This keynote address critiques how digital practices in education can include or exclude marginalized learners. The speaker argues technology alone does not determine inclusion; teachers play a vital role through their attitudes and practices. Exclusion can occur when educators prioritize technology over learners, question some students' right to access, or allow risk perceptions to dominate. The speaker provides examples of exclusion and advocates empowering learners and embracing their potential. Hope lies in learner-centered approaches like community technology centers where students teach themselves and feel empowered. Educators must believe in learners' abilities and encourage discovery learning to maximize technology's benefits for inclusion.
it expresses youths must follow the etiquette of social media, even facebook and twitter can disturbs the studies that can be healed by online counselling
Lareen Newman, 'The overlooked impact of basic reading and education leve ls ...Agnes Gulyas
Lareen Newman, Flinders University, Australia, 'The overlooked impact of basic reading and education levels on Internet use' presented at 'Communities in the Digital Age' International Symposium, Canterbury Christ Church University, UK, 12 June 2013
Artificial Intelligence AI in Libraries Training for Innovation WebinarSaid Ali Said
Objectives The objectives of the webinar are to:
• introduce AI in libraries
• describe the IDEA Institute on AI and its contribution to providing professional, innovative training in AI to library and other information professionals
• understand challenges and opportunities in implementing AI in libraries based on real-world experiences of the first cohort of Institute Fellows
• consider equity, diversity, inclusion and accessibility issues, and ethical questions, in AI implementation.
Speakers
Prof. Dr. Dania Bilal
Professor, School of Information Sciences at the University of Tennessee in Knoxville, TN.
Researcher, scholar and educator in Human Information Behavior, Human–Computer Interaction (HCI), User Experience and Design (UXD), Human–AI Interaction, and Information Science Theory.
Research focus is on user information interaction and behavior (children, teenagers and adults) with information systems, products and interfaces; and on user-centered design for better user engagement and experiences.
Principal Investigator and co-developer, IDEA Institute on Artificial Intelligence.
Clara M. Chu
Director and Mortenson Distinguished Professor, Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign, IL.
• Expert in developing appropriate and strategic solutions to deliver equitable and relevant library services in culturally diverse and dynamic libraries.
• Studies the information needs of culturally diverse communities in a globalized and technological society.
• Co-developer, IDEA Institute on Artificial Intelligence.
Target Audience
• Staff in any type of library and information center or information environment.
• Library and information science students, educators and researchers.
it expresses youths must follow the etiquette of social media, even facebook and twitter can disturbs the studies that can be healed by online counselling
Lareen Newman, 'The overlooked impact of basic reading and education leve ls ...Agnes Gulyas
Lareen Newman, Flinders University, Australia, 'The overlooked impact of basic reading and education levels on Internet use' presented at 'Communities in the Digital Age' International Symposium, Canterbury Christ Church University, UK, 12 June 2013
Artificial Intelligence AI in Libraries Training for Innovation WebinarSaid Ali Said
Objectives The objectives of the webinar are to:
• introduce AI in libraries
• describe the IDEA Institute on AI and its contribution to providing professional, innovative training in AI to library and other information professionals
• understand challenges and opportunities in implementing AI in libraries based on real-world experiences of the first cohort of Institute Fellows
• consider equity, diversity, inclusion and accessibility issues, and ethical questions, in AI implementation.
Speakers
Prof. Dr. Dania Bilal
Professor, School of Information Sciences at the University of Tennessee in Knoxville, TN.
Researcher, scholar and educator in Human Information Behavior, Human–Computer Interaction (HCI), User Experience and Design (UXD), Human–AI Interaction, and Information Science Theory.
Research focus is on user information interaction and behavior (children, teenagers and adults) with information systems, products and interfaces; and on user-centered design for better user engagement and experiences.
Principal Investigator and co-developer, IDEA Institute on Artificial Intelligence.
Clara M. Chu
Director and Mortenson Distinguished Professor, Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign, IL.
• Expert in developing appropriate and strategic solutions to deliver equitable and relevant library services in culturally diverse and dynamic libraries.
