Do new information and communications technologies have a role to play in the achievement of education for all?
Identifieur interne : 006182 ( Main/Exploration ); précédent : 006181; suivant : 006183Do new information and communications technologies have a role to play in the achievement of education for all?
Auteurs : Jenny Leach [Royaume-Uni]Source :
- British Educational Research Journal [ 0141-1926 ] ; 2008-12.
Descripteurs français
- Wicri :
English descriptors
- KwdEn :
- African department, Anthropological, Anthropological view, Better world, Broad view, Cawthera, Communication technologies, Communications technologies, Computer, Deep impact, Deep participants, Deep research, Deep research team, Democratic response, Digital, Digital camera, Digital devices, Digital education enhancement project, Digital links, Donor view, Eastern cape, Economic cooperation, Educational development, Educational policy, February, First time, Foreseeable future, Global, Global imagination, Global knowledge partnership, Glow worm, Group work, High levels, Icts, Individual view, Information society, International development, Internet, Kofi annan, Laptop, Large numbers, Learner, Literacy, Local community, Mobile phones, Mobile technologies, Networked society, Other issues, Oxford university press, Particular groups, Pedagogic, Pedagogic purposes, Pedagogic response, Pedagogy, Personal development, Pitt rivers, Planning tools, Policy makers, Poor communities, Primary schools, Professional activity, Professional knowledge, Programme, Project activity, Project equipment, Project teacher, Project teachers, Provision computers, Research literature, Research questions, Research report, Rural africa, Rural communities, Rural contexts, Rural schooling, Rural schools, Rural settings, Rural teachers, School improvement, School principals, Schoolnet africa, Secondary schools, Single laptop, Small number, Software, Standard model, Student achievement, Subsaharan africa, Swiss agency, Teacher development, Teacher education, Teacher educators, Teacher training, Transmissional view, Video conferencing, Western countries, White paper, World bank, World summit.
- Teeft :
- African department, Anthropological, Anthropological view, Better world, Broad view, Cawthera, Communication technologies, Communications technologies, Computer, Deep impact, Deep participants, Deep research, Deep research team, Democratic response, Digital, Digital camera, Digital devices, Digital education enhancement project, Digital links, Donor view, Eastern cape, Economic cooperation, Educational development, Educational policy, February, First time, Foreseeable future, Global, Global imagination, Global knowledge partnership, Glow worm, Group work, High levels, Icts, Individual view, Information society, International development, Internet, Kofi annan, Laptop, Large numbers, Learner, Literacy, Local community, Mobile phones, Mobile technologies, Networked society, Other issues, Oxford university press, Particular groups, Pedagogic, Pedagogic purposes, Pedagogic response, Pedagogy, Personal development, Pitt rivers, Planning tools, Policy makers, Poor communities, Primary schools, Professional activity, Professional knowledge, Programme, Project activity, Project equipment, Project teacher, Project teachers, Provision computers, Research literature, Research questions, Research report, Rural africa, Rural communities, Rural contexts, Rural schooling, Rural schools, Rural settings, Rural teachers, School improvement, School principals, Schoolnet africa, Secondary schools, Single laptop, Small number, Software, Standard model, Student achievement, Subsaharan africa, Swiss agency, Teacher development, Teacher education, Teacher educators, Teacher training, Transmissional view, Video conferencing, Western countries, White paper, World bank, World summit.
Abstract
Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the ‘technological’ view; the ‘donor’ view; the ‘anthropological’ view; the ‘standard’ view; the ‘individual’ view; and the ‘transmissional’ view. Drawing on empirical research into ICT and teacher education in sub‐Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments (‘developmental’, ‘democratic’, ‘cultural’, ‘deep’, ‘community’ and ‘pedagogic’). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community.
Url:
DOI: 10.1080/01411920802041392
Affiliations:
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<front><div type="abstract" xml:lang="en">Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the ‘technological’ view; the ‘donor’ view; the ‘anthropological’ view; the ‘standard’ view; the ‘individual’ view; and the ‘transmissional’ view. Drawing on empirical research into ICT and teacher education in sub‐Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments (‘developmental’, ‘democratic’, ‘cultural’, ‘deep’, ‘community’ and ‘pedagogic’). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community.</div>
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