Icts overuse in the european educational space. interpreting the icts

Icts overuse in the european educational space. interpreting the icts

This preliminary research on ICT adoption in Africa and the Asia-Pacific suggests that there are serious barriers to their use in educational and socioeconomic development, such as issues of infrastructure support, access to the ICTs, training and skills development, and hierarchical social relations which determine who has access to ICTs. Generally ICTs are considered appropriate, even though there remain concerns over economic priorities, basic needs or computers.

However, the implementation of ICTs is occurring in a context where the cultural and institutional barriers are not well addressed. The assumption often made is that if one just purchases a few computers and modems, a post-industrial society can magically result.

Africans and those in the Asia-Pacific are generally in the position of consumers and thus in a position where they cannot yet define the media in their terms. At the same time, conservative attitudes entrenched in Asia-Pacific countries and concern over basic needs inhibit appreciation of the importance of new ICTs.

For example, in Fiji and the Philippines, people believe ICTs are not the most important needs in their societies and that people can always find a way to get along if ICT use becomes a matter of "life and death". Basic education, equipping schools with enough texts and reducing the teacher-student ratio, and seeing culturally relevant programs on television seem to be the major concerns of most of the respondents. There is also fear that the Internet could corrupt the morals of their society through easy access to pornography and other culturally "reprehensible" material.

However, even with these words of caution, in Africa and Asia-Pacific, almost every interviewee considered ICTs as appropriate to their society for various reasons, even in the face of poverty. The reasons were as follows: for Africa.

As one respondent commented:. They help to do things better, they show a measure of development. And if we're going to be plugged into the world, particularly in the next century, on the continent of Africa and And information technology is an imperative that Africa would miss at its own risk.

As respondents said:. Against the background of the perceived appropriateness of ICTs to Africa and Asia-Pacific, the crucial research question was: why are these technologies, given their usefulness, not yet commonplace in all the countries we studied?

Among the African respondents, a wide range of factors inhibit the widespread introduction and use of the new technologies. These factors include:. Thus in Africa, ignorance is far more major obstacle and those aware, mostly the educated and literate people in the private sector, say as much as they appreciate the need and importance of ICTs, the economic situation in their countries and general poverty make it difficult for people who need these ICTs to acquire them.

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Compared to the Asia-Pacific countries studied, more people in Africa see the need for these ICTs inspite of traditional ways of doing things but are hampered by poverty. A range of factors were seen as inhibiting the use of new ICTs.

Many saw the future of ICTs as positive and believed that their use in health and education could be quite dramatic. Mind-boggling, with only our imagination as limits was the type of language used by participants. Developing African and Asia-Pacific countries are caught in a Catch situation: without using these new technologies, their future generations will further lag behind and will find themselves further impoverished.

If they use these technologies without addressing some of the concerns and needs of their societies, they could be placing their carts before their horses. What is needed most is effective and efficient, not to mention wise, telecommunications and culture policy, as well as research that informs such policy.

The new communication technologies have their strengths and drawbacks, they should not merely be seen as apolitical tools but as embedded in culture, politics and our mutual futures. Moving this research to the implementation phase, we recommend the following:. This linkage must be direct, showing stakeholders the benefits of using ICTs for economic growth. CD-ROMS and access to the web must not only be inexpensive, but as much as possible be locally driven, based on local content.

Dissemination of hardware must include software support, institutional linkages, and servicing. The study was conducted over the period January and April The study aimed to determine the:. Research Methodology.Emma C. The concept of the public sphere has become a commonly used paradigm for understanding the impact of contemporary Information and Communications Technologies ICTs on the political spaces of the Arab world. This article aims to explore the multiple understandings of this evolving public sphere and their shortcomings.

A survey of recent research on the Arab region demonstrates inconsistencies which have arisen from an abstraction of the concept from its theoretical roots.

However, the article acknowledges the mutually constitutive functions of structure and identity by further locating the new landscape of intra-regional communication within the context of the global spread of informational capitalism. The evidence here suggests that the emerging Arab public sphere is already penetrated and diminished. The key to reconciling these apparently contradictory tendencies lies in the porousness of the boundaries which delimit the Arab public sphere and the manner in which it retains some autonomy from its global counterpart.

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Sign In. Advanced Search. Search Menu. Article Navigation. Close mobile search navigation Article Navigation. Volume Article Contents Abstract. The Arab Region in Historical Perspective. An Emerging Arab Public. Global Connectedness. Peripheral Status and the Public Sphere. Murphy Emma C.

Oxford Academic. Google Scholar. Cite Cite Emma C.Research and innovation in emerging technologies can have great benefits but also raise ethical and social concerns. The current discourse on Responsible Research and Innovation RRI is a novel attempt to come to conceptual and practical ways of dealing with such concerns. In order to effectively understand and address possible ethical and social issues, stakeholders need to have an understanding of what such issues might be.

This article explores ethical issues related to the field of emerging information and communication technologies ICTs. Based on a foresight study of ICT that led to the identification of eleven emerging technologies, we outline the field of ethical and social issues of these technologies. This overview of possible problems can serve as an important sensitising device to these issues.

