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Education that Matters

Teachers, Critical Pedagogy and Development Education at Local and Global Level

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Edited By Mags Liddy and Marie Parker-Jenkins

Today’s learners are faced with an unprecedented set of global and local development challenges, yet so much of the education on offer is based on yesterday’s thinkers, yesterday’s ideas and yesterday’s lessons. A time of change requires new approaches to teaching and learning which have relevance to learners’ everyday lives now and in the future. This book argues that Development Education needs to be embedded into the curriculum, where it has the potential to strengthen democracy and create a more egalitarian society. It employs the concept of critical pedagogy as a teaching approach which has the capacity to impact on learners’ future decisions.
The book offers a highly accessible and innovative approach to Development Education, challenging teachers to engage with global issues. It demonstrates how knowledge and content, teaching methodologies and global issues can be embedded in education programmes. Drawing on five years of research and practice by leading educators across twelve universities and colleges of education, the book demonstrates the innovative work of the Ubuntu Network project and places it in the international context of rethinking and reorientating education.

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Charlotte Holland and Carmel Mulcahy 8 Information Communication Technology and Development Educati

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on Learning spaces are not instructorless computer-generated spaces without interaction and community building. — Punie, 2007: 191 Introduction Learning is a social process involving learners and their peers, teachers, family and the community actively engaging in the construction and trans- formation of information and knowledge. Information and Communication Technologies (ICTs) have the potential to connect these partners in the learning process in a dynamic, f lexible and interactive manner allowing for the social construction of knowledge and the transformation of learning for the individual learner. Punie referring to the integration of ICTs in educa- tion comments ‘Learning spaces are not instructorless computer-generated spaces without interaction and community building’ (2007: 191). The role of the educational practitioner needs to move from being ‘sage on the stage’ (a dispenser of information and primary source of knowledge) to ‘guide on the side’ (a facilitator of knowledge construction and transformation), as outlined by King (1993). This role of facilitator requires that educational practitioners are familiar and comfortable with the use and creation of inclusive ICT-enabled learning environments that meet the learning needs and preferences of individual learners. 148 Charlotte Holland and Carmel Mulcahy ICT-enabled Development Education requires that educational prac- titioners are familiar with the concepts of Development Education and also that they have the technological skills and know-how to integrate informa- tion and communication technologies in a meaningful way in teaching and learning. Specifically, this involves knowing how to harness ICTs to facilitate the so-called pillars of learning outlined by UNESCO: Learning to Know;...

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