This document appears to be a set of slides for a session on the role of information and communication technology (ICT) in education. The session will be led by Dr. Palitha Edirisingha on November 14, 2011 from 10:00am to 12:00pm. The session aims to help students gain an understanding of ICT developments in different contexts and implications for teaching and learning. Key topics to be discussed include digital natives, the digital divide, digital literacy, and examples of internet access and use of ICT in schools internationally. Learning activities will include pre-session research and readings, group discussions, and a potential post-session assignment.
This document outlines a session on the role of ICT in education. The session will explore what is meant by ICT and how it can support learning. It will also examine developments in ICT across different national and cultural contexts, as well as issues like the digital divide and how learners are changing in the digital age. The session will cover these topics through discussions, activities, and readings aimed at developing students' understanding and critical awareness of ICT in education.
This study examined digital native preservice teachers' technology experiences, beliefs, and skills. It found that while they were confident in technology and spent a lot of time using basic technologies, their technology activities were often limited to social media. Additionally, they lacked experience with more advanced classroom technologies and assistive technologies. The study concluded that despite growing up with technology, digital native teachers still need systematic technology training to strengthen their skills in a variety of educational technologies.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
The local interpretation of federal policy in Hawaii public schools has resulted in overly restrictive content filtering that hinders teaching and learning. Non-educator office workers implemented policies in response to outdated laws rather than educators. A new policy is proposed that retains some filtering for safety but allows age-appropriate access and gives schools flexibility through consultation with educators and communities. Teachers would receive guidance on digital students' needs within legal and financial requirements to support 21st century learning.
Taking It Mobile: Success Stories from the New Frontier of Un-tethered Learning Julie Evans
The document is an agenda for a presentation on mobile learning. It introduces the topic and expert panelists. It discusses preliminary findings from the Speak Up research project that show students' personal access to mobile devices is increasing and that they want mobile devices incorporated into their ideal school experience. Students see the main uses of mobile devices for schoolwork as checking grades, doing research, taking notes, and communicating with classmates and teachers about schoolwork.
Balancing Students' Aspirations with District RealitiesJulie Evans
This document summarizes findings from the Speak Up 2010 national research project regarding balancing student aspirations for 21st century learning with current school and district realities. Key findings include:
- Students want social-based, un-tethered, and digitally-rich learning using technologies like online/blended learning, mobile devices, and digital content. However, administrators and tech leaders report barriers to implementation related to funding, training, and policies.
- While online learning is growing, barriers around funding, course quality, and evaluation remain. Mobile device use is also increasing but policies and training are still issues.
- Digital content can increase engagement if issues around access, training, quality, and costs are addressed.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
The document discusses the history and modern trends of e-learning. It outlines how e-learning has evolved from early forms of distance learning using postal services and radio/TV to today's internet-based learning using learning management systems and mobile technologies. The document also summarizes 10 key trends in modern e-learning, including the growing role of mobile devices, social computing, collaboration, information literacy, and using games as learning tools.
This document outlines a session on the role of ICT in education. The session will explore what is meant by ICT and how it can support learning. It will also examine developments in ICT across different national and cultural contexts, as well as issues like the digital divide and how learners are changing in the digital age. The session will cover these topics through discussions, activities, and readings aimed at developing students' understanding and critical awareness of ICT in education.
This study examined digital native preservice teachers' technology experiences, beliefs, and skills. It found that while they were confident in technology and spent a lot of time using basic technologies, their technology activities were often limited to social media. Additionally, they lacked experience with more advanced classroom technologies and assistive technologies. The study concluded that despite growing up with technology, digital native teachers still need systematic technology training to strengthen their skills in a variety of educational technologies.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
The local interpretation of federal policy in Hawaii public schools has resulted in overly restrictive content filtering that hinders teaching and learning. Non-educator office workers implemented policies in response to outdated laws rather than educators. A new policy is proposed that retains some filtering for safety but allows age-appropriate access and gives schools flexibility through consultation with educators and communities. Teachers would receive guidance on digital students' needs within legal and financial requirements to support 21st century learning.
Taking It Mobile: Success Stories from the New Frontier of Un-tethered Learning Julie Evans
The document is an agenda for a presentation on mobile learning. It introduces the topic and expert panelists. It discusses preliminary findings from the Speak Up research project that show students' personal access to mobile devices is increasing and that they want mobile devices incorporated into their ideal school experience. Students see the main uses of mobile devices for schoolwork as checking grades, doing research, taking notes, and communicating with classmates and teachers about schoolwork.
Balancing Students' Aspirations with District RealitiesJulie Evans
This document summarizes findings from the Speak Up 2010 national research project regarding balancing student aspirations for 21st century learning with current school and district realities. Key findings include:
- Students want social-based, un-tethered, and digitally-rich learning using technologies like online/blended learning, mobile devices, and digital content. However, administrators and tech leaders report barriers to implementation related to funding, training, and policies.
