MA IE ICT session 23 nov2012_Edirisingha

23 November 2012
2 – 4pm

MA International
Education core module:
Contemporary Issues in
Education,
Session 14

Dr Palitha Edirisingha
Beyond Distance Research
Alliance, School of
Education,
University of Leicester,
105, Princess Road East,
LE1 7LG, UK

pe27@le.ac.uk
+44 (0)116 252 3753
The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme
20 - 13, Dr Palitha Edirisingha
+44 (0)7525 246 592

Learning outcomes of this unit
Recognise the potentials
of ICT to support learning
in schools

Understand the nature
and implications of Gain an in-depth
differential access to understanding of the
technology for developments of ICT in
educational and social various national and cultural
inclusion contexts

Develop critical awareness
of young people’s new
digital media skills and their
implications for teaching
and learning in schools

The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha Edirisingha

Theme 1. What do we mean by ICT?
Theme 2. Potential of ICT for learning in various
educational contexts
Theme 3. Developments of ICT in national and
international contexts
Themes Theme 4. Digital divide
covered in Theme 5. Learners in a digital age – ‘digital
this natives’
session
Theme 6. Digital literacy skills. Implications for
learning


A summary of learning
activities
Pre-session activities (2)
Pre-session reading
Group activities
Discussions
Post-session reading
A presentation -> an essay
A dissertation research project?


Key concepts
and themes


Key themes and concepts
ICT? What do we mean Learners: digital
by it? How might ICT generation,
help learning? Net generation

Digital divide
Digital exclusion and
inclusion

Digital
literacy

The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE
Programme 20 - 13, Dr Palitha Edirisingha

Themes 1 and 2

ICTs – what do
we mean by it?
How might they
help learning?

ICTs – What are they? Why is the
interest in ICT?


Benefits of ICT – views from
international organisations
 ‘the use of ICT in education can increase access
to learning opportunities. It can help to enhance
the quality of education with advanced teaching
methods, improve learning outcomes and enable
reform or better management of education
systems’ (UNESCO, 2009, p. 9)
 ‘Many countries around the world are investing
in Information and Communication Technologies
(ICT) to improve and update the education they
provide their younger generations’ (Pedro et al.,
2004, p. 4).

Interest in ICT

 Commercial interests
 Despite many failed attempts (see Cuban,
2001)
 To help the learners acquire new skills needed
for society and world of work, to enhance
productivity, and to improve the quality of
learning.


Defining ICTs

Additional reading material
PLEASE READ the recommended sections and
pages of the Course Unit 13 written by Reddi titled
‘Role of ICTs in Education and Development:
Potential, Pitfalls and Challenges’ [available from
the URL
http://www.unesco.org/education/aladin/paldin/courses
].
The actual URL for the document is
http://www.unesco.org/pv_obj_cache/pv_obj_id_3F2FF6
.


Defining ICTs

 Tendency to be ‘associated with the most
sophisticated and expensive computer-based
technologies’ (Reddi, 2009)
 Broadening the definition to include more
conventional technologies such as radio,
television and telephones


Benefits to education /
learning
 Enhanced motivation and creativity when confronted by the new
learning environments.
 A greater disposition to research and problem-solving focused on
real social situations.
 More comprehensive assimilation of knowledge in the
interdisciplinary ICT environment.
 Systematic encouragement of collaborative work between
individuals and groups.
 Ability to generate knowledge.
 Capacity to cope with rapidly changing, complex and uncertain
environments.
 New skills and abilities fostered through technological literacy.
(Kelley-Salinas, 2000, p. 7, based on the work of Papert, 1997)


Categorising ICTs

OLD ICTs? NEW ICTs?