We describe how such awareness can contribute to the successful deployment of responsible practice in research and innovation. In addition, investments in ICTs account for 50 per cent of all European productivity growth. The scope of this expenditure and the social consequences put forth that innovations are likely to have rendered it desirable to have mechanisms that would allow an early identification of social and ethical consequences of emerging ICTs Wright and Friedewald Owen et al.

In this framework, the main concepts to apply to ensure RRI are anticipation, reflection, engagement, and action. In this article, we return to the AREA framework in the discussion of the application of the set of ethical issues of emerging technologies as a way of realising RRI.

RRI raises considerable normative and epistemic challenges. On the one hand, it has to establish what is considered a socially desirable and acceptable direction. Only with a clear understanding of the social and ethical issues can these be proactively addressed, that is, be anticipated, reflected upon, deliberated with the public and other stakeholders, and be responded to. One key problem that RRI theory and practice face is that proactive governance of research and technology development runs into the problem of the uncertainty of the future.

This is partly based on the fundamental characteristic of the future, which is unknown. This idea has been captured in the debate on interpretive or interpretative flexibility Cadili and Whitley The idea behind this concept is that the characteristics of a technology are not fixed in the technology itself but are subject to the social processes of interpreting and using the technology within a particular context.

While one can argue that all technologies are subject to interpretive flexibility Doherty et al. This article contributes to meeting this challenge by providing decision makers and researchers with a way of sensitising stakeholders involved in RRI in ICT to possible ethical issues.

This increased sensitivity can then be translated into appropriate research policies, programmes, or projects. Drawing on an extensive analysis of emerging ICTs it is found that not only is it hard to establish clear boundaries between ICTs, but that similar types of issues tend to reappear across different ICTs. Our article is based on the understanding that all knowledge of the future is fallible.

This starts from individual researchers who work on such projects and who are involved in project governance to research institutions undertaking such research and goes all the way to national and international research funders and policymakers. In order to make this argument and provide the evidence to support it, the article begins by clarifying its concepts and methodology.Some of the Examples of ICT use In education are the digital whiteboard, tablets, interactive tables, digital books, educational applications and digital teaching platforms.

The incorporation of new technologies into our lives has changed the world in which we live completely. Among these modifications we find those that have occurred in the educational field, in which, at present, it is strange to see a class in which they are not used to improve the teaching-learning process. The interactive whiteboard is a tool made up of a computer, a projector and a screen that can be controlled by a pointer.

There are different types of blackboard although the most used is the one we are presenting here, another is emerging, the tactile interactive whiteboard. It differs from the previous one in that it allows us to control the screen with our fingers.

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The digital whiteboard allows us to do many activities in the classroom. Here we will explain the most frequent of brief form:. Among these contents, the most common are: general and educational programs, videos, music, web pages, presentations, documents, etc.

In addition, you can interact with them in the same way as you would with the computer without a whiteboard. Interactive tables are another tool that although they are less widespread, can be used with groups of children in the infantile stage.

One of its advantages is that given its diameter of 27 inches can be used up to six children, which will work with digital content as if it were a digital slate. This has been designed so that the students have a moment of reflection and debate between them thanks to the digital content that they are working. They usually like them a lot because they can touch the screen and all the games they incorporate are interactive.

icts overuse in the european educational space. interpreting the icts

Its functions are the same as those of any other digital tool. The difference is that in order to facilitate its use its height is adapted to the one of the smaller ones. On the other hand, it also incorporates educational games with which children can learn while having fun intuitively and using their fingers.

However, because of its high price and that only has capacity for six people, it is not very widespread. The tablets are small devices that is characterized by having an intermediate size between the laptop and the mobile phone.

Some centers have incorporated them to work with him in some subjects because of its design, lighter and intuitive than laptops. On the other hand, neither do they need accessories or accessories which unlike the laptop makes the centers save money. The functions of this tool are the same as those of any device. The difference is in the interactivity through the screen, which can be handled with an electromagnetic pen.

For those students who have a visual impairment, it can be a very useful tool, since you can work on it so that you can adapt the letters and the environment of the device to your needs and even if you need to use the programs that exist for this type Of disability. For the students of the last years of Early Childhood Education and the first of Primary Education is the function of writing on the screen, because it allows them to learn writing in a medium as motivating as the digital world.

They are tools with digital textual content for which a screen should be used. Usually its use in the classroom is accompanied by other types of content such as audiovisual or even online.

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Its incorporation in the classroom has brought with it a lot of controversy in the educational environment, since some people thought that its use in the classroom was going to replace the paper in all the senses and that, therefore, it would be harmful to the children in the learning of Reading and writing. However, like other tools they offer great benefits in the teaching-learning process. As we already know, it could be said that they were the first tools that came to the classroom after the cannon, television, video Like the other tools, allows both individual and group work and motivates students in an excellent way in The activities carried out in it.

On the other hand, it is a good complement of learning for children to internalize what they have learned on any particular topic or even to expand it if they prefer. As a playful instrument, children can not distinguish whether they are playing or working with the computer, but play or work, which is true is that they learn to use it and acquire new knowledge, so that in schools is increasingly Of more programs and educational applications of high quality to offer them.