- While online learning is growing, barriers around funding, course quality, and evaluation remain. Mobile device use is also increasing but policies and training are still issues.
- Digital content can increase engagement if issues around access, training, quality, and costs are addressed.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
The document discusses the history and modern trends of e-learning. It outlines how e-learning has evolved from early forms of distance learning using postal services and radio/TV to today's internet-based learning using learning management systems and mobile technologies. The document also summarizes 10 key trends in modern e-learning, including the growing role of mobile devices, social computing, collaboration, information literacy, and using games as learning tools.
This document summarizes a presentation given by Julie Evans from Project Tomorrow about the Speak Up 2010 national research project findings. The key points are:
[1] Speak Up is an annual national research project that surveys K-12 students, teachers, parents and administrators about technology use in education. The 2010 survey included over 379,000 participants.
[2] The findings show a disconnect between the technology-enabled vision of students for 21st century learning and current classroom realities. Students see social-based, un-tethered, and digitally-rich learning as essential.
[3] Emerging trends to watch include the growing role of mobile learning, online and blended learning models, and desires for
Leading e-Learning Adoption in Schools: Human and Technological Structures an...CITE
5 March 2010 (Friday) | 15:30 - 17:40 | http://citers2010.cite.hku.hk/abstract/76 | Prof. Ronghuai HUANG, Deputy Dean, Faculty of Education, Beijing Normal University
Speak Up 2010 National Findings Students and ParentsJulie Evans
This briefing discussed findings from the 2010 Speak Up survey on K-12 education and technology. Key findings included:
- Students want to use mobile devices like smartphones and tablets for schoolwork to access online textbooks, collaborate with peers, and do research.
- However, many administrators are reluctant to allow personal devices in school due to concerns about network security, theft, and being a distraction.
- Parents overwhelmingly support providing mobile devices for their children to use at school, and their support increases as children get older.
The briefing highlighted trends toward more mobile, social, and empowered learning models leveraging emerging technologies, according to student and parent perspectives.
Here are some key online resources for school administrators on 21st century skills:
- New York State Education Department's guide for administrators on 21st century skills: http://www.p12.nysed.gov/technology/21stcenturylearning.html
- ISTE's standards for school administrators on technology leadership: http://www.iste.org/standards/standards-for-administrators
- Crosswalk of NYS standards and ISTE standards: http://www.p12.nysed.gov/technology/crosswalk/
- Louisianna LEADS site (Leadership, Education and Development for School Success) with resources for administrators: http://www.lead
The ‘digital natives’ debate (nurnaningsih). muhammad khanif
The document critically reviews claims about "digital natives" - the generation born after 1980 that grew up with technology. It finds that while young people widely use computers and phones, they do not necessarily have sophisticated skills. Studies show most only use basic functions and few create online content. Additionally, while multitasking seems a preference, it can hurt concentration. Preferences depend more on tasks than generational traits. Overall, arguments for radically changing education based on this generation lack evidence and represent an "academic moral panic." More research including perspectives of students and teachers is needed before concluding widespread reforms are necessary.
Need of integrating ict in todays classroomrajukammari
This document discusses the importance of integrating information and communications technology (ICT) into modern classrooms. It defines ICT and explains its significance in education. Integrating ICT can improve students' skills, knowledge, engagement and academic achievement. It allows students to directly contact professors and peers worldwide, developing communication skills. Teachers should guide students in appropriate ICT use and leverage technology to make complex concepts easier to understand. When used properly, ICT integration in education produces self-sufficient, conceptually strong students prepared for 21st century careers.
While ICT innovations and initiatives have helped expand access to education in developing areas, they have largely failed to meaningfully contribute to achieving the UN's Millennium Development Goals of universal primary education by 2015. A variety of factors have hindered effective implementation of ICT programs at the grassroots level, including lack of comprehensive planning, resources, management, and commitment from officials. Many research efforts and pilot programs have demonstrated the potential benefits of ICT for education, but sustainable solutions that can be scaled up to benefit all children have remained elusive. Unless current theories and technologies are successfully translated into tangible educational opportunities for billions of children in need, the goal of universal primary education by 2015 will not be accomplished.
Promoting Radical Change in Teaching Information and Technology Literacies Tom Mackey
This document discusses promoting radical change in teaching information and technology literacies. It highlights barriers to teaching digital literacy skills, including a lack of training for teachers and faculty. The document also examines frameworks for multiple literacies and strategies for integrating new concepts into information literacy instruction, such as having students create and share information using web applications.
