From old to new learning: global imperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education

Richards, Cameron

doi:10.1080/1476772042000252470

Cited by 62 publications

(30 citation statements)

References 6 publications

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“…Sometimes such impacts contradict the simplistic notions that technology can result in predictable outcomes through a process of linear causation (Parkinson and Ramírez, 2006). As Richards (2004) says, ICTs represent a crucial force for cultural change. Leaning (2005) argues that ICTs have different modes of use, that they are a socially contingent means of communicating information and that the Internet is to be seen as a modality of cultural transmission.…”

Section: Introductionmentioning

confidence: 99%

Information and Communication Technologies for Cultural Transmission among Indigenous Peoples

Harris

Harris²

2011

E J Info Sys Dev Countries

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The global digital divide threatens to exclude millions of people from the potential benefits of Information and Communication Technologies (ICTs), especially computers and the Internet. Many of these people live in rural, isolated and remote places of developing countries and are unlikely to be able to afford the cost of owning their own computers. However, NGOs, international aid agencies and governments are becoming increasingly aware of the potential that ICTs offer for rural development and poverty reduction and are creating more opportunities for providing wider access to them. This paper looks at how ICTs have contributed to the social development of a rural indigenous ethnic community. It focuses on the benefits of ICTs in recording and passing on their unique culture and traditions, something that is of considerable importance to the community. The research builds an understanding of the nature of cultural transmission within an indigenous community in East Malaysia and demonstrates how ICTs can bridge the digital divide by accentuating the importance of family, friends and other social interactions within a community in strengthening the processes of cultural transmission. Based on the findings, suggestions are offered for reinforcing social processes of cultural transmission with ICTs, in the form of a virtual museum and a community radio station. AcknowledgementsThe authors wish to thank Dr. Sheila Aikman for her support and guidance for the research and writing of this paper as well as Mr John Tarawe and his assistants in Bario for organising their stay to conduct the research, and especially the research participants, the children and young people of Bario, for consenting to and taking part in the interviews.

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Section: Introductionmentioning

confidence: 99%

Information and Communication Technologies for Cultural Transmission among Indigenous Peoples

Harris

Harris²

2011

E J Info Sys Dev Countries

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“…Since ICTs are so intimately intertwined with students' everyday lives, the question arises regarding how to apply the informal learning opportunities of these technologies to formal education (see, e.g., Richards, 2004;Sefton-Green, 2004;Tondeur, van Braak, & Valcke, 2007). This kind of approach could enrich learning and motivate and engage students in learning activities (Vesisenaho & Dillon, 2013).…”

Section: Icts and Tablets In Educational Settingsmentioning

confidence: 99%

Untitled

2013

Human Technology

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Human Technology is an interdisciplinary, scholarly journal that presents innovative, peer-reviewed articles exploring the issues and challenges surrounding human-technology interaction and the human role in all areas of our ICT-infused societies.Human Technology is published by the Agora Center, University of Jyväskylä and distributed without a charge online. TECHNOLOGIES TO SUPPORT LEARNING, WELL-BEING, AND COMMUNICATIONThe Finnish information society, including its school system, is facing many challenges at the moment. Decision makers, such as representatives of the Ministry of Education and Culture, have raised lively discussion on the basis of the recent PISA results. 1 The trend among Finnish students' performance in the PISA study during the last decade is descendant. Altogether, the recent studies indicate particular worries related to both negative attitudes and lack of motivation towards learning among Finnish students, as these factors seem to be coupled with the performance and learning outcomes (Hautamäki, Kupiainen, Marjanen, Vainikainen, & Hotulainen, 2013; Kupari et al., 2013).One of the suggestions for renewing our school practices is to develop innovative pedagogical and knowledge practices that also utilize technologies. Although technologies have been developed for educational purposes already for almost two decades, many practical questions remain outstanding. Certainly the issues of the availability (accessibility and cost) and demand for flexibility (time, place, and pace) in learning remain challenges for employing, for example, distance learning in most educational systems. Yet these are not the actual bottlenecks for the more widespread and productive use of technologies in teaching or learning. Rather, the challenge frequently relates to educators' hesitant attitudes toward their abilities in applying new pedagogical approaches and utilizing technologies to support them. Moreover, because traditional models of learning have not inspired researchers and teachers to develop innovative pedagogical practices, research and development work within the field has shifted toward a focus on creating many-sided pedagogical practices, specifically through utilizing technologies that can support students in their efforts for deeper learning and richer interaction. Research in the area of learning technologies has indicated both possibilities and challenges related to pedagogically meaningful use of technologies for learning.The development, educational professionals now call for research-based, smart solutions to support learning and performance within formal and informal educational, work-related, and everyday contexts. The "learn anytime, anywhere" approach, while offering much potential for innovative teaching and learning, is not without challenges. Certainly, ubiquitous computing can provide opportunities for embedding learning into everyday activities (Weiser, 1991). However, research and development work should focus on meaningful pedagogical use of mobile devices instead of merely users...

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“…Rather, they must themselves understand ways of representing the concepts to students, which leads to the concept of pedagogic content knowledge. Richards (2004) suggests that e-learning is globally accepted as a prerequisite for future social and economic development, providing a new essential style, which in turn is the base level for accessible education.…”

Section: R E V I S E D P R O O Fmentioning

confidence: 99%

Knowledge versus content in e-learning: A philosophical discussion

Costa

Silva

2009

Inf Syst Front

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Historically education has been supported by technology; however, during the past three decades electronic technologies for educational purposes have been used to achieve better learning outcomes. There are two propositions regarding the use of computers for educational purposes; that is, people can learn "from" technologies or people can learn "with" technologies. The, e-learning literature reveals that technological and instructional perceptions are diffuse. Furthermore, only recently have the ethical and cultural issues been considered. The philosophical discussion within this paper considers these issues and explores the idea of knowledge or content in e-learning, teasing out the differences between these two concepts. In order to contextualize the debate, the literature is reviewed, and a philosophical debate using an inquiry example is presented.

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From old to new learning: global imperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education

Cited by 62 publications

References 6 publications

Information and Communication Technologies for Cultural Transmission among Indigenous Peoples

Information and Communication Technologies for Cultural Transmission among Indigenous Peoples

Untitled

Knowledge versus content in e-learning: A philosophical discussion

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