Role of ICT in Education
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14th Nov 201110.00am – 12.00pm
MA International Education core module: Contemporary Issues in Education, Session 9Dr Palitha EdirisinghaBeyond Distance Research AllianceUniversity of Leicester105, Princess Road East, LE1 [email protected]+44 (0)116 252 3753+44 (0)7525 246 592
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This is a ‘longer’ and slightly ‘modified’ version of the slides I used during the session on the 14th of November 2011. Please email me at [email protected] if you
have any questions regarding this set of
slides.
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Learning outcomesGain an in-depth understanding of the developments of ICT in various national and cultural contexts
Understand the nature and implications of differential access to technology for educational and social inclusion
Develop critical awareness of young people’s new digital media skills and their implications for teaching and learning in schools
Recognise the potential uses of new technologies to support learning in schools
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
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Learning activities
Pre-session: internet research
Pre-session reading
Group activities
Discussions
Post-session reading
A presentation, an essay?
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Key themes and concepts
Digital divideDigital exclusion and inclusion
Learners: digital generation, Net generation
Digital literacy
Pedagogy,
learning The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
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Key concepts and terms
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1). ICT? What do we mean by it?Responses from the class..[---]
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2). Digital natives? Who are they?Responses from the class..[---]
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3). Digital divide? What is it?Responses from the class..[---]
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4). Digital literacy? What is it?Responses from the class..[---]
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Internet use across the world
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Internet access
(Source: http://www.internetworldstats.com/stats.htm, accessed 14 Nov 2011)
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Internet Use across the World There are roughly the same number of Internet
users in the G8 countries as in the whole rest of the world combined
The top 20 countries in terms of Internet bandwidth are home to roughly 80% of all Internet users worldwide.
The entire African continent - home to over 50 countries - has fewer Internet users than France alone.
There are more Internet users in London than in the whole of Pakistan.
Denmark has more than twice the international Internet bandwidth that the whole of Latin American and the Caribbean combined.
There are still 30 countries with an Internet penetration of less than 1%The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha
Edirisingha, 14 Nov 2011
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International Picture1. Western Europe:
ICT widely available to general public in both accessibility & cost. 47% between the ages of 16 & 74 used the Internet
But gaps remain, e.g: Age; Employment status; Educational level; Rural/urban location
Contributory factors Poor infrastructure; Low ICT literacy; Lack of incentives to use ICT
Largest gaps between higher & lower educated in Portugal, Slovenia & Spain [70%, 68% & 61% respectively]
Smallest in Lithuania (11%), Sweden (24%) & Germany (25%)
(EU Study: Eurostat, 2004/5)
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International picture2. Global digital divide
Unlike the traditional notion of digital divide between social classes, the "global digital divide" is essentially a geographical division.
Originally referred to disparity in Internet access between rural/urban areas of the US
Now, generally used to describe gap between developed & developing world
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Global divide
Differing rates of technological progress widen economic disparity between most developed nations….. (primarily Western, Northern America, Europe, Canada, Japan)
…& the underdeveloped/developing ones… (primarily Latin America, Africa, & Southeast Asia)
….create a digital (or digitally fostered) divide
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Schools: UK
100% of UK schools have internet access The majority of schools are well-equipped with
modern technology Main divide is for home access which
disadvantages students with limited access to or no ICT at home: Schools increasingly require homework to involve use of ICT
School intranets Online submission & marking eLearning portals / virtual learning environments
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Schools: Developing countries Example: Namibia Namibia is a vast country with a population of
less than two million. A major portion of the country's annual budget is being spent on education, but state coffers are stretched to the limit ….Towns & villages are far apart, many do not have running water & electricity, let alone access to phone lines. There is a general lack of clinics, schools, qualified teachers, libraries & educational materials.
Namibia has 1,519 schools of which 924 presently do not have a telephone, electricity or a library.