Indonesia ICT NewLetter October Edition - English VersionHeru Sutadi
Indonesia ICt NewsLetter October Edition. Consist of 3G Selection, IndoLTE Forum, Spectrum Recalculation, Broadband Status in Indonesia, E-Commerce Business in Indonesia
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
This document discusses new technologies and 21st century learners and their impact on teaching and learning research at Unisa. It presents an overview of current pedagogies and technologies used at Unisa and proposes mapping them using a pedagogy-technology framework. Participants then assess Unisa's current approaches and envision changes over the next 5 years. The presentation discusses learners' access to and use of technologies/resources and emerging research topics, including the digital divide and digital literacy. Key concepts discussed are the "digital generation," "digital natives," and how learner expectations and skills impact graduate employability and lifelong learning.
Enabled, Engaged, Empowered: The Student Vision for Digital LearningJulie Evans
This document discusses a presentation given by Julie Evans, CEO of Project Tomorrow, at FETC 2012 about the student vision for digital learning based on Project Tomorrow's Speak Up research. It provides an overview of key discussion topics, including what the student vision is and how educators and parents are supporting it. It also discusses trends seen in the research data around students' use of mobile devices, online learning, and digital content for schoolwork.
DEFINING MOBILE LEARNING - by John Traxler - IADIS International Conference M...Fran Maciel
Mobile learning is a new and emerging field that is difficult to define. This document discusses efforts to conceptualize mobile learning and provides some preliminary definitions. It summarizes that mobile learning can be defined based on the portable technologies used (handheld devices) or based on the learner's experiences (characteristics like spontaneity, informality, context-awareness). The document also examines differences between mobile learning and e-learning and how factors like usability, latency and connectivity may influence the nature of mobile learning.
This document discusses e-learning concepts, applications, and potential. It defines e-learning as learning enabled or supported by digital tools and content, typically involving some form of online interaction. E-learning aims to increase learning flexibility and opportunities, enhance quality, and develop skills. While technology is merely a medium, e-learning can enhance the learning process when implemented properly with qualified plans, readiness, and resources. Collaborative efforts are needed to successfully achieve the best results and benefits of e-learning.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
This document summarizes the strengths and weaknesses of ICT policies, practices, and performance at Papamoa Primary School based on a SWOT analysis. The strengths include adequate resources and infrastructure, an ICT development plan, and communication systems. However, the weaknesses include lack of staff ICT skills and reluctance to embrace ICT. Additionally, there has been insufficient professional development and leadership in ICT integration.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Indigenizing Science Education Curriculum Content using Concept Cartoons in N...Premier Publishers
Scientific knowledge is very important as it is a shield against poisonous hands of global competitive economy. There is no doubt about it; societies operating at lower digital divide are at the verge of contracting neo-modern enslavement. Information and Communication Technology (ICT) is dissolving both national and international geographical boundaries, revolutionizing the way information is sent, received, organized, analyzed and interpreted. This article highlights on the importance of considering the learners’ cultural environment when designing ICT teaching and learning resources to suit our indigenous setting. However, the success of Information and Communication Technology revolution will not be complete until developing countries generate their content and build their own tools. This paper highlights on the importance of harnessing ICT resources to suit learners’ cultural environment (Indigenized Concept Cartoons in Science Education) for intellectual restitution.
ORIC Digital literacy and curriculum designoricproject
This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
This document contains slides from a lecture on the role of information and communication technologies (ICT) in education. It discusses key topics like the digital divide, developments in ICT access globally, and perceptions of a "digital generation" with new skills due to technology use. Learning activities for students are also outlined, including pre-session reading, group discussions, and post-session assignments. Charts on global internet access and the digital divide in different countries are presented.
Information and communication technology (ict) among school going childrenAlexander Decker
The document discusses a study on the use of information and communication technology (ICT) among school-going children in Sambalpur, India. It finds that ICT provides easy access to learning resources for students and helps bridge the gap between time and space by making education available anytime, anywhere. ICT is also found to be a powerful motivating tool for students by making the learning process more interactive and engaging. The study concludes that ICT can help transform education from a teacher-centered model to a more student-centered one and promote self-directed learning.
This document summarizes a presentation given by Julie Evans from Project Tomorrow about the Speak Up 2010 national research project findings. The key points are:
[1] Speak Up is an annual national research project that surveys K-12 students, teachers, parents and administrators about technology use in education. The 2010 survey included over 379,000 participants.
[2] The findings show a disconnect between the technology-enabled vision of students for 21st century learning and current classroom realities. Students see social-based, un-tethered, and digitally-rich learning as essential.
[3] Emerging trends to watch include the growing role of mobile learning, online and blended learning models, and desires for
Leading e-Learning Adoption in Schools: Human and Technological Structures an...CITE
5 March 2010 (Friday) | 15:30 - 17:40 | http://citers2010.cite.hku.hk/abstract/76 | Prof. Ronghuai HUANG, Deputy Dean, Faculty of Education, Beijing Normal University
Speak Up 2010 National Findings Students and ParentsJulie Evans
This briefing discussed findings from the 2010 Speak Up survey on K-12 education and technology. Key findings included:
- Students want to use mobile devices like smartphones and tablets for schoolwork to access online textbooks, collaborate with peers, and do research.
