MA IE ICT session 23 nov2012_Edirisingha

23 November 20122 – 4pm

MA International Education core module: Contemporary Issues in Education, Session 14Dr Palitha EdirisinghaBeyond Distance Research Alliance, School of Education,University of Leicester,105, Princess Road East, LE1 7LG, [email protected]+44 (0)116 252 3753+44 (0)7525 246 592The Role of ICT in Education, Core Module Contemporary Issues in Education,

MA IE Programme 20 - 13, Dr Palitha Edirisingha

Learning outcomes of this unit

Gain an in-depth understanding of the developments of ICT in various national and cultural contexts

Understand the nature and implications of differential access to technology for educational and social inclusion

Develop critical awareness of young people’s new digital media skills and their implications for teaching and learning in schools

Recognise the potentials of ICT to support learning in schools

The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha Edirisingha

Themes covered in this session

Theme 1. What do we mean by ICT?

Theme 2. Potential of ICT for learning in various educational contexts

Theme 3. Developments of ICT in national and international contexts

Theme 4. Digital divide

Theme 5. Learners in a digital age – ‘digital natives’

Theme 6. Digital literacy skills. Implications for learning


A summary of learning activities

Pre-session activities (2)

Pre-session reading

Group activities

Discussions

Post-session reading

A presentation -> an essay

A dissertation research project?


Key concepts and themes


Key themes and concepts

Digital divideDigital exclusion and inclusion

Learners: digital generation, Net generation

Digital literacy

ICT? What do we mean by it? How might ICT help learning?


ICTs – what do we mean by it?How might they help learning?


Themes 1 and 2

ICTs – What are they? Why is the interest in ICT?


Benefits of ICT – views from international organisations ‘the use of ICT in education can increase

access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods, improve learning outcomes and enable reform or better management of education systems’ (UNESCO, 2009, p. 9)

‘Many countries around the world are investing in Information and Communication Technologies (ICT) to improve and update the education they provide their younger generations’ (Pedro et al., 2004, p. 4).


Interest in ICT

Commercial interests Despite many failed attempts (see

Cuban, 2001) To help the learners acquire new

skills needed for society and world of work, to enhance productivity, and to improve the quality of learning.


Defining ICTs

Additional reading materialPLEASE READ the recommended sections and pages of the Course Unit 13 written by Reddi titled ‘Role of ICTs in Education and Development: Potential, Pitfalls and Challenges’ [available from the URL http://www.unesco.org/education/aladin/paldin/courses.html].The actual URL for the document is http://www.unesco.org/pv_obj_cache/pv_obj_id_3F2FF62117EFB7B773D53279A504D0C6531C0100/filename/unit_13.pdf. The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

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Defining ICTs

Tendency to be ‘associated with the most sophisticated and expensive computer-based technologies’ (Reddi, 2009)

Broadening the definition to include more conventional technologies such as radio, television and telephones


Benefits to education / learning Enhanced motivation and creativity when confronted

by the new learning environments. A greater disposition to research and problem-

solving focused on real social situations. More comprehensive assimilation of knowledge in

the interdisciplinary ICT environment. Systematic encouragement of collaborative work

between individuals and groups. Ability to generate knowledge. Capacity to cope with rapidly changing, complex and

uncertain environments. New skills and abilities fostered through

technological literacy.(Kelley-Salinas, 2000, p. 7, based on the work of

Papert, 1997)The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

Categorising ICTs

OLD ICTs? NEW ICTs?


Categorising ICTs

Figure 1: Five waves of developments of ICTs (based on Pea and Wallis (DATE) in Borgman et al. 2008: 13)


ICTs since 1980

Audio cassettes Video cassettesAudio conferencing Computer-based learning

Audio-graphic systems Cable TVViewdata/Teletext/Teledon/Minitel

Satellite TV

Laser video-disks Video conferencingComputer conferencing Compact discs

Internet Electronic mailWorld Wide Web LCD projectorsDigital video discs Search engines (e.g., Google)

Fibre Optics Mobile phonesLearning Objects Wireless networks

Portals e-portfoliosSimulations Expert systems

Virtual Reality

Table 1: The development of new technologies in teaching since 1980 (Bates, 2005, p. 43)The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha Edirisingha

Categorising ICTs

Synchronous AsynchronousParticipants need to be together at the same time for the learning event

The participants can take part in the learning event at different times

Examples? Examples?