• Studies the information needs of culturally diverse communities in a globalized and technological society.
• Co-developer, IDEA Institute on Artificial Intelligence.
Target Audience
• Staff in any type of library and information center or information environment.
• Library and information science students, educators and researchers.
This is the text that goes with the Cyber Ethics presentation on Slideshare. Given the apparent popularity of the presentation I thought it might be helpful to have the text that had to accompany the presentation. It looks like the Department of Justice and Norton websites have changed. Nevertheless, the link indicate important sources of info.
ETHICS IN E-LEARNING
Assist.Prof.Dr. Elif TOPRAK – Anadolu University
etoprak1@anadolu.edu.tr
Assist.Prof.Dr. Berrin ÖZKANAL – Anadolu University
Res. Assist.Dr. Sinan AYDIN – Anadolu University
Instructor Seçil KAYA – Anadolu University
TOJET: The Turkish Online Journal of Educational Technology – April 2010, volume 9 Issue 2
Research Findings: The Widening Gaps Between The Haves & The Have-NotsNadia Andayani
A qualitative exploration on how Indonesian young people possess their internet skills. A study I conducted in 2013 and was presented at AMIC 22nd annual conference in Yogyakarta, July 2013
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
Lydia's BEaPRO Digital Literacy (Citizenship) Family Workshop PresentationLydia Smith-Davis
A collaborative effort by Verizon, iKeepSafe, and the California School Library Association--BEaPRO: Connect with Confidence is a family workshop on the Digital Literacy (Citizenship) concepts of balance, ethical use, privacy, relationships, reputation and online security.
There are positive and negative effects of internet on children and kids of these era. The discussion is about the internet and it's effects on kids. Tips for parents are also discussed for the solution.
What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.
As the volume of free internet resources continue to grow exponentially there are opportunities for stakeholders in education – parents, teachers, administrators and policy makers - to facilitate community access to this e-content. This presentation focuses on free social media tools, mobile apps and other innovative technologies which have been adopted by educators in 21st century global communities. Attendees will learn about the latest trends in cloud storage, crowdfunding, ebooks, makerspaces, MOOCs, news aggregation, photo/video sharing, self-publishing, social networking, bookmarking, video conferencing, visualization services and augmented reality. The goal – to promote ‘Tech Tools’ which can be easily integrated into the home and working environment.
The Wrocław University of Economics as part of the ActGo-Gate project analyzed the needs of potential users of the platform for the exchange of services mainly through cooperation and study on seniors associated in Universities of the Third Age and senior clubs. Within the Polish research the potential of the national market of ICT solutions for people aged 50+ was analyzed in detail. The research work in particular included identifying the seniors’ needs, expectations and readiness for the practical application of the ICT platform for the exchange of services. For this purpose an analysis and description of economic, social and technological conditions were made, a model for implementation of ICT solutions in this area was proposed and implementation aspects were presented in the context of non-functional and functional requirements defined after the target group analysis in the partner countries. Morover, very extensive qualitative and quantitative studies of seniors in Poland have been carried out, the effects of which have been presented in the following presentation.
School safety is defined as schools and school-related activities where students are safe from violence, bullying, harassment, and substance use. Safe schools promotes the protection of students from violence, exposure to weapons and threats, theft, bullying, and the sale or use of illegal substances on school grounds.
https://www.nuedusec.com/request-demo.php
This is the text that goes with the Cyber Ethics presentation on Slideshare. Given the apparent popularity of the presentation I thought it might be helpful to have the text that had to accompany the presentation. It looks like the Department of Justice and Norton websites have changed. Nevertheless, the link indicate important sources of info.