- However, many administrators are reluctant to allow personal devices in school due to concerns about network security, theft, and being a distraction.
- Parents overwhelmingly support providing mobile devices for their children to use at school, and their support increases as children get older.
The briefing highlighted trends toward more mobile, social, and empowered learning models leveraging emerging technologies, according to student and parent perspectives.
Here are some key online resources for school administrators on 21st century skills:
- New York State Education Department's guide for administrators on 21st century skills: http://www.p12.nysed.gov/technology/21stcenturylearning.html
- ISTE's standards for school administrators on technology leadership: http://www.iste.org/standards/standards-for-administrators
- Crosswalk of NYS standards and ISTE standards: http://www.p12.nysed.gov/technology/crosswalk/
- Louisianna LEADS site (Leadership, Education and Development for School Success) with resources for administrators: http://www.lead
The ‘digital natives’ debate (nurnaningsih). muhammad khanif
The document critically reviews claims about "digital natives" - the generation born after 1980 that grew up with technology. It finds that while young people widely use computers and phones, they do not necessarily have sophisticated skills. Studies show most only use basic functions and few create online content. Additionally, while multitasking seems a preference, it can hurt concentration. Preferences depend more on tasks than generational traits. Overall, arguments for radically changing education based on this generation lack evidence and represent an "academic moral panic." More research including perspectives of students and teachers is needed before concluding widespread reforms are necessary.
Need of integrating ict in todays classroomrajukammari
This document discusses the importance of integrating information and communications technology (ICT) into modern classrooms. It defines ICT and explains its significance in education. Integrating ICT can improve students' skills, knowledge, engagement and academic achievement. It allows students to directly contact professors and peers worldwide, developing communication skills. Teachers should guide students in appropriate ICT use and leverage technology to make complex concepts easier to understand. When used properly, ICT integration in education produces self-sufficient, conceptually strong students prepared for 21st century careers.
While ICT innovations and initiatives have helped expand access to education in developing areas, they have largely failed to meaningfully contribute to achieving the UN's Millennium Development Goals of universal primary education by 2015. A variety of factors have hindered effective implementation of ICT programs at the grassroots level, including lack of comprehensive planning, resources, management, and commitment from officials. Many research efforts and pilot programs have demonstrated the potential benefits of ICT for education, but sustainable solutions that can be scaled up to benefit all children have remained elusive. Unless current theories and technologies are successfully translated into tangible educational opportunities for billions of children in need, the goal of universal primary education by 2015 will not be accomplished.
Promoting Radical Change in Teaching Information and Technology Literacies Tom Mackey
This document discusses promoting radical change in teaching information and technology literacies. It highlights barriers to teaching digital literacy skills, including a lack of training for teachers and faculty. The document also examines frameworks for multiple literacies and strategies for integrating new concepts into information literacy instruction, such as having students create and share information using web applications.
Indonesia ICT NewLetter October Edition - English VersionHeru Sutadi
Indonesia ICt NewsLetter October Edition. Consist of 3G Selection, IndoLTE Forum, Spectrum Recalculation, Broadband Status in Indonesia, E-Commerce Business in Indonesia
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
This document discusses new technologies and 21st century learners and their impact on teaching and learning research at Unisa. It presents an overview of current pedagogies and technologies used at Unisa and proposes mapping them using a pedagogy-technology framework. Participants then assess Unisa's current approaches and envision changes over the next 5 years. The presentation discusses learners' access to and use of technologies/resources and emerging research topics, including the digital divide and digital literacy. Key concepts discussed are the "digital generation," "digital natives," and how learner expectations and skills impact graduate employability and lifelong learning.
Enabled, Engaged, Empowered: The Student Vision for Digital LearningJulie Evans
This document discusses a presentation given by Julie Evans, CEO of Project Tomorrow, at FETC 2012 about the student vision for digital learning based on Project Tomorrow's Speak Up research. It provides an overview of key discussion topics, including what the student vision is and how educators and parents are supporting it. It also discusses trends seen in the research data around students' use of mobile devices, online learning, and digital content for schoolwork.
DEFINING MOBILE LEARNING - by John Traxler - IADIS International Conference M...Fran Maciel
Mobile learning is a new and emerging field that is difficult to define. This document discusses efforts to conceptualize mobile learning and provides some preliminary definitions. It summarizes that mobile learning can be defined based on the portable technologies used (handheld devices) or based on the learner's experiences (characteristics like spontaneity, informality, context-awareness). The document also examines differences between mobile learning and e-learning and how factors like usability, latency and connectivity may influence the nature of mobile learning.