Summary of Themes 1 and 2 Different approaches to defining and

categorising ICTs Educational benefits of using ICTs What are your own views on and

experiences with ICTs? Next access to ICTs and internet,

and implications for education


Developments of ICTs in national and international contexts


Theme 3

We will return to the outputs from the Pre-class Activity 1

Responses received so far from:BruneiChinaCyprusJapanTaiwanTurkey


Access to the internet

Access at an affordable cost Access to the Internet as a basic human

right ‘Is internet access a human right?’ (

http://www.guardian.co.uk/law/2012/jan/11/is-internet-access-a-human-right) (the Guardian Newspaper)

Finland: broadband access to Internet is ‘a legal right for every citizen’ (http://www.bbc.co.uk/news/10461048) (BBC website).

Internet as a basic infrastructure ICT ‘to … expand the reach of education...’ (Pedros et al.,

2004)The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

Access to Internet in different geographical regions Let’s return to the outputs of pre-class activity 1 Responses received so far from:

Brunei China Cyprus Japan Taiwan Turkey



The internet access and use across the world – some interesting factsThere 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 than the whole of Latin American and the Caribbean combined. There are still 30 countries with an Internet penetration of less than 1%.


The internet and other ICTS access in the Western Europe

ICT is widely available to the general public in both accessibility at affordable prices.

About 47% of the population between the ages of 16 and 74 used the Internet.

Despite this high level of access, gaps remain in terms of age, employment status, educational level, and location of residence, whether rural or urban.

The main contributory factors for lack of access are poor infrastructure, low level of ICT literacy, and lack of incentives to use ICT.

Largest gaps exist between higher and lower educated in Portugal, Slovenia and Spain, 70%, 68% and 61% respectively.

Smallest gaps have been observed in Lithuania (11%), Sweden (24%) and Germany (25%).

(Eurostat, 2004/5)


Internet access and use in UK schools

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 the homework to involve use of ICT. Schools’ use of ICT and internet include: intranets, online submission and marking and eLearning portals, also called Virtual Learning Environments (VLEs).The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

ICT access in developing countries – Namibia as an example

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 and villages are far apart, many do not have running water and electricity, let alone access to phone lines. There is a general lack of clinics, schools, qualified teachers, libraries and educational materials. Namibia has 1,519 schools of which 924 presently do not have a telephone, electricity or a library.


A digital divide?

The differences in access to the Internet and ICTs - number of questions and challenges for educators.

A divide between the developed and developing countries in terms of access to technology.

Also even in most developed countries, divides exsit: ‘a considerable proportion of [young people] are not using the Internet’ (Reisdorf, 2011, p. 401).

The issues arising from some sections of the population not having access to ICT


A digital divide?

The non-users of Internet are at the risk of being disadvantaged economically or socially, ‘… missing out on offers that are only available online, skills needed to get a well-paid job, etc.’ (ibid, p. 401).

The non users tend to be from already disadvantaged social groups.

The more ICT and internet is immersed in society and pervades everyday life, the more it becomes attached to all existing social divisions.

Differential information and communication skills might lead to an increase of unequal positions in society.


Summary of Theme 3

Responses from Activity 1 Explored the question of access to

internet and other ICTs in the world and what it means to be on the ‘have’ and ‘have not’ sides of access.

Is access primarily a technological problem? Is it mainly a physical access problem?

Next section Digital DivideThe Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

Digital divide


Theme 4

Two guiding questions

1. What do we mean by digital divide? Why is it important to talk about it? How does it manifest?

2. Can we afford to ignore digital divide? What are the implications for learning in different educational contexts (age groups, learning settings, geo political settings)?


International picture2. 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


Differences in Access:[Based on Activity 1]


What does it mean to have access to, and devices for using internet for education? (Think about your chosen sector of education)


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


Access in your country / region?

Returning to the outputs from pre-class activity 1

Internet Computers Mobile phones Other digital devices


Digital divide

‘the gap between the technology rich and the technology poor, both within and between societies’ (Buckingham, 2008, p. 10)


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)


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).


Can we close the digital divide? If so, how?


What are the limitations with this view/ approach to solving the access problem?

The ‘trickle-down’ principle


Digital divide as a ‘social and political problem’ (van Dijk, 2005, p. 3), not a technical one.


Physical access is only one kind of (material) access among at least four: motivational, material, skills and usage.


Does digital divide intensify the existing social inequalities (of age, gender, ethnicity, social class, ability levels/types)?

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?


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


Access to digital technologies


(van Dijk, 2005)The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

Approaches to closing digital divide?

Returning to Pre-class Activity 2Hole in the Wall - Sugta Mitra’s video on YouTubeYour reflections … any similar approaches in your context?


Innovative projects using 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/bangladesh/2010/11/101020_tech_award_for_bbc_janala.shtml

BBC Janala receives Tech Award for educational innovationBangladesh


Learners in a digital age – a ‘net generation’?