ETHICS IN E-LEARNING
Assist.Prof.Dr. Elif TOPRAK – Anadolu University
etoprak1@anadolu.edu.tr
Assist.Prof.Dr. Berrin ÖZKANAL – Anadolu University
Res. Assist.Dr. Sinan AYDIN – Anadolu University
Instructor Seçil KAYA – Anadolu University
TOJET: The Turkish Online Journal of Educational Technology – April 2010, volume 9 Issue 2
Research Findings: The Widening Gaps Between The Haves & The Have-NotsNadia Andayani
A qualitative exploration on how Indonesian young people possess their internet skills. A study I conducted in 2013 and was presented at AMIC 22nd annual conference in Yogyakarta, July 2013
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
Lydia's BEaPRO Digital Literacy (Citizenship) Family Workshop PresentationLydia Smith-Davis
A collaborative effort by Verizon, iKeepSafe, and the California School Library Association--BEaPRO: Connect with Confidence is a family workshop on the Digital Literacy (Citizenship) concepts of balance, ethical use, privacy, relationships, reputation and online security.
There are positive and negative effects of internet on children and kids of these era. The discussion is about the internet and it's effects on kids. Tips for parents are also discussed for the solution.
What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.
As the volume of free internet resources continue to grow exponentially there are opportunities for stakeholders in education – parents, teachers, administrators and policy makers - to facilitate community access to this e-content. This presentation focuses on free social media tools, mobile apps and other innovative technologies which have been adopted by educators in 21st century global communities. Attendees will learn about the latest trends in cloud storage, crowdfunding, ebooks, makerspaces, MOOCs, news aggregation, photo/video sharing, self-publishing, social networking, bookmarking, video conferencing, visualization services and augmented reality. The goal – to promote ‘Tech Tools’ which can be easily integrated into the home and working environment.
The Wrocław University of Economics as part of the ActGo-Gate project analyzed the needs of potential users of the platform for the exchange of services mainly through cooperation and study on seniors associated in Universities of the Third Age and senior clubs. Within the Polish research the potential of the national market of ICT solutions for people aged 50+ was analyzed in detail. The research work in particular included identifying the seniors’ needs, expectations and readiness for the practical application of the ICT platform for the exchange of services. For this purpose an analysis and description of economic, social and technological conditions were made, a model for implementation of ICT solutions in this area was proposed and implementation aspects were presented in the context of non-functional and functional requirements defined after the target group analysis in the partner countries. Morover, very extensive qualitative and quantitative studies of seniors in Poland have been carried out, the effects of which have been presented in the following presentation.
School safety is defined as schools and school-related activities where students are safe from violence, bullying, harassment, and substance use. Safe schools promotes the protection of students from violence, exposure to weapons and threats, theft, bullying, and the sale or use of illegal substances on school grounds.
https://www.nuedusec.com/request-demo.php
Internet Filtering, Intellectual Freedom, & Your School LibrarianKate Gukeisen
Created for MSLIS "Information Technologies in Educational Organizations," this slide show explores the importance of school librarians to creating effective policies and learning opportunities for all students in online, participatory environments.
Persuasive Essay About Technology
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Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.
AISD5 (Integrity & Technology) - Article 2 (Final)
This article was prepared by the students of Ahlcon International School, Delhi, India for EUMIND Project.
Pushing the boundaries of participatory research with people with learning di...Jane65
Presentation at ESRC funded seminar series in which Jane Seale summarises the main themes and issues that have arisen from the presentations across the seminar series: focusing particularly on spaces and boundaries
Listening to life stories from inner London: mobile interviews and map-makingJane65
Presentation by Sue Ledger, Sue Thorpe and Lindy Shufflebotham at an ESRC funded seminar series about doing participatory research with people with high support needs.