Categorising ICTs

Figure 1: Five waves of developments of ICTs (based on Pea and Wallis (DATE) in Borgman et al. 2008:
13)

ICTs since 1980
Audio cassettes Video cassettes
Audio conferencing Computer-based learning
Audio-graphic systems Cable TV
Viewdata/Teletext/Teledon/Minitel Satellite TV
Laser video-disks Video conferencing
Computer conferencing Compact discs
Internet Electronic mail
World Wide Web LCD projectors
Digital video discs Search engines (e.g., Google)
Fibre Optics Mobile phones
Learning Objects Wireless networks
Portals e-portfolios
Simulations Expert systems
Virtual Reality

Table The Theof ICT in Education, Corenew technologies in teaching since 1980 (Bates, 2005, p. 43)
1: Role development of Module Contemporary Issues in Education, MA IE

Categorising ICTs

Synchronous Asynchronous
Participants need to be together The participants can take part in
at the same time for the learning the learning event at different
event times

Examples? Examples?


Summary of Themes 1 and 2

 Different approaches to defining and
categorising ICTs
 Educational benefits of using ICTs
 What are your own views on and experiences
with ICTs?
 Next  access to ICTs and internet, and
implications for education


Theme 3
Developments of
ICTs in
national and
international
contexts

We will return to the outputs
from the Pre-class Activity 1

Responses received so far from:
Brunei
China
Cyprus
Japan
Taiwan
Turkey


Access to the internet
 Access at an affordable cost
 Access to the Internet as a basic human right
 ‘Is internet access a human right?’ (
http://www.guardian.co.uk/law/2012/jan/11/is-internet-access-a-human-righ
) (the Guardian Newspaper)
 Finland: broadband access to Internet is ‘a legal right for every citizen’
(http://www.bbc.co.uk/news/10461048) (BBC website).
 Internet as a basic infrastructure
 ICT ‘to … expand the reach of education...’ (Pedros et al., 2004)


Access to Internet in different
geographical regions
 Let’s return to the outputs of pre-class activity 1
 Responses received so far from:
 Brunei
 China
 Cyprus
 Japan
 Taiwan
 Turkey


The internet access and use
across the world – some
interesting facts
There are roughly the same number of Internet users in the G8 countries as in
the whole rest of the world combined.

The top 20 countries in terms of Internet bandwidth are home to roughly 80%
of all Internet users worldwide.

The entire African continent - home to over 50 countries - has fewer Internet
users than France alone.

There are more Internet users in London than in the whole of Pakistan.

Denmark has more than twice the international Internet bandwidth than the
whole of Latin American and the Caribbean combined.

There are still 30 countries with an Internet penetration of less than 1%.


The internet and other ICTS
access in the Western Europe
ICT is widely available to the general public in both accessibility at affordable
prices.
About 47% of the population between the ages of 16 and 74 used the Internet.
Despite this high level of access, gaps remain in terms of age, employment
status, educational level, and location of residence, whether rural or urban.
The main contributory factors for lack of access are poor infrastructure, low
level of ICT literacy, and lack of incentives to use ICT.
Largest gaps exist between higher and lower educated in Portugal, Slovenia and
Spain, 70%, 68% and 61% respectively.
Smallest gaps have been observed in Lithuania (11%), Sweden (24%) and
Germany (25%).
(Eurostat, 2004/5)


Internet access and use in UK
schools
100% of UK schools have internet access.

The majority of schools are well-equipped with modern
technology.

Main divide is for home access which disadvantages students
with limited access to or no ICT at home.

Schools increasingly require the homework to involve use of ICT.

Schools’ use of ICT and internet include: intranets, online
submission and marking and eLearning portals, also called
Virtual Learning Environments (VLEs).


ICT access in developing
countries – Namibia as an
example
Namibia is a vast country with a population of less than two
million. A major portion of the country's annual budget is
being spent on education, but state coffers are stretched to
the limit. Towns and villages are far apart, many do not have
running water and electricity, let alone access to phone lines.
There is a general lack of clinics, schools, qualified teachers,
libraries and educational materials. Namibia has 1,519
schools of which 924 presently do not have a telephone,
electricity or a library.


A digital divide?
 The differences in access to the Internet and ICTs
- number of questions and challenges for
educators.
 A divide between the developed and developing
countries in terms of access to technology.
 Also even in most developed countries, divides
exsit: ‘a considerable proportion of [young
people] are not using the Internet’ (Reisdorf,
2011, p. 401).
 The issues arising from some sections of the
population not having access to ICT


A digital divide?
 The non-users of Internet are at the risk of being
disadvantaged economically or socially, ‘… missing
out on offers that are only available online, skills
needed to get a well-paid job, etc.’ (ibid, p. 401).
 The non users tend to be from already
disadvantaged social groups.
 The more ICT and internet is immersed in society
and pervades everyday life, the more it becomes
attached to all existing social divisions.
 Differential information and communication skills
might lead to an increase of unequal positions in
society.