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Pre-class activity -1: Access
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Activity 1: What does it mean to have access to, and devices for using internet for education? (Think about your chosen sector of education)
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Access to hardware and the internet
Useful websites
http://www.nationmaster.com
http://www.nationmaster.com/cat/med-media
http://en.wikipedia.org/wiki/List_of_countries_by_number_of_mobile_phones_in_use
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Access in your country / region?
Internet Computers Mobile phones Other digital devices
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Digital divide
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Digital divide
‘the gap between the technology rich and the technology poor, both within and between societies’ (Buckingham, 2008, p. 10)
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Digital divide
'the gap between those who do and those who do not have access to computers and the Internet’. …access considered as 'physical access' - 'having personal computer and Internet connection.' (van Dijk, 2005, p. 1)
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Digital divide
‘the gap between individuals, households, businesses and geographic areas at different socio-economic levels with regard both to their opportunities to access information and communication technologies (ICTs) and their use of the Internet for a wide variety of activities (OECD, 2001).
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Can we close the digital divide? If so, how?
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What are the limitations with this view/ approach to solving the access problem?
The ‘trickle-down’ principle
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digital divide as a ‘social and political problem’ (van Dijk, 2005, p. 3), not a technical one.
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physical access is only one kind of (material) access among at least four: motivational, material, skills and usage.
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Does digital divide intensify the existing social inequalities (of age, gender, ethnicity, social class, disabilities)?
What are the disadvantages of being in the ‘have not’ side of the digital divide? What are the consequences of digital divide for learners, for teachers, for schools, and for education as a whole?
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Digital divide – examplesIn pictures: Nairobi's digital divide
‘… with broadband internet access costing more than the average Kenyan annual wage, the digital divide appears set to remain’ (BBC, 2010)
http://news.bbc.co.uk/1/hi/in_pictures/8259533.stm
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Access
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Access
Four kinds :1.Motivational access -- motivation to use
digital technology2.Material or physical access --
possession of computers and Internet connections / permission to use them and their content
3.Skills access -- possession of digital skills: operational, informational, and strategic
4.Usage access -- number and diversity of applications, usage of time
(van Dijk, 2005).The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha
Edirisingha, 14 Nov 2011
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Approaches to closing digital divide?
Hole in the Wall - Sugta Mitra’s video on YouTube
Your reflections … any similar approaches in your context?
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Innovative projects using new ICT
BBC Janala has been awarded the prestigious Microsoft Education Award at the 2010 Tech Awards in Silicon Valley, California.
The Tech Awards celebrate the power of technology to address global challenges in the environment, economic development, education, equality and health.
"BBC Janala’s genius is it uses the existing cellular network to provide people with educational content rather than waiting for what we have in the developed world.”
BBC Janala impressed judges with its use of mobile technology to reach some of the poorest people in the country, offering a simple and affordable way to learn.
http://www.bbc.co.uk/worldservice/trust/whatwedo/where/asia/bangladesh/2010/11/101020_tech_award_for_bbc_janala.shtml
BBC Janala receives Tech Award for educational innovationBangladesh
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Digital / net generation
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A digital generation
‘a generation defined in and through its experience of digital computer technology’ (Buckingham, 2006, p. 1).
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A digital generation
Other terms
the Nintendo generation (Green and Bigum, 1993)
the Playstation generation (Blair, 2004)
the ‘net generation’ (Tapscott, 1998)
‘cyberkids’ (Holloway and Valentine, 2003)
‘thumb generation’ - in Japan (Brooke, 2002)
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A generation?
‘an age cohort that comes to have social significance by by virtue of constituting itself as a cultural identity’ (Edmunds and Turner, 2002, p. 7).
‘a cohort of individuals born within a particular time frame’ (Buckingham, 2008, p. 2)
a cohort having a relationship with a particular traumatic event’ (Edmunds and Turner, 2002), for example a world war..., a defining moment in the history.
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Generations
Generations (according to Tapscott, 1998)
The Boomers - born between 1946 - 1964. The TV generation. conservative, Hierarchical, inflexible, centralised (like the TV medium). incompetent technophobes.
