The use of ICTs in education and the promotion of social inclusion: a critical perspective from the...

the use of ICTs in education and the

promotion of social inclusion: a critical

perspective from the UK

presentation to ‘Education, equality and social justice in Brazil, India, South Africa and UK: The use of technologies in education and the promotion of social inclusion’ symposium

Campo Grande24_04_08

neil selwyn

institute of education university of london, ukn.selwyn@ioe.ac.uk

using technologies to promote social inclusion in education: the UK policy

approach

• the use of technologies to promote social inclusion in terms of educational opportunities and outcomes

• the use of education to ensure social inclusion in terms of technological opportunities and outcomes

using technologies to promote social inclusion in education: evidence for

success

i) continuing educational inequalities

using technologies to promote social inclusion in education: evidence for

success

i) continuing educational inequalities

ii) continuing inequalities in terms of technological opportunities and outcomes

“nearly all related studies agree that the fundamental solution lies

beyond a mere consideration of information availability and infrastructure; they call for governments to interfere with the

deep-rooted factors which have directly or indirectly caused this situation” (Yu 2006, p.235)

weaknesses in current thinking over education and digital inclusion

individuals - especially young people - are naturally aligned to new technologies

ICT use is an inevitably empowering activity

ICT can prompt new patterns and types of behaviour

people who are currently deemed to be digital excluded will benefit from ICT use

so where now? towards a new set of policy options and approaches

social problems require social solutions

meaningful change in people’s behaviour derives from genuinely ‘bottom-up’ activity

the state and other bodies should adopt more facilitative and supportive roles in addressing digital inclusion

commercial interests must play a wider role in addressing digital inclusion

the use of ICTs in education and the

promotion of social inclusion: a critical

perspective from the UK

presentation to ‘Education, equality and social justice in Brazil, India, South Africa and UK: The use of technologies in education and the promotion of social inclusion’ symposium

Campo Grande24_04_08

neil selwyn

institute of education university of london, ukn.selwyn@ioe.ac.uk