Researching together?: reflections on doing participatory research over large...Jane65
Presentation by Liz Ellis, Natasha Smith and Stuart Ralphson at the fourth ESRC funded seminar on participatory research with people with learning disabilities
Analysing Drama – important points and ideas for a playJane65
A presentation by Ruth Garbutt on her experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Glærushow fyrir manchesterData Analysis from a Disability Course for Universi...Jane65
Presentation by Gudrun Stefánsdóttir, Ólafur Snævar Aðalsteinsson and Embla R. Hakadóttir (University of Reykjavik) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis
Brief Notes on our Different Approaches to Analysis: Example 2Jane65
Presentation by John Dias and Chloe Brownlee-Chapman (Carlisle People First Research Team) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Brief Notes on our Different Approaches to Analysis: Example 1Jane65
A presentation by Lou Townson and Rohhss Chapman, (Carlisle People First Research Team) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Involving People in Data Analysis: The All We Want To Say ProjectJane65
Presentation by Marie Wolfe, Josephine Flaherty, Siobahn O’Doherty & Edurne Garcia Iriarte (The Irish Inclusive Research Network) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by ESRC, focusing on participatory data analysis with people with learning disabilities
Doing it Together? An Aspie eye on the neurotypical researcher’s analysisJane65
A presentation by Hanna Bertilsdottir about her experiences of doing participatory research with students with Aspergers' Syndrome. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis with people with learning disabilities
Analysing Videos Together: Skills for Support ResearchJane65
Presentation by Val Williams (Norah Fry Research Centre) and Andrew Barbour and about their experiences of analysing videos together. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis for and with people with learning disabilities
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Technology doesn’t exclude learners, teachers do! A critique of the nature and scope of digital practices within our education system that include or exclude marginalised learners Professor Jane Seale Plymouth E-Learning Conference Keynote, April 6th 2011
3. Underpinning Personal Position 1980’s All the talk was of the potential of microcomputers: innovation Thirty years later, the question we all ask is still: “ How can we exploit the potential of technologies” ? This is the wrong question In asking the wrong question, we are denying the potential of learners, and of ourselves
4. Central Argument We invest all the power and potential in the technology and forget that we have a vital role to play
5. Overview Draw on examples from my own research, consultancy and experience; ranging from adult and community settings to Higher Education. Argue that it is important for us as a professional community to examine our digital practices; distil out what it is that we do that either includes or excludes question the influences on these practices.
6. What is Digital Inclusion? Typical definition often applied by government agencies and policy makers: All members of society are able to access the affordances offered by technology use Addressing inequalities, where those unable to access the affordances of technology use are disadvantaged, marginalised Digitally excluded
7. Digital exclusion=Social exclusion=Technological determinism Ufi 2007 report, drawing on ONS and Ofcom stats Two thirds of digitally excluded people are economically inactive 62% of those with no educational qualifications are digitally excluded 69% of those who live alone are digitally excluded Technology is central to everything we do, and therefore central to our inclusion in society
8. Scoping a DI conceptual framework Simple Tangible Access To technology and related services Use Being able to use (e.g. digital literacies) Nature of use: gradations of use Quality of use, “best” use ,“smart use”, “meaningful use” Empowerment Independent and self-sufficient (on whose terms?) Exerting control and choice over use Participation Civic engagement through to participation in education Passive participation through to active participation (having an influence in the way technologies are used) Complex Less Tangible
11. We exert power by rationing access Lack of staff training Lack of embedding Technology looks good in the photos, but no real commitment
12. We twist policy & law to justify non-action e.g. Out of fear that hearing impaired students will use DDA to complain if they cannot access auditory material provided in online learning resources, an institution: Removes all speakers and headphones from all publicly networked PC’s Assume that all students are now equally disadvantaged, and that this is OK It is not- It marginalises further
13. We oppress through cynicism, born of privilege “The digital Inclusion debate is the enemy of progress and the digital divide is not as big as many claim.” Former school governor, CEO of a technology company, angry that progress towards using the Internet within the classroom was hindered through concerns over exclusion; that not all the children would have access to the Internet at home. It was only a small number of children who did not have access to the Internet at home, so why couldn’t alternative arrangements be made for these few children, like giving them homework that did not require use of the Internet?
14.
15. It is not necessarily about how many people are digitally excluded or offline, but how few opportunities are afforded to such people compared to those who are digitally included.
16.
17. We question “their” right to technology Sarah B I used to hear people talk about the dyslexic ones getting a free laptop, and I always felt that that was a thing that non-disabled people disliked [..] SarahD It’s so unfair they say just because you are dyslexic. Elad I’ve had that as well, just because I get extra time in exams and they don’t understand SarahDI’m not pretending to be dyslexic just so that I can get a laptop [..] You don’t want to be dyslexic – trust me AndyL There’s no visible clue, Oh your dyslexic. “Oh, you look the same, you’re not limping, you’re not in a chair. They can’t tell. “What’s so special about this dyslexia ‘thing’ that you’ve got?” People have no ability to grasp what it is. Sarah D I have heard some people say that dyslexia is just a completely made up thing! […] I was like OK, for someone who doesn’t have any idea what it is like to have dyslexia – you cannot just say that!
