"Re-presenting" the world through technology
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This document discusses using technology to promote cross-cultural literacy and understanding. It describes digital storytelling projects conducted with youth in Buffalo, New York in 2001 and Nicaragua in 2012. The goal was to help participants find their voice and intervene in their context through recreating and representing their world using technology. The document reflects on lessons learned about letting youth lead, balancing structure with freedom of expression, and how technology can bridge cultural differences when used in solidarity across borders.
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- Teachers require digital skills training and curriculum needs review to incorporate coding, robotics, entrepreneurship, and decolonized knowledge.
- Assessment policies should align with competence-based approaches and active pedagogies like projects.
- Partnerships with industry and integrating indigenous knowledge can help address skills gaps and promote social justice in education.
The Commission recommends adopting flexible frameworks, deepening digitization through grants, and focusing
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- Emerging technologies will disrupt jobs but opportunities exist if education leverages tools like AI, virtual learning, and data analytics for personalized teaching.
- A competence-based approach focusing on skills like critical thinking is recommended to prepare learners for changing work environments while upholding principles of social justice.
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The document summarizes the history of Nicaragua, including longstanding US interventions and the repressive Somoza regime. It describes how the Sandinista revolution in 1979 overthrew Somoza, bringing hope through programs like literacy and health crusades. However, conflicts arose within the new government and with Contra rebels backed by the US, plunging Nicaragua into a civil war.
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"Re-presenting" the world through technology
- 1. “RE-PRESENTING” THE WORLD THROUGH TECHNOLOGY. Digital literacy practices in cross-cultural contexts
- 2. “Acquiring literacy does not involve memorising sentences, words or syllables … but rather an attitude of creation and re-creation, a self-transformation producing a stance of intervention in one's context." Paulo Freire, Education: The Practice of Freedom (1973)
- 3. Nicaragua 2012 | Oral history project (ongoing)
- 4. Steps, missteps and experimentation FIRST STEPS
- 5. LEARNING FROM YOUTH • 2001 Buffalo, New York – Urban – Low income – Little access to tech • Technology as novelty
- 6. SIX YEARS LATER,WHO IS IN CHARGE? • Freestyle is not necessarily the best • Finding my voice as teacher/learner
- 7. Nicaragua New York FURTHER ON DOWN THE ROAD
- 9. BORDER CROSSING • The ability of technology to bridge cultural differences • Teaching and learning together • Technology as embedded (for 1st world participants)
- 16. The 2011 4-H Career Explorations digital storytelling workshop
- 17. Using technology in solidarity MY WORDS, MY WORLD
- 18. Buffalo, 2001
- 19. La Hermandad, Matagalpa Nicaragua 2012
- 20. CONTACT • Paul Treadwell • pt36@cornell.edu • @ptreadwell • http://www.paultreadwell.com
- 21. CURRICULUM RESOURCES • http://www.evc.org/ • http://global-action.org/
Editor's Notes
- Failure of overt political