Full Description
Winner of the Outstanding Publication Award - Book by AECT's Culture, Learning, and Technology Division!
ICT and International Learning Ecologies addresses new ways to explore international, comparative, and cultural issues in education and technology. As today's development orthodoxies push societies around the world to adopt imported information communication tools, new approaches are needed that integrate cultural responsiveness, autonomy, and sustainability into technology-enhanced learning. This edited collection conceptually and methodologically reframes the complexities of teaching and learning in historically marginalized communities around the world, where inequities are often exacerbated by one-size-fits-all programs. Graduate students and researchers of educational technology, international/comparative education, and sustainability education will be better prepared to lead information and communication technologies (ICT) implementation across a range of contexts and learner identities.
Contents
Part 1: Introduction and A Landscape of Literacies and Language: Frameworks, Models, and Illustrations 1. ICT and International Learning Ecologies: An Introduction 2. Talk, Smartphones, Notebooks, and Brown Paper 3. The Impact of Technology on a Multilingual World: Problems and Opportunities 4. A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts Part 2: Promoting Cultural Information and Knowledge 5. Making Culture Visible: A Primer for Culturally Grounded Design 6. Aesthetics and Power: Reforming Access to and the Inclusion of Cultural Content in ICT-Supported Education: A Peruvian Case 7. Embracing Indigenous Knowledge Systems in ICT-enabled Education Part 3: Reflections on Positionality, Sustainability, and Design 8. Reflections from the Boundary Spaces: Digitization of Intangible Cultural Heritage and the Co-design of ICT alongside Indigenous Communities in Namibia 9. On Being Proficient Enough to Do (No) Harm: Reflections on Mentoring Visiting Saudi Arabian K-12 Teachers