Summary of Theme 3

 Responses from Activity 1
 Explored the question of access to internet
and other ICTs in the world and what it means
to be on the ‘have’ and ‘have not’ sides of
access.
 Is access primarily a technological problem? Is
it mainly a physical access problem?
 Next section  Digital Divide


Theme 4

Digital
divide


Two guiding questions

1. What do we mean by digital divide? Why is it
important to talk about it? How does it
manifest?
2. Can we afford to ignore digital divide? What
are the implications for learning in different
educational contexts (age groups, learning
settings, geo political settings)?


International picture
2. Global digital divide

 Unlike the traditional notion of digital
divide between social classes, the "global
digital divide" is essentially a
geographical division.
 Originally referred to disparity in
Internet access between rural/urban areas
of the US
 Now, generally used to describe gap
between developed & developing world


Differences in Access:
[Based on Activity 1]


What does it mean to have access to,
and devices for using internet for
education? (Think about your chosen
sector of education)


Access to hardware and the
internet

Useful websites
 http://www.nationmaster.com

 http://www.nationmaster.com/cat/med-media

 http://en.wikipedia.org/wiki/List_of_countries_by_number_
of_mobile_phones_in_use


Access in your country /
region?
Returning to the outputs from pre-
class activity 1
 Internet
 Computers
 Mobile phones
 Other digital devices


Digital divide

‘the gap between the technology
rich and the technology poor,
both within and between
societies’ (Buckingham, 2008, p.
10)


Digital divide

'the gap between those who do and those
who do not have access to computers and
the Internet’. …access considered as
'physical access' - 'having personal
computer and Internet connection.' (van
Dijk, 2005, p. 1)


Digital divide
‘the gap between individuals,
households, businesses and geographic
areas at different socio-economic levels
with regard both to their opportunities
to access information and
communication technologies (ICTs) and
their use of the Internet for a wide
variety of activities (OECD, 2001).


Can we close
the digital
divide? If so,
how?


The ‘trickle- What are the
limitations with this
down’ view/ approach to
principle solving the access
problem?


Digital divide as a ‘social and
political problem’ (van Dijk, 2005,
p. 3), not a technical one.


Physical access is only one kind of
(material) access among at least
four: motivational, material,
skills and usage.


What are the
disadvantages of being
in the ‘have not’ side of
the digital divide? What
are the consequences of
digital divide for
learners, for teachers,
for schools, and for
education as a whole? Does digital divide
intensify the existing
social inequalities (of
age, gender,
ethnicity, social class,
ability levels/types)?

Digital divide – examples

In pictures: Nairobi's digital divide

‘… with broadband internet access costing more than
the average Kenyan annual wage, the digital divide
appears set to remain’ (BBC, 2010)

http://news.bbc.co.uk/1/hi/in_pictures/8259533.stm


Access to
digital
technologies


(van Dijk, 2005)

Approaches to closing
digital divide?

Returning to Pre-class Activity 2
Hole in the Wall - Sugta Mitra’s video on
YouTube
Your reflections … any similar approaches in
your context?


BBC Janala receives Tech Award for
educational innovation
Innovative projects using Bangladesh
new ICT
BBC Janala has been awarded the prestigious Microsoft Education Award
at the 2010 Tech Awards in Silicon Valley, California.

The Tech Awards celebrate the power of technology to address global
challenges in the environment, economic development, education,
equality and health.

"BBC Janala’s genius is it uses the existing cellular network to provide
people with educational content rather than waiting for what we have in
the developed world.”

BBC Janala impressed judges with its use of mobile technology to reach
some of the poorest people in the country, offering a simple and
affordable way to learn.

http://www.bbc.co.uk/worldservice/trust/whatwedo/where/asia/bangladesh/2010/11/1


Theme 5

Learners in
a digital
age – a ‘net
generation’?

