of knowing and learning. Know where you are, where you stand and what you will risk Educational Intent
6. ICT offering pathway to reclaim dialog, hear voices Unintended consequences – “just google it” The digital divide – alive and well…let’s not make it worse. (addressing inequity in access and ability – digital literacy) Technology and Reclamation
7. Digital literacies Multicultural literacies Negotiating difference, facilitating dialog The literacies of ICT and dialog
8. Facilitation of learning and educator as teacher/learner Continual reflection, re-appraisal Risks and rewards Letting go - redefining
9. Skillful, and appropriate, use of IT can open new spaces for dialog, exchange and learning For the teacher/learner new skills, experimentation and risk taking are needed to harness IT. Engaging IT for transformation
10. A kind of courage Deep literacy Networks of support mentors What is needed now?