Theme 5

Guiding questions

1. What do we mean by: ‘digital natives’ (and other related terms) and ‘digital immigrants’?

2. The notion of ‘generations’? 3. The contested nature ?of these

terms? What lies behind these contested concepts?

4. Can we afford not to consider these terms? What are the implications for education


A digital generation

‘a generation defined in and through its experience of digital computer technology’ (Buckingham, 2006, p. 1).


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)


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.


Generations

Generations (according to Tapscott, 1998)

The Boomers - born between 1946 - 1964. The TV generation. conservative, Hierarchical, inflexible, centralised (like the TV medium). incompetent technophobes.

The Bust - born between 1965 - 1976. The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

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.


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).


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).


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 ([email protected]) and I’ll try to help.The Role of ICT in Education, Core Module Contemporary Issues in

Education, MA IE Programme 20 - 13, Dr Palitha Edirisingha

Question for consideration.. 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?


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).


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).


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.


Digital literacy


Theme 6

Guiding questions

1. Why do we mean by digital literacy? How do we define it? What are the other related terms / concepts?

2. What are the implications for learning


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, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha


The Role of ICT in Education, Core Module Contemporary Issues in Education , MA IE programme 2012 – 13, Dr Palitha Edirisingha.

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, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

Digital literacy – implications for learning


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, Core Module Contemporary Issues in

Education, MA IE Programme 20 - 13, Dr Palitha Edirisingha

More questions..

How might we deploy new ICT to improve learning and studying at schools / universities / other contexts?


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


Summary of what we have done so far in this session

Pre-class activitiesPre-class readings

Theme 1. What do we mean by ICT?

Theme 2. Potential of ICT for learning in various educational contexts

Theme 3. Developments of ICT in national and international contexts

Theme 4. Digital divide

Theme 5. Learners in a digital age – ‘digital natives’

Theme 6. Digital literacy skills. Implications for learning


REFERENCES AND FURTHER RESOURCES


References and further reading

Bates, T. (2005) Technology, E-Learning and Distance Education (2nd edn). London: Routledge. Chapter 3.

Bennett, S., Maton, K. and Kervin, L. (2008) The digital natives debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), pp. 775-786.

Berners-Lee, T. (2000). Weaving the Web: The Past, Present and Future of the World Wide Web by its Inventor, London, Texere.

Buckingham, D. (2006) Is There a Digital Generation. In Buckingham, D. and Willett, R. (eds) (2006 ) Digital Generation: Children, Young People, and New Media. Mahwah (New Jersey): Lawrence Erlbaum. (A review of this book can be found at http://www.childrenyouthandmedia.org/cscym/attachments/074_Buckingham%20Digi%20Gen2.pdf).

Buckingham, D. (2007) Beyond technology: children’s learning in the age of digital culture. Cambridge: Polity Press.

Buckingham, D., and Willett, R. (eds) (2006) Digital Generation: Children, Young People, and New Media, Mahwah (New Jersey): Lawrence Erlbaum.

Cuban, L. (1986) Teachers and machines: the classroom use of technology. New York (NY): Teachers College Press.

Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920, New York: Teachers’ College, Colombia University.

Cuban, L. (2001) Computers in the classroom: oversold and underused. London: Harvard University Press.

Cuban, L. (2001). Oversold and Underused: Computers in the Classroom, London: Harvard University Press.

DCMS (2009) Digital Britain: Final Report, URL http://interactive.bis.gov.uk/digitalbritain/report/being-digital/getting-britain-online/. [Accessed 3 Sept 2009].

DfES (2003) Fulfilling the Potential: Transforming teaching and learning through ICT in schools , Department for Education and Skills. URL https://www.education.gov.uk/publications/standard/_arc_Teachingandlearning/Page3/DfES%200265%202003 Accessed 20 Sept 2012.

Edmunds, J. and Turner, B. (2002) Generations, Culture and Society. Buckingham: Open University Press.

Facer, K. (2011) Learning Futures: Education, technology and social change. London: Routledge.

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.

Gilster, P. (1997) Digital Literacy. New York: Wiley.

Hawkridge, D. (1983). New Information Technology in Education, London: Croom Helm.

Hellawell, S. (2001). Beyond Access: ICT and social inclusion, London: Fabian Society.

Heverly, R.A. (2008) Growing Up Digital: Control and the Pieces of a Digital Life. In McPherson, T. (ed) Digital Youth, Innovation, and the Unexpected. Cambridge (Massachusetts): The MIT Press, pp.199-218.