Guiding questions

1. What do we mean by: ‘digital natives’ (and
other related terms) and ‘digital
immigrants’?
2. The notion of ‘generations’?
3. The contested nature ?of these terms? What
lies behind these contested concepts?
4. Can we afford not to consider these terms?
What are the implications for education


A digital generation

‘a generation defined in and through its
experience of digital computer
technology’ (Buckingham, 2006, p. 1).


A digital generation

Other terms
the Nintendo generation (Green and Bigum,
1993)
the Playstation generation (Blair, 2004)
the ‘net generation’ (Tapscott, 1998)
‘cyberkids’ (Holloway and Valentine, 2003)
‘thumb generation’ - in Japan (Brooke, 2002)

A generation?

 ‘an age cohort that comes to have social
significance by by virtue of constituting itself as a
cultural identity’ (Edmunds and Turner, 2002, p.
7).
 ‘a cohort of individuals born within a particular
time frame’ (Buckingham, 2008, p. 2)
 a cohort having a relationship with a particular
traumatic event’ (Edmunds and Turner, 2002),
for example a world war..., a defining moment in
the history.

Generations

Generations (according to Tapscott, 1998)
The Boomers - born between 1946 - 1964.
The TV generation. conservative,
Hierarchical, inflexible, centralised (like the
TV medium). incompetent technophobes.

The Bust - born between 1965 - 1976.


The net generation: expressive, savvy,
self-reliant, analytical, creative, inquisitive,
accept diversity, socially conscious.
Possess intuitive, spontaneous
relationship with digital technology.

‘using new technology is as natural as
breathing’ (Tapscott, 1997, p. 40).

generational differences are produced by
the technology.

Claims about the digital
generation

‘Although specific forms of technology
uptake are highly diverse, a generation is
growing up in an era where digital media are
part of the taken-for-granted social and
cultural fabric of learning, play, and social
communication’ (Ito et al, p. vii, 2008).


Claims about the digital
generation

‘…those immersed in new digital tools and
networks are engaged in an unprecedented
exploration of language, games, social
interaction, problem solving, and self-
directed activity that leads to diverse forms of
learning.’ (Ito et al, p. vii, 2008).


Research on digital natives
Please click on the link at the bottom of this slide to download a keynote address
by Dr Chris Davies (Oxford University).
Abstract of the keynote address:
Ever since the inflated claims about how technology can transform learning
during the 1980s, education professionals have been scanning the horizon for
the first signs of the future to arrive, and complaining about how long the wait
has been. This paper will argue that the big transformation has already
happened, but in the form simply of very many small and relatively
unremarkable changes that are rapidly becoming embedded in the lives and
learning of young people. The paper will discuss these issues with reference to
findings from a current Becta-funded research project: The Learner and their
Context.
Click on the URL below and download the 1 st and the 2nd files from the top. Named “day3_keynote_cd_present_med” AND “
day3_keynote_cd_qa_med”
After downloading, you can play back these files on your iPod, mobile phone, iPad or
laptop.
https://skydrive.live.com/?cid=1371316d87c549bf&id=1371316D87C549BF%21211

If there is a problem accessing this keynote address and/or playing back the files, please email
me (pe27@le.ac.uk) and I’ll try to help.

Question for
consideration..
 Do young people who are growing up with
digital media have a different orientation to
the world, a different set of dispositions or
characteristics?
 How do the net generation learn? what are
the characteristics of their learning? based on
your own experience, own educational
context?


Digital native’s own claims

‘I don’t find it hard to use a computer because
I got into it quickly. You learn quick because
it’s a very fun thing to do.” (Amir, 15, from
London).

‘My Dad hasn’t even got a clue. Can’t even
work the mouse.... So I have to go on the
Internet for him” (Lorna, 17, from
Manchester).
(Livingstone, 2008).

How true are these claims?

‘While these claims contain a sizeable grain of
truth, we must also recognise their rhetorical
value for the speakers. Only in rare
circumstances in history have children
gained greater expertise than parents in
skills highly values by society.’ (e.g.,
diasporic children’s learning of the host
language before their parents, youthful
expertise in music, games, play).
(Livingstone, 2008).