This document discusses e-learning concepts, applications, and potential. It defines e-learning as learning enabled or supported by digital tools and content, typically involving some form of online interaction. E-learning aims to increase learning flexibility and opportunities, enhance quality, and develop skills. While technology is merely a medium, e-learning can enhance the learning process when implemented properly with qualified plans, readiness, and resources. Collaborative efforts are needed to successfully achieve the best results and benefits of e-learning.
The document discusses the background and theoretical framework of a study on the effect of availability, accessibility, and user-ability of information technology (IT) resources on students' learning at Saint Jude College in Manila, Philippines. Specifically, it aims to examine how the availability, accessibility, and user-ability of IT resources impact students' learning. The study employs cognitive flexibility theory and Kirkpatrick's four levels of evaluation as its theoretical framework. It hypothesizes that the availability, accessibility, and user-ability of IT resources affect students' learning. The significance and scope of the study are also outlined.
This document summarizes the strengths and weaknesses of ICT policies, practices, and performance at Papamoa Primary School based on a SWOT analysis. The strengths include adequate resources and infrastructure, an ICT development plan, and communication systems. However, the weaknesses include lack of staff ICT skills and reluctance to embrace ICT. Additionally, there has been insufficient professional development and leadership in ICT integration.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Indigenizing Science Education Curriculum Content using Concept Cartoons in N...Premier Publishers
Scientific knowledge is very important as it is a shield against poisonous hands of global competitive economy. There is no doubt about it; societies operating at lower digital divide are at the verge of contracting neo-modern enslavement. Information and Communication Technology (ICT) is dissolving both national and international geographical boundaries, revolutionizing the way information is sent, received, organized, analyzed and interpreted. This article highlights on the importance of considering the learners’ cultural environment when designing ICT teaching and learning resources to suit our indigenous setting. However, the success of Information and Communication Technology revolution will not be complete until developing countries generate their content and build their own tools. This paper highlights on the importance of harnessing ICT resources to suit learners’ cultural environment (Indigenized Concept Cartoons in Science Education) for intellectual restitution.
ORIC Digital literacy and curriculum designoricproject
This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
This document contains slides from a lecture on the role of information and communication technologies (ICT) in education. It discusses key topics like the digital divide, developments in ICT access globally, and perceptions of a "digital generation" with new skills due to technology use. Learning activities for students are also outlined, including pre-session reading, group discussions, and post-session assignments. Charts on global internet access and the digital divide in different countries are presented.
Information and communication technology (ict) among school going childrenAlexander Decker
The document discusses a study on the use of information and communication technology (ICT) among school-going children in Sambalpur, India. It finds that ICT provides easy access to learning resources for students and helps bridge the gap between time and space by making education available anytime, anywhere. ICT is also found to be a powerful motivating tool for students by making the learning process more interactive and engaging. The study concludes that ICT can help transform education from a teacher-centered model to a more student-centered one and promote self-directed learning.
An e learning approach to secondary school educationAlexander Decker
This document discusses e-readiness implications for adopting e-learning in secondary schools in Kenya. It finds that less than 10% of Kenyan secondary schools offer computer studies as a subject. E-readiness indicators like infrastructure, internet access, equipment, and trained personnel must be ensured for effective e-learning. Africa in general scores low on connectivity, with only 50% of rural areas having mobile network access. Kenya has also dropped in international rankings of digital readiness compared to other African nations. For e-learning to succeed, Kenya must effectively address issues like inadequate ICT infrastructure and skills.
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Paper on sub-theme: “E-Learning” of " International Conference on Open Source...Djadja Sardjana
E-learning or electronic learning is now increasingly recognized as one way to overcome the problem of education, both in the developed countries and in developing countries. Many people use the term different with e-learning, but in principle e-learning is learning to use electronic services as a means of help. The main vehicle in the development of human resources is education and training. But when watching the situation geography, socio-economic and cultural diversity of Indonesia, it is clear that it was not adequate anymore when only relying on the ways of traditional solutions alone.
The document discusses the digital divide within developed countries like Australia. While most think of the digital divide as between developed and developing nations, there are also differences within developed countries in access to and use of information and communication technologies (ICT). In Australia, factors like education, income, location, and age influence levels of ICT access and skills. The document also examines the impact of ICT on areas like education, participation in services and the economy, and how teachers can help address the digital divide by embracing ICT in their classrooms.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
The document discusses how information and communication technologies (ICT) are changing education. It finds that ICT have had a positive impact on education, especially higher education, by making learning more accessible and flexible. While face-to-face instruction remains important, online and blended learning are gaining ground. Younger students, known as the "Net Generation", are heavily using technologies and have different learning needs and expectations. Effective implementation of ICT in education requires aligning technologies with pedagogical approaches. Looking ahead, education will increasingly focus on collaborative and personalized learning supported by more visual and ubiquitous technologies.