18. We just don’t think about the impact of our “pedagogy” Nikki: On being required to post comments on discussion list in order to pass unit: “The website gets jammed up and crashes. On MSN you can see who’s logged on. On there you can’t. If you put a message on, you can sit there for 2 hours waiting for a reply. I had to continue to go back to the library. Those who have internet at home can check it all day. But, I went to the library in my pyjamas because it got so late! This is unfair. If you don’t communicate on there, you don’t pass. The student residence are the ones who don’t have the internet? Ours are 40 years old and condemned. The new ones are supposed to have the internet. Eventually I managed to do my project. “
19. We confuse safeguarding learners with safeguarding ourselves E.g. Justify “peering over the shoulder” of looked after children in care homes who are only permitted to use computers in public spaces: Ignore potential for promoting “capable” identities and celebrating abilities of looked after children who thrive in online environments as well as potential for communication & social belonging
20. We allow our risk perceptions to dominate “Generally speaking, the young adults do not assess the risk of getting into trouble as seriously as they assess the risk of not having anything at all ever happen to them. However, to get permission from their caregivers to go on using the Internet, it is important that they reassure those caregivers by declaring themselves to be aware of the different risk strategies they need to use on the Internet (Lofgren-Marteson: 2008:p133)”
22. Why?…… I! I don’t want to do anything that is more work for me I don’t want to take a risk, because I might get into trouble I’m not convinced it is worth it I don’t see the injustice I don’t want you to become more like me Do we have a lot personally invested in maintaining the divide?
23. Why? Technology does not necessarily redefine our notions of disadvantage In over-identifying with the technologies we lose sight of the real structural barriers to inclusion: Our attitudes and beliefs regarding what it is to be different or normal, the value and place people different to us have in society expectations about their rights and responsibilities
24. Hope? Paulo Freire (1998) Pedagogy of Hope Without rage and love there is no hope Len Barton (2003) Hope involves an informed recognition of the offensive nature of current conditions and relations and a belief that the possibilities of change are not foreclosed
26. George Roberts PhD (2011): Community IT Centre Haidar, single dad: I’ve been using it for the last two years. I come here almost everyday during the weekdays with my daughter after school. It’s something that she looks forward to and what else have we got? I’m currently studying computer maintenance on Saturdays, here at the centre, which is local to me…I’ve worked in PCs and stuff before, but it’s really updating my knowledge. And, the IT Centre has also helped me acquire information on the Internet as I do not have the Internet at home. Currently I’m applying for jobs, I’m using the IT Centre. My daughter comes here and uses the IT hub on Saturday to do homework. She wants to be part of the community team, while Dad’s doing his PC Maintenance Course, she’s very keen to come and do her homework. So it’s a very good bonding station where people are free to talk and exchange information and experiences.
27. How? At an organisational level For the people, by the people Local “Learning Champions” Structure and Freedom: courses and self-chosen development No user id’s and passwords No imposed time-limits on use of PC’s
29. How? At the teacher level 1st level interpretation: Power of Technology Put computers in slum areas and childrens’ language skills and test scores improve 2nd level interpretation: Power of children: teaching themselves 3rd level interpretation: Power of teachers and adults: encourage; to ask the question from which exploration emerges: sound pedagogic principles- discovery learning, constructivism, scaffolding Belief in the potential of the learners
This is not just just a story about technilogicalinaccessiblity of halls of residence- it’s a story about unnecessary pedagogical barriers
Educational research in many ways is about the bringing together of many disciplines to address important issues that are the heart of our society, and how we views its success and survival. I hope through this presentation to give you an example of how educational research is at the heart of deciding what is important in relation to Higher Education, but also how the Faculty of Education is at the heart of the University of Plymouth