Growing up ‘analogue’ Vs
growing up digital
Please read the extract from Heverly (2008,
pp.199-200) and identify any similarities and
differences between your own, your parents’
and your pupils’ generations.
How far is this true as far as yourself and your
pupils are concerned? Does a ‘digital
generation’ exist in your context? What do
they do with digital technologies? Do they
use technologies for their learning? if so,
how? Make notes and share with the class.


Theme 6

Digital
literacy


Guiding questions

1. Why do we mean by digital literacy? How do
we define it? What are the other related
terms / concepts?
2. What are the implications for learning


Digital literacy

[…] is much more than a functional matter of
learning how to use a computer and keyboard, or
how to do online searches. […] As with print,
they also need to be able to evaluate and use
information critically if they are to transform it
into knowledge. This means asking questions
about the sources of that information, the
interests of its producers, and the ways in which
it represents the world.
(Buckingham, 2006, p. 267)

The Role of ICT in Education, Core Module Programme 20 Issues in Education , MA IE programme 2012 – 13, Dr Palitha Edirisingha.
Contemporary - 13, Dr Palitha Edirisingha

Three concerns that need
our attention:

1. The participation gap. An unequal access to the
opportunities, experiences, skills, and knowledge that will
prepare youth for full participation in the world tomorrow.
2. The transparency problem. The difficulty that the young
people face in making sense of how the new media tools
that they use can shape their perceptions of the world.
3. The ethics challenge. The use of new media tools which
can breakdown the traditional norms and practices as
professionals, such as the fair use of content and
consideration for intellectual property rights, and young
people need support in understanding these issues as they
are socialised in a Web 2.0 world.
Jenkins et al (2006, p. 3)


Digital literacy –
implications for learning


Implications for
learning

Pupils without internet
'disadvantaged in education'

An increasing amount of homework requires use of the internet
More than half of teachers believe that children with no internet access are
seriously disadvantaged in their education, a survey has suggested.
A fifth of the 585 teachers surveyed for the Times Educational Supplement and
charity E-Learning Foundation said internet access was essential for pupil's
homework.

The charity also warned it was seeing support from the government cut.
It is estimated two million children live in homes without internet access.
An increasing amount of schoolwork, especially at secondary school, is
dependent on computer use.
[http://www.bbc.co.uk/news/education-11738519]


More questions..

 How might we deploy new ICT to improve
learning and studying at schools /
universities / other contexts?


Finally, a question for
educators: How can schools /
formal education system help
pupils growing in a digital age?

 equalising access to technology (not only physical access, but other
forms of access too..)
 providing both critical perspectives on technology and creative
opportunities to use it. not just teaching ‘ICT skills’.
 provide opportunities to use the skills they learned outside the
school in meaningful ways
 online safety
 ethical use of information


Pre-class activities
Pre-class readings
Theme 1. What do we mean by ICT?
Theme 2. Potential of ICT for learning in various educational
contexts
Summary Theme 3. Developments of ICT in national and international
of what we contexts
have done Theme 4. Digital divide
so far in Theme 5. Learners in a digital age – ‘digital natives’
this Theme 6. Digital literacy skills. Implications for learning
session