The document discusses building e-resilience in higher education in the Pacific Islands region. It notes that regional forums have prioritized ICT initiatives to enable development. The University of the South Pacific has made large ICT infrastructure investments to support remote teaching and learning. However, challenges remain such as limited internet connectivity, lack of resources and capacity, and ensuring inclusion of rural and female students. Overall policies and collaboration are needed to strengthen ICT structures and support open educational resources and digital literacy for resilient online education.
This document discusses the application of information and communication technologies (ICT) in education. It begins by defining ICT as technologies that provide access to information through telecommunications such as the internet, wireless networks, and cell phones. It then explores how ICT benefits both teachers and students. Teachers can more easily share resources and lesson plans, while students gain research, communication, and analytical skills from using ICT. The document also notes some limitations of ICT in education, such as unequal digital access between urban and rural areas. It concludes by emphasizing the need to reduce this "digital divide" so all students can benefit from ICT.
Design and implementation of mobile learning.docx second copyIbrahim Momodu
This document discusses the design and implementation of a mobile learning platform for the educational system in Nigeria. It begins by introducing the importance of education for national development and how mobile learning (m-learning) can help address issues of access and flexibility. The document then reviews related work on m-learning and the technologies needed to create, deliver, and access educational content on mobile devices. Key aspects of an m-learning platform are identified, including authoring tools, collaboration technologies, and connectivity options. The benefits of m-learning for learners are also highlighted.
Design and implementation of mobile learning.docx second copyIbrahim Momodu
This document discusses the design and implementation of a mobile learning platform for the educational system in Nigeria. It begins by introducing the importance of education for national development and how mobile learning (m-learning) can help address issues of access and flexibility. The document then reviews related work on m-learning and the technologies needed to create, deliver, and access educational content on mobile devices. Key aspects of an m-learning platform are identified, including authoring tools, collaboration technologies, and connectivity options. The benefits of m-learning for learners are also highlighted.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources, and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use. It also addresses the importance of collaboration between educators in integrating technology into classrooms and bridging gaps between students' in-school and out-of-school technology habits.
The school's ICT policy aims to develop students' ICT skills while ensuring their safe and responsible use of technology. It outlines integrating ICT across the curriculum, procuring appropriate resources, training teachers in innovative practices, and designating an e-learning coordinator to manage the program and assess student progress in achieving stated computing objectives. References to support the policy are included from literature on effective ICT pedagogy, online safety, and the role of technology in primary education.
The document critically reviews claims about "digital natives" - the generation born after 1980 that grew up with technology. It finds that while young people widely use computers and phones, they do not necessarily have sophisticated skills. Studies show most only use basic functions and few create online content. Additionally, evidence suggests learning preferences depend more on tasks than generational traits. The document concludes claims of a need for educational revolution based on digital natives lack empirical evidence and risk an "academic form of moral panic." More rigorous research is needed before proclaiming the need for widespread change.
The document discusses technology in learning and teaching, including:
1) Information and communications technologies (ICT) are becoming integrated into education to support teaching, learning, and administration.
2) Thailand has implemented a national ICT plan to promote ICT development and utilization, including connecting schools to form the SchoolNet network.
3) Literacy is now defined more broadly as "multiliteracy" due to the diverse communication modes enabled by new technologies, requiring students to develop functional, academic, critical, and electronic skills.
The document discusses the future of e-learning and the increasing role of technology in education. It notes that while students are adopting new technologies, many teachers are unaware of their educational potential. It also outlines statistics on internet and computer access among students and schools. The document envisions a future with more personalized and collaborative learning facilitated by mobile devices, online resources, and social media. It acknowledges challenges in engaging both students and teachers and ensuring digital literacy and safety.
PhD plan presentaion by Saifuddin Khalidellwordpress
This document discusses a research project on integrating information and communication technologies (ICT) into education in rural Bangladesh. Specifically, the research will focus on diffusing ICT innovation at a technical vocational education and training (TVET) institute. The project aims to 1) compare three communication strategies for diffusing ICT using diffusion of innovation theory, 2) develop a participatory action research methodology involving the local community, and 3) qualitatively identify the most effective strategy for integrating ICT and increasing employment opportunities for students and the community. The research will examine factors like digital readiness, information ecology, and education for sustainability.
This document discusses the implications of information and communication technology (ICT) in science education in Pakistan. It notes that Pakistan is ranked 145th in terms of ICT use compared to other countries. The document reviews literature on the use of ICT in education, including how tools like PowerPoint have become common in schools. It also discusses examples of ICT use in education from other countries. The conclusion states that ICT is an essential component for a nation's success in areas like defense, security, economy and education.
92INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INEQUITIES: A COMPARATIVE LI...ijejournal
Globally, the potential of ICT has resulted in mass deployment, transforming the educational landscape in accordance with 21st-century demands. The diffusion of ICT within education has shown tremendous benefits, positively impacting students and teachers in learning, instruction, engagement, and assessment (Fu, 2013). However, the widespread application of technology to address education access and quality has not been universally adopted for various reasons, resulting in the exclusion of critical segments of the world's population. As a result of the current technology inequities, the current literature review focuses on access to and use of ICT within education. More specifically, it seeks to explore: What does the comparative and international research say regarding the factors that facilitate access to and use of ICT among underserved K-8 education populations in the United States and Liberia?
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. 14th Nov 2011
10.00am – 12.00pm
THE ROLE MA International
Education core module:
OF ICT Contemporary Issues in
Education,
Session 9
IN Dr Palitha Edirisingha
Beyond Distance
Research Alliance
University of Leicester
105, Princess Road
EDUCATION East, LE1 7LG
pe27@le.ac.uk
+44 (0)116 252 3753
+44 (0)7525 246 592
2. This is a ‘longer’ and slightly
‘modified’ version of the
slides I used during the
session on the 14th of November
2011. Please email me at
pe27@le.ac.uk if you have any
questions regarding this set of
slides.
3. Learning outcomes
Gain an in-depth understanding of
the developments of ICT in various
national and cultural contexts
Develop critical
Recognise the awareness of young
potential uses of new people’s new digital
technologies to media skills and their
support learning in implications for
schools teaching and learning
in schools
Understand the nature and
implications of differential access to
technology for educational and
social inclusion
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
4. Learning activities
Pre-session: internet research
Pre-session reading
Group activities
Discussions
Post-session reading
A presentation, an essay?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
5. Key themes and concepts
Learners: digital
generation,
Net generation
Digital divide
Digital exclusion
and inclusion
Pedagogy, Digital
literacy
learning
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
6. Key concepts
and terms
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
7. 1). ICT? What do we mean by
it?
Responses from the class..
[---]
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
8. 2). Digital natives? Who are
they?
Responses from the class..
[---]
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
9. 3). Digital divide? What is
it?
Responses from the class..
[---]
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
10. 4). Digital literacy? What
is it?
Responses from the class..
[---]
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
11. Internet use
across the world
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
13. Internet Use across the World
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 that the whole of Latin American and the
Caribbean combined.
There are still 30 countries with an Internet penetration of less
than 1%
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
14. International Picture
1. Western Europe:
ICT widely available to general public in both
accessibility & cost. 47% between the ages of
16 & 74 used the Internet
But gaps remain, e.g:
Age; Employment status; Educational level;
Rural/urban location
Contributory factors
Poor infrastructure; Low ICT literacy; Lack
of incentives to use ICT
Largest gaps between higher & lower educated in
Portugal, Slovenia & Spain [70%, 68% & 61%
respectively]
Smallest in Lithuania (11%), Sweden (24%) &
Germany (25%)
(EU Study: Eurostat, 2004/5)
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
15. 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
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
16. Global divide
Differing rates of technological progress widen
economic disparity between most developed
nations…..
(primarily Western, Northern America, Europe,
Canada, Japan)
…& the underdeveloped/developing ones…
(primarily Latin America, Africa, & Southeast
Asia)
….create a digital (or digitally fostered) divide
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
17. Schools: UK
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 homework to involve
use of ICT
School intranets
Online submission & marking
eLearning portals / virtual learning environments
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
18. Schools: Developing countries
Example: Namibia
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 &
villages are far apart, many do not have running
water & electricity, let alone access to phone
lines. There is a general lack of clinics, schools,
qualified teachers, libraries & educational
materials.
Namibia has 1,519 schools of which 924 presently do
not have a telephone, electricity or a library.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
19. Pre-class activity -1: Access
Global
Geo-political
region
Country
Region
Specific
contexts,
groups,
sectors
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
20. Activity 1: What does it mean to have
access to, and devices for using internet
for education? (Think about your chosen
sector of education)
Positives? Negatives?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
21. 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
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
22. Access in your country /
region?
Internet
Computers
Mobile phones
Other digital devices
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
23. Digital divide
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
24. Digital divide
‘the gap between the technology
rich and the technology poor,
both within and between
societies’ (Buckingham, 2008, p.
10)
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
25. 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)
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
26. 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).
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
27. Can we close
the digital
divide? If so,
how?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
28. The ‘trickle- What are the
limitations with this
down’ view/ approach to
principle solving the access
problem?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
29. digital divide as a ‘social and
political problem’ (van
Dijk, 2005, p. 3), not a technical
one.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
30. physical access is only one kind of
(material) access among at least
four: motivational, material,
skills and usage.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
31. 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,
disabilities)?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
32. 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
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
33. Access
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
34. Access
Four kinds :
1. Motivational access -- motivation to use digital
technology
2. Material or physical access -- possession of
computers and Internet connections /
permission to use them and their content
3. Skills access -- possession of digital skills:
operational, informational, and strategic
4. Usage access -- number and diversity of
applications, usage of time
(van Dijk, 2005).
