The most striking aspect of the article “Ten Lessons for ICT and Education in the Developing World,” (Hawkins) was how many of the challenges, and in many cases, the proposed solutions, were similar to those faced in educational institutions in the “developed” world. For example, the lack of understanding and vision about the fundamental changes in the world / economy and how technology can and should significantly change the educational process to better prepare young people to thrive in the new century sounded all too familiar. So too were the resulting misalignment of curriculum and testing with the new kinds of learning supported by ICT. And the lack of adequate funding resulting in too little equipment, too little speed and reliability of equipment and Internet access, and too little ongoing professional development for teachers also were parallel – if not equal – situations.
However, the steep growth in wireless technologies described in both articles (e.g. according to Donner article, 80% of world’s population lives within range of a mobile / cellular network) provided a glimmer of hope. For the reasons alluded to in the Hawkins article, in most cases I believe it will not be schools that lead the way to innovative 21st century uses of technology in education. Wireless access – around the world – presents a potentially liberating opportunity for “educators” in and out of schools (separately and in collaboration) to develop compelling uses of technology that can ultimately be incorporated into formal educational institutions. Such collaborations may breathe some needed new approaches and funding sources into traditional educational technology settings.
4 comments:
Professor Robbie McClintock recently made a comment, if we remove technology from a cardiac surgeon's operating room, the results will be dire. However, if we remove all technology from schools, they will still exist with little impact in their functioning.
This means that technology has not been deeply integrated in the curriculum in first world countries let alone developing countries. I am curious as to what the causes are for this? Is it lack of funding, training or lack of technology curriculum resources
Your thoughts about the striking similarities, in terms of challenges and solutions facing educators in both the "developing" and the "developed" world were quite interesting. Why do educators in "developed" countries, who have the resources necessary to move education in this "new" direction, seem to lack a vision of where technology is headed AND what technological skills are vital for tomorrow's workers to learn. I agree that the continuing advance of technology (read that wireless communication) may to some extent "bail out" the educators who have their head buried in the sand. It could possibly speed the integration of technology in education to developing countries as well. In my opinion though, the "hard determinism" of technology won't get us there by itself. I think there is a need for educational professionals with VISION to drive the process. People who really know where we are now and where we need to be in the future. Does anybody out there hear a rallying cry?
I find it alarming that technology is not regarded with more importance. At this point in time it should be incumbent on administrators to integrate technology as much as possible in the curriculum. Even here in the United States, I have visited schools where the technology specialists set their own curriculum. Most times they teach students how to use technology as an end. The problem with this is that students do not learn to problem solve or to use the technology effectively to reach a desired goal.
hear hear! give me some wireless, already. I starting reading about "wireless cities" while I was in Japan and used to daydream about being able to get access anywhere, anytime.
(one example, Austin, TX -where Sarah is now?) http://www.austinwirelesscity.org/
Liberation is the right word to use, too. I feel a personal connection to this topic now as I've just moved to a new apartment and we've opted NOT to get verizon phone and DSL service. These days who needs a land-line phone? Well, to get DSL I have to get the whole package so, since I live around the corner from a great NYC public library, I decided: we can live without. That was an easy choice when looking at finances, but in considering my studies and preparing lessons for literacy workshops I teach, it is sometimes really frustrating and limiting to not be online at home.
Sometimes I take a milk crate and sit in front of the library, where I can get a signal even after they've closed at night. This, in Hamilton Heights (145th street/Amsterdam) is probably not the best idea, to be showing off my adorable little Powerbook, sitting there on the street--I generally trust my surroundings, but wouldn't want to push the limits of security.
anyways, what I was getting at is: how far are we from having standard, no-limitations wireless? And, more importantly, lets think critically about what is keeping us from this access now. I'd say it's the fact that tons of communications companies can make money off selling us DSL--not to mention the arguments about privacy and network security.
But, if our students (assuming they could get their hands on a laptop) were able to get wireless on the bus, at home, while interviewing people in their communities and trying to upload podcasts about it, etc--can you imagine the possibilities?
At the same time, what challenges would that present? I think now about the college interns at my school who, despite being hired as mentors and 'literacy coaches' are constantly consulting and IMing on their blackberries and sidekicks. Would limitless wireless also mean raising the stakes and having to compete for attention as an educator? there are already so many distractions now, I can't imagine if each of my students could be updating their myspace as I was teaching...
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