REFERENCES
AND FURTHER
RESOURCES

References and further reading

Bates, T. (2005) Technology, E-Learning and Distance Education (2nd edn). London: Routledge. Chapter 3.
Bennett, S., Maton, K. and Kervin, L. (2008) The digital natives debate: A critical review of the evidence. British Journal of
Educational Technology, 39(5), pp. 775-786.
Berners-Lee, T. (2000). Weaving the Web: The Past, Present and Future of the World Wide Web by its Inventor, London, Texere.
Buckingham, D. (2006) Is There a Digital Generation. In Buckingham, D. and Willett, R. (eds) (2006) Digital Generation:
Children, Young People, and New Media. Mahwah (New Jersey): Lawrence Erlbaum. (A review of this book can be found at
http://www.childrenyouthandmedia.org/cscym/attachments/074_Buckingham%20Digi%20Gen2.pdf).
Buckingham, D. (2007) Beyond technology: children’s learning in the age of digital culture. Cambridge: Polity Press.
Buckingham, D., and Willett, R. (eds) (2006) Digital Generation: Children, Young People, and New Media, Mahwah (New
Jersey): Lawrence Erlbaum.
Cuban, L. (1986) Teachers and machines: the classroom use of technology. New York (NY): Teachers College Press.
Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920, New York: Teachers’ College,
Colombia University.
Cuban, L. (2001) Computers in the classroom: oversold and underused. London: Harvard University Press.
Cuban, L. (2001). Oversold and Underused: Computers in the Classroom, London: Harvard University Press.
DCMS (2009) Digital Britain: Final Report, URL http://interactive.bis.gov.uk/digitalbritain/report/being-digital/getting-britain-
online/. [Accessed 3 Sept 2009].
DfES (2003) Fulfilling the Potential: Transforming teaching and learning through ICT in schools, Department for Education and
Skills. URL https://www.education.gov.uk/publications/standard/_arc_Teachingandlearning/Page3/DfES%200265%202003
Accessed 20 Sept 2012.
Edmunds, J. and Turner, B. (2002) Generations, Culture and Society. Buckingham: Open University Press.
Facer, K. (2011) Learning Futures: Education, technology and social change. London: Routledge.
Facer, K., Furlong, J., Furlon, R., and Sutherland, R. (2003). ScreenPlay: Children and Computing in the Home, London:
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Gill, T. (ed) (1996) Electronic children: How children are responding to the information revolution, London: National children's Bureau.
Gilster, P. (1997) Digital Literacy. New York: Wiley.
Hawkridge, D. (1983). New Information Technology in Education, London: Croom Helm.
Hellawell, S. (2001). Beyond Access: ICT and social inclusion, London: Fabian Society.
Heverly, R.A. (2008) Growing Up Digital: Control and the Pieces of a Digital Life. In McPherson, T. (ed) Digital Youth, Innovation, and the
Unexpected. Cambridge (Massachusetts): The MIT Press, pp.199-218.
Holloway, S. L., and Valentine, G. (2003) Cyberkids: children in the information age, London: RoutledgeFalmer.
Ito, M. et al. (2008) Foreword. In McPherson, T. (ed) Digital Youth, Innovation, and the Unexpected. Cambridge (Massachusetts): The MIT Press.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robinson, A. (2006). Confronting the Challenges of Participatory Culture: Media Education
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Kelley-Salinas, G. (2000) Different Educational Inequalities: ICT and Option to Close the Gaps, in OECD (ed) Schooling for Tomorrow: Learning to
Bridge the Digital Divide. Paris: OECD. Chapter 2. pp. 21 – 36. URL
http://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/ict/41284104.pdf[Accessed 20 Sept 2012].
Livingstone, S. (2008). Internet Literacy: Young People’s Negotiation of New Online Opportunities, in T. McPherson (ed.). Digital Youth,
Innovation, and the Unexpected, Cambridge (Massachusetts): The MIT Press. (pp. 101– 122).
McPherson, T. (ed) (2008) Digital Youth, Innovation, and the Unexpected, London: The MIT Press.
Melville, D. (2009) Higher Education in a Web 2.0 World: Report of Committee of Enquiry into the Changing Learner Experience, URL
http://www.clex.org.uk/CLEX_Report_v1-final.pdf. [Accessed 29 May 2009].
Pedro, H.K. et al (2004) Technology in Schools: Education, ICT and the Knowledge Society. Instituto de Informática Educativa, Universidad de La
Frontera, Casilla 380 - Temuco, Chile. URL http://www.sca2006.tic-educa.org/archivos/modulo_1/sesion_1/ICT_report_oct04a_Pedro_Hepp.pdf
[Accessed 1 Oct 2012]. (see Section VII. Rural Schools: A Special Case (pp. 57 – 67)).