With the advent of new technologies it has also been possible to use different programs, educational platforms or pages where there are online activities that we can use to work in different areas of knowledge.Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. In the inaugural lesson for the academic yearthe author reflects on the role of information and communications technology in education. He raises some fundamental issues and questions whether ICT is suited to transmitting knowledge, particularly to students who are not already highly motivated to learn or well versed in the art of using and interpreting information.

Save to Library. Create Alert. Launch Research Feed. Share This Paper. Citations Publications citing this paper. ArokiasamyJalan Raja Engineering Applicability of information and communication technologies ICTs in the administration of technical and vocational education and training TVET in a knowledge-based society Muhammad Sukri Saud Chemistry Abdel Rahman Political Science References Publications referenced by this paper.

BeckerRobert B. Kottkamp Computer Science KulikChen-Lin C. KulikPeter D. Cohen Psychology Assessment in Education and Training.

icts overuse in the european educational space. interpreting the icts

Basic and the Personal Computer Thomas A. DwyerMargot A. Critchfield Computer Science Education and Computers: Vision and Reality. Martin Carnoy Computer Science Related Papers.

Abstract 43 Citations 18 References Related Papers. By clicking accept or continuing to use the site, you agree to the terms outlined in our Privacy PolicyTerms of Serviceand Dataset License.Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace. ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.

In many countries, digital literacy is being built through the incorporation of information and communication technology ICT into schools.

Some common educational applications of ICT include:. ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.

School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. Finally, digital content needs to be developed in local languages and reflect local culture. Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others.

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Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority.

There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning.

BRIEF 4. ICT in education. Information and Communications Technology ICT can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum. Some common educational applications of ICT include: One laptop per child: Less expensive laptops have been designed for use in school on a basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.

Interactive white boards are associated with whole-class instruction rather than student-centred activities. Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms. Inclusiveness Considerations Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.

References and sources. Alberta Education. Bring your own device: A guide for schools. Bishop, J.

ICT in Education: Possibilities and Challenges

Atlanta, Georgia. Blurton, C. Bryant, B. Journal of Behavioral Education. Buckingham, D. London: Routledge. Adapting technology for school improvement: a global perspective.

icts overuse in the european educational space. interpreting the icts

Paris: International Institute for Educational Planning. Cheung, A.Metrics details.

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This study addressed several outcomes, implications, and possible future directions for blended learning BL in higher education in a world where information communication technologies ICTs increasingly communicate with each other.

Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade.

The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes. One early nationwide study sponsored by the Sloan Consortium now the Online Learning Consortium found that A study, commissioned by the U.

Department of Education to explore distance education in the U. As institutions begin to examine BL instruction, there is a growing research interest in exploring the implications for both faculty and students. Those issues are so compelling that several volumes have been dedicated to assembling the research on how blended learning can be better understood Dziuban et al. These initiatives address blended learning in a wide variety of situations.

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For instance, the contexts range over K education, industrial and military training, conceptual frameworks, transformational potential, authentic assessment, and new research models. Currently the United States faces a widening educational gap between our underserved student population and those communities with greater financial and technological resources Williams Equal access to education is a critical need, one that is particularly important for those in our underserved communities.

Can blended learning help increase access thereby alleviating some of the issues faced by our lower income students while resulting in improved educational equality? Generally, we still make quality education a perceptual phenomenon where we ascribe that attribute to a course, educational program, or idea, but struggle with precisely why we reached that decision. Searlesummarizes the problem concisely arguing that quality does not exist independently, but is entirely observer dependent.

Pirsig in his iconic volume on the nature of quality frames the context this way.

7 Examples of Use of ICTs in Education

Further, the derived metrics tend to morph into goals or benchmarks, losing their original measurement properties Goodhart Blended learning forces us to consider the characteristics of digital technology, in general, and information communication technologies ICTsmore specifically.

Floridi suggests an answer proffered by Alan Turing: that digital ICTs can process information on their own, in some sense just as humans and other biological life. ICTs can also communicate information to each other, without human intervention, but as linked processes designed by humans. We perceive our world more and more in informational terms, and not primarily as physical entities Floridi Increasingly, the educational world is dominated by information and our economies rest primarily on that asset.

So our world is also blended, and it is blended so much that we hardly see the individual components of the blend any longer.

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Floridi also helps us to identify the next blend in education, involving ICTs, or specialized artificial intelligence Floridi25; Norberg Learning analytics, adaptive learning, calibrated peer review, and automated essay scoring Balfour are advanced processes that, provided they are good interfaces, can work well with the teacher— allowing him or her to concentrate on human attributes such as being caring, creative, and engaging in problem-solving.

This can, of course, as with all technical advancements, be used to save resources and augment the role of the teacher. For instance, if artificial intelligence can be used to work along with teachers, allowing them more time for personal feedback and mentoring with students, then, we will have made a transformational breakthrough.

If used wisely, they will teach us more about ourselves, and about what is truly human in education.