Holloway, S. L., and Valentine, G. (2003) Cyberkids: children in the information age, London: RoutledgeFalmer.

Ito, M. et al. (2008) Foreword. In McPherson, T. (ed) Digital Youth, Innovation, and the Unexpected. Cambridge (Massachusetts): The MIT Press.

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].

Kelley-Salinas, G. (2000) Different Educational Inequalities: ICT and Option to Close the Gaps, in OECD (ed) Schooling for Tomorrow: Learning to Bridge the Digital Divide. Paris: OECD. Chapter 2. pp. 21 – 36. URL http://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/ict/41284104.pdf[Accessed 20 Sept 2012].

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].

Pedro, H.K. et al (2004) Technology in Schools: Education, ICT and the Knowledge Society. Instituto de Informática Educativa, Universidad de La Frontera, Casilla 380 - Temuco, Chile. URL http://www.sca2006.tic-educa.org/archivos/modulo_1/sesion_1/ICT_report_oct04a_Pedro_Hepp.pdf [Accessed 1 Oct 2012]. (see Section VII. Rural Schools: A Special Case (pp. 57 – 67)).



Reddi, U.V. (2009) Role of ICTs in Education and Development: Potentials, Pitfalls, and Challenges. A Course Unit within Course 01 Participatory Lifelong Learning and Information and Communication Technologies, School of Social Sciences, Jawaharlal Nehru University, New Delhi. URLs http://www.unesco.org/education/aladin/paldin/courses.html] and http://www.unesco.org/pv_obj_cache/pv_obj_id_3F2FF62117EFB7B773D53279A504D0C6531C0100/filename/unit_13.pdf [Accessed 25 Sept 2012].

Reisdorf, B.C. (2011). Non-adoption of Internet in Great Britain and Sweden. Oxford Internet Institute, University of Oxford, UK. URL http://www.tandfonline.com/doi/abs/10.1080/1369118X.2010.543141 [Accessed 01 Oct 2012].

Selwyn, N. and Facer, K. (2007) Beyond the digital divide: Rethinking digital inclusion for the 21st century. Bristol: Futurelab. URL www.futurelab.org.uk/resources/documents/opening_education/Digitial_Divide.pdf [Accessed 1 Sept 2012].

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].

Somekh, B. et al. (2002) ImpaCT2: Pupils’ and Teachers’ Perceptions of ICT in the Home, School and Community: ICT in Schools Research and Evaluation Series – No.9. Department for Education and Skills and Becta, UK. URL https://www.education.gov.uk/publications/eOrderingDownload/ICT%20and%20attainment.pdf. [Accessed 9 Sept 2012].

UNESCO (2009) Guide to Measuring Information and Communication Technologies (ICT) in Education, Technical Paper No. 2. UNESCO Institute for Statistics, Montreal, Quebec, Canada. URL http://unesdoc.unesco.org/images/0018/001865/186547e.pdf. [Accessed 9 Sept 2012].

Van Dijk, J.A.G. (2005) The Deepening Divide: Inequality in the Information Society. London: Sage.

Welsh Assembly Government (2008) Transforming Schools with ICT: The Report to the Welsh Assembly Government of the Schools ICT Strategy Working Group, Welsh Assembly Government, Cathays Park, Cardiff. URL URL http://www.ngfl-cymru.org.uk/ictstrategyworkinggroup-e.pdf Accessed 25 Sept 2012.

Wilhelm, A.G. (2004) Digital Nation: Towards an Inclusive Information Society, London: The MIT Press.

Williams, P.J. (2009) Technological literacy: a multliteracies approach for democracy. International Journal of Technology and Design Education, 19(3), pp. 237-254.


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/


Resources - Europe

European Union http://cordis.europa.eu/fp7/ict/ http://cordis.europa.eu/fp7/ict/projects/

home_en.html


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/

EXTINFORMATIONANDCOMMUNICATIONANDTECHNOLOGIES/0,,menuPK:282828~pagePK:149018~piPK:149093~theSitePK:282823,00.html]The Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

ICT for Education: emerging areas

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

Social and participatory media (Web 2.0 technologies) and informal learning

Mobile technologies and flexibility of learningThe Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha

Edirisingha

And finally … some fun!

Visualising the growth and the use of the Internet

http://news.bbc.co.uk/1/hi/technology/8552410.stm


Thank you!

hope you enjoyed the class

If you have any questions or suggestions to improve / contribute to this session / presentation, please contact me at:

[email protected]

@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 7LGThe Role of ICT in Education, Core Module Contemporary Issues in Education, MA IE Programme 20 - 13, Dr Palitha Edirisingha