Reddi, U.V. (2009) Role of ICTs in Education and Development: Potentials, Pitfalls, and Challenges. A Course Unit within Course 01 Participatory
Lifelong Learning and Information and Communication Technologies, School of Social Sciences, Jawaharlal Nehru University, New Delhi. URLs
http://www.unesco.org/education/aladin/paldin/courses.html] and
http://www.unesco.org/pv_obj_cache/pv_obj_id_3F2FF62117EFB7B773D53279A504D0C6531C0100/filename/unit_13.pdf [Accessed 25 Sept
2012].
Reisdorf, B.C. (2011). Non-adoption of Internet in Great Britain and Sweden. Oxford Internet Institute, University of Oxford, UK. URL
http://www.tandfonline.com/doi/abs/10.1080/1369118X.2010.543141 [Accessed 01 Oct 2012].
Selwyn, N. and Facer, K. (2007) Beyond the digital divide: Rethinking digital inclusion for the 21st century. Bristol: Futurelab. URL
www.futurelab.org.uk/resources/documents/opening_education/Digitial_Divide.pdf [Accessed 1 Sept 2012].
Sharpe, R., Beethem, H., and De Freitas, S.( eds) (2010). Rethinking Learning for a Digital Age: How learners are shaping their own experiences,
London: Routledge. [see Chapter 12].
Somekh, B. et al. (2002) ImpaCT2: Pupils’ and Teachers’ Perceptions of ICT in the Home, School and Community: ICT in Schools Research and
Evaluation Series – No.9. Department for Education and Skills and Becta, UK. URL
https://www.education.gov.uk/publications/eOrderingDownload/ICT%20and%20attainment.pdf. [Accessed 9 Sept 2012].
UNESCO (2009) Guide to Measuring Information and Communication Technologies (ICT) in Education, Technical Paper No. 2. UNESCO Institute for
Statistics, Montreal, Quebec, Canada. URL http://unesdoc.unesco.org/images/0018/001865/186547e.pdf. [Accessed 9 Sept 2012].
Van Dijk, J.A.G. (2005) The Deepening Divide: Inequality in the Information Society. London: Sage.
Welsh Assembly Government (2008) Transforming Schools with ICT: The Report to the Welsh Assembly Government of the Schools ICT Strategy
Working Group, Welsh Assembly Government, Cathays Park, Cardiff. URL URL http://www.ngfl-cymru.org.uk/ictstrategyworkinggroup-e.pdf
Accessed 25 Sept 2012.
Wilhelm, A.G. (2004) Digital Nation: Towards an Inclusive Information Society, London: The MIT Press.
Williams, P.J. (2009) Technological literacy: a multliteracies approach for democracy. International Journal of Technology and Design Education,
19(3), pp. 237-254.


Resources - UK

Organisation URL

Futurelab http://www.futurelab.org.uk/

Becta http://www.becta.org/postnuke/index.php

BBC http://www.bbc.co.uk/schools/gcsebitesize/ict/


Resources - Europe

European Union
 http://cordis.europa.eu/fp7/ict/
 http://cordis.europa.eu/fp7/ict/projects/home_en.h
tml


Resources - International

Unesco
 http://www.unesco.org/new/en/unesco/themes/icts/

Commonwealth of Learning
 http://www.col.org/ [then use search terms such as ‘ict learning schools’]

The World Bank
 http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTINFORMATIONANDCO
MMUNICATIONANDTECHNOLOGIES/0,,menuPK:282828~pagePK:149018~piPK:14
9093~theSitePK:282823,00.html]


ICT for Education: emerging
areas
 OERs (Open Educational Resources, e.g., OpenLearn, MIT open resources,
OpenCulture.

 ‘Folk teachers’ (e.g., Khan Academy)

 Repositories of recorded lectures (e.g, TED Talks)

 Learning material on iTunes U

 Informal and formal learning material on YouTube and other social media

 Social and participatory media (Web 2.0 technologies) and informal learning

 Mobile technologies and flexibility of learning


And finally … some fun!

Visualising the growth and the use of the
Internet

http://news.bbc.co.uk/1/hi/technology/8552410.stm


Thank you!

hope you enjoyed the class

If you have any questions or suggestions to
improve / contribute to this session /
presentation, please contact me at:
pe27@le.ac.uk
@palithaed
+44 (0)116 252 3753
+44 (0)7525 246 592
Office location:
No. 105, Beyond Distance Research Alliance, University of Leicester, Princess Road East, LE1 7LG

MA IE ICT session 23 nov2012_Edirisingha

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