The Bust - born between 1965 - 1976. The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha
Edirisingha, 14 Nov 2011
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The net generation: expressive, savvy, self-reliant, analytical, creative, inquisitive, accept diversity, socially conscious. Possess intuitive, spontaneous relationship with digital technology.
‘using new technology is as natural as breathing’ (Tapscott, 1997, p. 40).
generational differences are produced by the technology.
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Claims about the digital generation
‘Although specific forms of technology uptake are highly diverse, a generation is growing up in an era where digital media are part of the taken-for-granted social and cultural fabric of learning, play, and social communication’ (Ito et al, p. vii, 2008).
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Claims about the digital generation
‘…those immersed in new digital tools and networks are engaged in an unprecedented exploration of language, games, social interaction, problem solving, and self-directed activity that leads to diverse forms of learning.’ (Ito et al, p. vii, 2008).
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Research on digital natives Please click on the link at the bottom of this slide to download a
keynote address by Dr Chris Davies (Oxford University).
Abstract of the keynote address:
Ever since the inflated claims about how technology can transform learning during the 1980s, education professionals have been scanning the horizon for the first signs of the future to arrive, and complaining about how long the wait has been. This paper will argue that the big transformation has already happened, but in the form simply of very many small and relatively unremarkable changes that are rapidly becoming embedded in the lives and learning of young people. The paper will discuss these issues with reference to findings from a current Becta-funded research project: The Learner and their Context.
Click on the URL below and download the 1st and the 2nd files from the top. Named “day3_keynote_cd_present_med” AND “day3_keynote_cd_qa_med”
After downloading, you can play back these files on your iPod, mobile phone, iPad or laptop.
https://skydrive.live.com/?cid=1371316d87c549bf&id=1371316D87C549BF%21211
If there is a problem accessing this keynote address and/or playing back the files, please email me and I’ll try to help..
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Activity 2: Questions…
Do young people who are growing up with digital media have a different orientation to the world, a different set of dispositions or characteristics?
How do the net generation learn? what are the characteristics of their learning? based on your own experience, own educational context?
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Digital native’s own claims
‘I don’t find it hard to use a computer because I got into it quickly. You learn quick because it’s a very fun thing to do.” (Amir, 15, from London).
‘My Dad hasn’t even got a clue. Can’t even work the mouse.... So I have to go on the Internet for him” (Lorna, 17, from Manchester).
(Livingstone, 2008).The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha
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How true are these claims?
‘While these claims contain a sizeable grain of truth, we must also recognise their rhetorical value for the speakers. Only in rare circumstances in history have children gained greater expertise than parents in skills highly values by society.’ (e.g., diasporic children’s learning of the host language before their parents, youthful expertise in music, games, play).
(Livingstone, 2008).
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Growing up ‘analogue’ Vs growing up digital
Please read the extract from Heverly (2008, pp.199-200) and identify any similarities and differences between your own, your parents’ and your pupils’ generations. How far is this true as far as yourself and your pupils are concerned? Does a ‘digital generation’ exist in your context? What do they do with digital technologies? Do they use technologies for their learning? if so, how? Make notes and share with the class.
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Implications for learning: digital literacy
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Digital literacy
[…] is much more than a functional matter of learning how to use a computer and keyboard, or how to do online searches. […] As with print, they also need to be able to evaluate and use information critically if they are to transform it into knowledge. This means asking questions about the sources of that information, the interests of its producers, and the ways in which it represents the world.
(Buckingham, 2006, p. 267)The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha
Edirisingha, 14 Nov 2011
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Three concerns that need our attention:
1. The participation gap. An unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world tomorrow.
2. The transparency problem. The difficulty that the young people face in making sense of how the new media tools that they use can shape their perceptions of the world.
3. The ethics challenge. The use of new media tools which can breakdown the traditional norms and practices as professionals, such as the fair use of content and consideration for intellectual property rights, and young people need support in understanding these issues as they are socialised in a Web 2.0 world.
