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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, [email protected]
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, [email protected]