I started considering the preponderance of mobile devices in Africa a few years ago, and decided that I needed to contribute to the development of ICT projects there. While thinking about developmental projects in education and how mobile learning can truly change the world, I came across a counter argument from Neil Selwyn in his book Education and Technology - Key issues and Debates.
My focus had always been on equality and the level playing field that educational technology provides, as well as a clear and objective view of the costs involved and possible risks to anyone attempting to venture into this seldom traveled road. But upon closer examination, there had been several arguments against it.
"Educational projects form a large part of what has come to be known as ICT4D - The ICTs for Development movement where digital technologies are used as potential solutions to the challenges of community development (see Colle and Roman 2003).
Many of the challenges that ICT4D seeks to address are relatively basic. For instance, with only 15 per cent of rural households in sub-Saharan Africa having access to electricity, issues of power are of paramount importance. Another issue is the provision of low-cost and robust technological devices that are capable of working in poor and under-resourced communities where fundamental necessities such as teachers, books, shelter, water and food are still sparse.
Yet despite all these issues, technology is still seen as a major means of overcoming entrenched educational inequalities across the developing world. In particular, digital technology is being heralded as a key part of achieving some of the basic goals of providing access to free universal primary education of good quality, and the development of life-skills and vocational skills in later life.
Michelle Sellinger reasons:
ICTs can indeed hold the key to a step change towards improvement in the world's education systems. ICT is certainly not a panacea for education, but it is a powerful tool that when implemented appropriately can catalyze and accelerate education reform and development. (Sellinger 2009, p. 206)
Computer aid (charity work) p.104:
A range of non-governmental organizations like the Scandinavian Fair Allocation of Info Tech Resources project and the UK Computer Aid International charity all work to supply developing countries with refurbished and recycled computers that have been donated from firms and individuals in developed nations."*
Personalised Learning Ideas:
Ideas for personalised learning can be sought from special schools that cater for children with special needs, and inadvertently buck the trend in schools. Their attention to detail and unique approaches to helping these children achieve and excel means that the methods and systems they employ as successful and lead to exceptional achievements for the individual and for the school.
*(Culled directly from: Education and Technology - Key issues and Debates by Neil Selwyn, 2011, London. Chapter 5)
References:
Unwin, T. (ed.) (2009) ICT4D, Cambridge: Cambridge University Press
The ICT4D Collective: http://www.ict4d.org.uk
My focus had always been on equality and the level playing field that educational technology provides, as well as a clear and objective view of the costs involved and possible risks to anyone attempting to venture into this seldom traveled road. But upon closer examination, there had been several arguments against it.
"Educational projects form a large part of what has come to be known as ICT4D - The ICTs for Development movement where digital technologies are used as potential solutions to the challenges of community development (see Colle and Roman 2003).
Many of the challenges that ICT4D seeks to address are relatively basic. For instance, with only 15 per cent of rural households in sub-Saharan Africa having access to electricity, issues of power are of paramount importance. Another issue is the provision of low-cost and robust technological devices that are capable of working in poor and under-resourced communities where fundamental necessities such as teachers, books, shelter, water and food are still sparse.
Yet despite all these issues, technology is still seen as a major means of overcoming entrenched educational inequalities across the developing world. In particular, digital technology is being heralded as a key part of achieving some of the basic goals of providing access to free universal primary education of good quality, and the development of life-skills and vocational skills in later life.
Michelle Sellinger reasons:
ICTs can indeed hold the key to a step change towards improvement in the world's education systems. ICT is certainly not a panacea for education, but it is a powerful tool that when implemented appropriately can catalyze and accelerate education reform and development. (Sellinger 2009, p. 206)
Computer aid (charity work) p.104:
A range of non-governmental organizations like the Scandinavian Fair Allocation of Info Tech Resources project and the UK Computer Aid International charity all work to supply developing countries with refurbished and recycled computers that have been donated from firms and individuals in developed nations."*
Personalised Learning Ideas:
Ideas for personalised learning can be sought from special schools that cater for children with special needs, and inadvertently buck the trend in schools. Their attention to detail and unique approaches to helping these children achieve and excel means that the methods and systems they employ as successful and lead to exceptional achievements for the individual and for the school.
*(Culled directly from: Education and Technology - Key issues and Debates by Neil Selwyn, 2011, London. Chapter 5)
References:
Unwin, T. (ed.) (2009) ICT4D, Cambridge: Cambridge University Press
The ICT4D Collective: http://www.ict4d.org.uk
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