Presents findings and arguments on the role of ICT for development and social justice

1. ICT for Education, Development
and Social Justice
Charalambos Vrasidas
CARDET – University of Nicosia
www.cardet.org
www.vrasidas.com/vrasidas2009.ppt

3. Inequalities and injustice are evident
all around the world,
in all forms and shapes including the
developing and developed world,
urban and rural regions in areas
regions,
such as economy, access to food, goods,
education, health, and services.

4. In 2004, almost 1 billion people lived below the international
poverty line, earning l
t li i less th $1 per d
than day
840 million people in the world are malnourished
pp
— 799 million of them live in the developing world
153 million of the world s malnourished people
world's
are children under the age of 5
Source: UNESCO

5. Every day, 16,000 children die from hunger-related causes
One child every five seconds
6 million children under the age of 5 die
every year as a result of hunger
lt f h
In 2005, about 10.1 million children died before
they reached their 5th bi hd
h hdhi birthday.
Most of these deaths occurred in developing countries
Source: UNESCO

6. Eliminating poverty is not an act of kindness;
it’s an act of justice
-Nelson Mandela

7. Eliminating poverty is not an act of kindness;
it’s an act of justice
-Nelson Mandela

8. Education for Better Quality of Life
But, is Education for ALL?

10. EFA

11. www.efareport.unesco.org

12. Breaking out of the Poverty Cycle
NO EDUCATION NO JOBS
POVERTY
NO MONEY
NO BASIC NEEDS
… 5 years of education can help break the cycle of poverty …

13. DFID (2006) reports that in low-income countries:
• with each additional year of education
education,
average earnings rise 11%
• with each additional year of a girls
ith h dditi l f il
education, her eventual wages rise 10-20%
• with each additional year of a girls
education, the death rate of her children
under 5 years f ll by 8%
d falls b
-(Power et al. 2008)

14. Development as Freedom
“Expansion of Freedom is viewed … both
as a primary end and as the principal
means of development. Development
consists of the removal of various types
of unfreedoms that leave [people with
[p p
little choice and little opportunity of
exercising their reasoned agency. The
removal of substantial unfreedoms, it is
argued here, is constitutive of
here
development.”
- Amartya Sen (1999)

15. Social Justice education are those pedagogies
and policies that improve
the learning and life opportunities of
typically underserved students
yp y
Cochran-Smith (2004)

16. Online Activism
• Use the internet for online campaigns
• Amnesty International: Your signature
counts

17. WikiPedia – what is valid?

18. ICT for Peace, Reconciliation and Social Justice
How to use ICT to
promote peace and
reconciliation when
you have challenges
like:
•Language
•History conflict
•Religion
•Politics
•Infrastructure

20. http://ocw.mit.edu

21. http://www.oercommons.org/

22. Open for Whom? In what LANGUAGE?
With what infrastructure?
Where are the TEACHERS?

23. Need for teachers
• Sub-Saharan Africa will need to expand its teaching force by
p g y
68%.
• Ethiopia must double the number of its teachers
• Chad will need almost four times as many, from 16,000 to
many 16 000
61,000 (UNESCO, 2006).
• It is calculated that 18 million teachers are still needed if the
Millennium Development Goals are to be met (Global
Campaign For Education, 2006).
• Commission for Africa Report (2005) identifies teacher
training and development as a key priority area for reducing
poverty.

24. Virtual University Small States Commonwealth
• The VUSSC is a consortium of institutions
that aims to address education needs in
small states of the Commonwealth

25. Virtual University f S ll St t of the Commonwealth
Vi t l U i it for Small States f th C lth
PARTICIPATING COUNTRIES
22 R
Representatives participated i fi t meeting i Si
t ti ti i t d in first ti in Singapore (
(e.g.
Cyprus, Mauritius, Seychelles, Gambia, Samoa, Zambia, Jamaica, St.
Vincent, Le Soto, Barbados, Malta, West Indies)

26. Singapore Statement (Courses)
• Teacher Education,
• Information and Communications Technology,
• Information Systems,
Systems
• Tourism and Hospitality,
• Nursing and Health Care,
Care
• TechVoc Edn & Trg and Life Skills,
•M
Management & P bli Administration,
t Public Ad i i t ti
• Agriculture and Fisheries.

27. COL’s role in the VUSSC
• Coordinate the initiative & Facilitate creation of
networks
• Share expertise in educational technology: radio,
TV, print, multi media, internet, wikis, eLearning
multi-media,
• Support local capacity enhancement
& Share resources
• Not a degree awarding body
• Not a funding agency

28. The role of Ministries & Institutions
Role of Ministries
• Develop policy
• Li i with other ministries
Liaise ith th i i ti
• Allocate people and responsibilities
• Support implementation
pp p
• Monitor implementation
Role of Institutions
• Take responsibility for program development and
delivery
• Adapt course materials to local contexts
• G t awards earned b students
Grant d d by t d t
• http://www.wikieducator.org

29. Online Masters Degree in ITT (Pacific)

31. Games Attributes
•Interesting & Exciting
•Multi-sensory
•Active Engagement
•Interaction
It ti
•Feedback
•Fantasy
Fantasy
•Competition
•Cooperation
•Levels of Difficulty
•Adaptive
•Performance E l ti
Pf Evaluation

32. Games with a Social Dimension
• Designing to support social
commitment and real-world
it td l ld
action.
• QA is an immersive context
with over 20 000 registered
20,000
members worldwide.
• Engage children ages 9–14 in
a form of dramatic play
comprising both online and
off-line learning activities,
with a storyline inspiring a
disposition towards social
action.

33. FOOD FORCE www.food-force.com

34. Food- Force - Mission 1

35. Mission 2

36. Mission 3

37. Mission 4

38. Mission 5

39. Mission 6

40. Challenges in Integrating Games in Traditional Schools
• Students play video games, most teachers do not
• Anti-authoritarian and anti-puritanical values, challenge
p , g
traditional conceptions of education and schooling
• Games allow exploration, personal meaning-making, playful
experimentation, and individual expression (something that
contracts some of the core ideals valued in schools)
• “…even if we sanitize games, the theories of learning
embedded in them run counter to the current social
organization of schooling (Shaffer et al. 2005, p. 110).
schooling”
• Teachers do not have time
• Not a lot of games in appropriate language
• Integrate games to match the curriculum

41. Way Forward …
• Physical access to technology is not the
only condition.
• Wh t really matters is people’s ability and
What ll tt i l ’ bilit d
context for use
- Warschauser (2003)

42. De elop projects which encourage teachers and st dents
Develop hich students
to ask critical questions
about justice and i j ti
b t j ti d injustice,
engage in action, and move beyond
‘seeing th world’ as virtual t
i t l tourists
it
‘ i the ld’
from the safety of their home

43. Common metaphors such as the global village
may not always work when applied t experiences of
tl kh li d to i f
marginalized people in online environments
and thus regardless of physical access
thus, access,
the online environment can be exclusionary

44. Current Perspectives on Applied Information Technologies
A lot of the work presented here is published
in the Book Series edited by CARDET

45. Educational Media International
http://www.tandf.co.uk/journals/authors/remiauth.asp