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
35. Approaches to closing
digital divide?
Hole in the Wall - Sugta Mitra’s video on
YouTube
Your reflections … any similar approaches in
your context?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
36. 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/banglades
h/2010/11/101020_tech_award_for_bbc_janala.shtml
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
37. Digital / net
generation
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
38. A digital generation
‘a generation defined in and through its
experience of digital computer
technology’ (Buckingham, 2006, p. 1).
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
39. 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)
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
40. 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.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
41. Generations
Generations (according to Tapscott, 1998)
The Boomers - born between 1946 - 1964.
The TV generation.
conservative, Hierarchical, inflexible, centralis
ed (like the TV medium). incompetent
technophobes.
The Bust - born between 1965 - 1976.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
42. 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.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
43. 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).
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
44. 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).
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
45. 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 1st 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 and I’ll try to help..
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
46. Activity 2: Questions…
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?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
47. 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).
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
48. 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).
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
49. 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.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
51. 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, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
52.
53. 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)
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
54. Digital literacy –
implications for learning
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
55. 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]
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
56. More questions..
How might we deploy new ICT to improve
learning and studying at schools / universities
/ other contexts?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
57. More questions..
How can schools / formal education
system help pupils growing in a digital
age?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
58. Towards a model of educational digital inclusion
Reliable Up-to-date
Governmental Institutional
Access to technology Policy
Digital
Inclusion
Socio/economic factors ??
? ? ? ?
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
59. Activity 3
In your groups,
Identify a Scribe; Facilitator & Timekeeper
Add to/build upon the existing model on the
previous slide:
Identify additional factors which affect digital
inclusion:
generally
which are likely to relate to education
Scribe presents (2 minutes) summary of
discussion
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
60. Activity 4
In your groups,
( NEW Scribe; Facilitator & Timekeeper)
‘Think about your own national/cultural context
Where do you see the key barriers to inclusion?
What would be required to bring about greater inclusion:
generally
which are likely to relate to education
Identify possible intervention points
Scribe presents (2 minutes) summary of
discussion
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
61. 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
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
62. References and further reading
Berners-Lee, T. (2000). Weaving the Web: The Past, Present and Future of the World Wide Web by its
Inventor, London, Texere.
Buckingham, D., and Willett, R. (eds) (2006) Digital Generation: Children, Young People, and New
Media, Mahwah (New Jersey): Lawrence Erlbaum.
DCMS (2009) Digital Britain: Final Report, URL
http://interactive.bis.gov.uk/digitalbritain/report/being-digital/getting-britain-online/.
[Accessed 3 Sept 2009].
Cuban, L. (2001). Oversold and Underused: Computers in the Classroom, London: Harvard University
Press.
Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920, New York:
Teachers’ College, Colombia University.
Facer, K. (2011). Learning Futures: Education, technology and social change, Routledge: London.
Facer, K., Furlong, J., Furlon, R., and Sutherland, R. (2003). ScreenPlay: Children and Computing in
the Home, London: RoutledgeFalmer.
Gill, T. (ed) (1996) Electronic children: How children are responding to the information revolution,
London: National children's Bureau.
Heverly, R. A. (2008). Growing Up Digital: Control and the Pieces of a Digital Life, in in T.
McPherson (ed.). Digital Youth, Innovation, and the Unexpected, Cambridge (Massachusetts):
The MIT Press. (pp. 199 – 218)
Hawkridge, D. (1983). New Information Technology in Education, London: Croom Helm.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
63. References and further reading
Hellawell, S. (2001). Beyond Access: ICT and social inclusion, London: Fabian Society.
Holloway, S. L., and Valentine, G. (2003) Cyberkids: children in the information age, London:
RoutledgeFalmer.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robinson, A. (2006). Confronting the Challenges
of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: Comparative Media
Studies Programme at the Massachusetts Institute of Technology. URL
http://www.projectnml.org/files/working/NMLWhitePaper.pdf [Accessed 2 Nov 2010].
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].
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].
van Dijk, J.A.G.M. (2005). The Deepening Divide: Inequality in the Information Society, London: Sage.
Wilhelm, A.G. (2004) Digital Nation: Towards an Inclusive Information Society, London: The MIT Press.
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
64. 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/
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
65. Resources - Europe
European Union
http://cordis.europa.eu/fp7/ict/
http://cordis.europa.eu/fp7/ict/projects/home_en.h
tml
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
66. 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:149
093~theSitePK:282823,00.html]
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
67. ICT for Education: look out
for!!
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
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
68. And finally … some fun!
Visualising the internet growth and use
http://news.bbc.co.uk/1/hi/technology/8552410.stm
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
69. Thank you!
hope you enjoyed the class
If you have any questions or suggestions to
improve / contribute to this presentation,
please feel free to 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
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011