International Symposium

January 26 – 27

Athens, Greece

Designing the Science Laboratory for the School of Tomorrow:

Advanced Technologies in Education

ICT as an instrument for development in remote

Areas

University of Aegean

Costas Tsolakidis

Characteristics of Remote/ Rural Areas

Mainly Primary sector

Remote

Isolated

Low Population

Shortage of resources

Slow rate of development

Scarce employment opportunities

Lack of facilities in:

•Health

•Education

•Entertainment

Little chance of diversity in the local economy

ICT in remote areas

Equipment

Infrastructure

Training on ICT use

Not all of the above have the same value

* Since we are referring to rural/ remote areas, infrastructure (in this respect connectivity) is of special importance

Culture for ICT

DEVELOPMENT: A Multidimensional Meaning

Financial Dimension: Increase

• Increase efficiency and productivity

• Increase Income per capita

Social Dimension: Modernization

• Changing the social structures

• Equality in income distribution, limitation of . unemployment, elimination of poverty,

• Quality in education, health and environmentCultural Dimension: Progress with

respect to

• Views

• Stereotypes

• Mentalities

How can ICT be applied to remote areas?

Schools: Multigrade – Rural Schools

Definition Where are they A realistic solution to the problem of education in . rural areas Educational paradigm

Rural schools and rural development 1

Involvement of rural schools in training programmes for the localsIntroduction of new technologies into the area and undertaking of initiatives that help in the creation of the “culture for technology” Cooperation with local community in educational programmes to promote local cultural production, local art, entrepreneurship and active citizenship

Rural Schools can help areas’ socio economic and cultural development if their relationship with local communities is strengthened

Promotion and dispersion of new ideas, beyond stereotypes, concerning multicultural societies, environment, gender equality etc.

Participation in cultural activities

Rural schools and rural development 2

Already common practice in some schools - mostly in rural schools

Training seminars for adults

Theatrical plays with the participation of locals

Sports activities

Teaching ICT skills

Participation in educational projects concerning environment and culture

ICT from Financial point of view

They relate to any activity ie. financial They make any financial activity more productive They can help develop products, many innovative They add value to existing products (tourism) They provide infrastructure and they facilitate

Specialization of economy Exploitation of comparative advantages

Promote new forms of employment/occupation (eg. tele-working)

HENCE contribute to financial growth

Broaden the horizon of relationships between people

Facilitate access to information Help increase knowledgeSuggest new forms of education Suggest new forms of administering health

ICT from social point of view

HENCE they are a factor that affects social development

They facilitate: The spreading of new ideas and messages The cultural exchange and feedback Identification of common values in

civilizations

ICT from Cultural point of view

HENCE they are a factor that defines cultural growth

University of Aegean

Research and Application Projects

on ICT in rural Areas

Tilos Island 1998 -1999 The first distance

lessons in Greece

Teaching in Tilos Secondary School from the University of Aegean in Rhodes, using the Internet, authorized by the Ministry of Education and the Pedagogical Institute

PROJECT ΣΧΕΔΙΑ - (RAFT)

ICT in the schools of the small islands (< 3.000 inhabitants) of the Aegean

86 computers 46 primary schools 32 islands

www.rhodes.aegean.gr/sxedia

School Educational Network of the Aegean

Education, Educational Material, Distance Education, Distance Support, Contests/Competitions

MUSE Project

www.ea.gr/ep/muse www.rhodes.aegean.gr/muse

Teacher training using Distance Learning methods in Multigrade Schools of Europe

University of the Aegean (Greece) University of London (UK) University of Cadiz (Spain) University of Juvaskyla (Finland) Ellinogermaniki Agogi (Greece) Salakos Primary School (Greece) Tarifa Primary School (Spain) Vinturi Tastulan Pr.School (Finland) Veiko Primary School (Finland)

MUltigrade School Education

NEtwork of Multigrade EDucation

NEMED

University of Aegean Greece Ellinogermaniki Agogi Greece University of London United Kingdom University of Juvaskyla Finland University of Barcelona Spain University of Lisbon Portugal University of Cyprus Cyprus University of Lecce Italy University of Bucharest Romania Eotvos Lorand University Hungary European Distance and E-Learning Network (EDEN) Hungary Oriente Network Austria

www.nemed-network.ea.gr

AIM:

To study the function of rural schools in Europe

and to report on the facts and possible policies on them

ΔΙΑΣ - (ZEUS) PROJECT

Satellite Network of Remote Schools Distance Education for teacher training in

Multigrade schools, using the Greek communication satellite Hellas-Sat

First Satellite lessons in Greece

www.ellinogermaniki.gr/dias

RURAL WINGS

Distance training using Satellite of the:

Medical personnel Teachers Local Authority personnel

In the remote areas in Europe and beyond

24 Partners

Training at school Training at work

Training at home

University of the Aegean

Bodosakis Foundation

World Wide Fund

Portal for Environmental Portal for Environmental EducationEducation

Ways of Communication

1. Radio

2. Telephone/ SMS Mobile

3. Internet

Distant Teaching Material for Primary Schools Gree

k State Radio

University of Aegean

School

INTERNET

Greek

Telecom

Conclusions

We believe ICT can play a very important role in the development of any country – much more so for the rural areas, partly removing isolation.

We also believe that ICT can help teachers deliver better education to their children everywhere- more for rural schools

Rural Areas can benefit most by Broadband connectivity Rural schools can play an important role in remote areas:

Educational/ Training – Cultural – Financial

Their multirole function must be institutionalised This is particularly important since many parts of the country are considered as target 2 in the next European Development Scheme

World society is transforming from Information society into knowledge society. Technology is here; yet the road for changing our views about it is still very long . . .