Jenkins et al (2006, p. 3)The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha
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Digital literacy – implications for learning
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Implications for learning
Pupils without internet 'disadvantaged in education' An increasing amount of homework requires use of the internet More than half of teachers believe that children with no internet access are seriously disadvantaged in their education, a survey has suggested.A fifth of the 585 teachers surveyed for the Times Educational Supplement and charity E-Learning Foundation said internet access was essential for pupil's homework.
The charity also warned it was seeing support from the government cut.It is estimated two million children live in homes without internet access.An increasing amount of schoolwork, especially at secondary school, is dependent on computer use.[http://www.bbc.co.uk/news/education-11738519]The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha
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More questions..
How might we deploy new ICT to improve learning and studying at schools / universities / other contexts?
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More questions..
How can schools / formal education system help pupils growing in a digital age?
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Towards a model of educational digital inclusion
The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011
DigitalInclusion
Access to technology Policy
Reliable Up-to-dateGovernmental Institutional
Socio/economic factors
? ?
??
? ?
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Activity 3
In your groups, Identify a Scribe; Facilitator &
Timekeeper Add to/build upon the existing model on
the previous slide: Identify additional factors which affect
digital inclusion: generally which are likely to relate to education
Scribe presents (2 minutes) summary of discussion
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Activity 4
In your groups, ( NEW Scribe; Facilitator & Timekeeper)
‘Think about your own national/cultural context Where do you see the key barriers to inclusion? What would be required to bring about greater
inclusion: generally which are likely to relate to education
Identify possible intervention points
Scribe presents (2 minutes) summary of discussion
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Finally, a question for educators: How can schools / formal education system help pupils growing in a digital age? equalising access to technology (not only physical
access, but other forms of access too..) providing both critical perspectives on technology and
creative opportunities to use it. not just teaching ‘ICT skills’.
provide opportunities to use the skills they learned outside the school in meaningful ways
online safety ethical use of information
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References and further reading
Berners-Lee, T. (2000). Weaving the Web: The Past, Present and Future of the World Wide Web by its Inventor, London, Texere.
Buckingham, D., and Willett, R. (eds) (2006) Digital Generation: Children, Young People, and New Media, Mahwah (New Jersey): Lawrence Erlbaum.
DCMS (2009) Digital Britain: Final Report, URL http://interactive.bis.gov.uk/digitalbritain/report/being-digital/getting-britain-online/. [Accessed 3 Sept 2009].
Cuban, L. (2001). Oversold and Underused: Computers in the Classroom, London: Harvard University Press.
Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920, New York: Teachers’ College, Colombia University.
Facer, K. (2011). Learning Futures: Education, technology and social change, Routledge: London.
Facer, K., Furlong, J., Furlon, R., and Sutherland, R. (2003). ScreenPlay: Children and Computing in the Home, London: RoutledgeFalmer.
Gill, T. (ed) (1996) Electronic children: How children are responding to the information revolution, London: National children's Bureau.
Heverly, R. A. (2008). Growing Up Digital: Control and the Pieces of a Digital Life, in in T. McPherson (ed.). Digital Youth, Innovation, and the Unexpected, Cambridge (Massachusetts): The MIT Press. (pp. 199 – 218)
Hawkridge, D. (1983). New Information Technology in Education, London: Croom Helm. The Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha
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References and further reading
Hellawell, S. (2001). Beyond Access: ICT and social inclusion, London: Fabian Society.
Holloway, S. L., and Valentine, G. (2003) Cyberkids: children in the information age, London: RoutledgeFalmer.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robinson, A. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: Comparative Media Studies Programme at the Massachusetts Institute of Technology. URL http://www.projectnml.org/files/working/NMLWhitePaper.pdf [Accessed 2 Nov 2010].
Livingstone, S. (2008). Internet Literacy: Young People’s Negotiation of New Online Opportunities, in T. McPherson (ed.). Digital Youth, Innovation, and the Unexpected, Cambridge (Massachusetts): The MIT Press. (pp. 101– 122).
McPherson, T. (ed) (2008) Digital Youth, Innovation, and the Unexpected, London: The MIT Press.
Melville, D. (2009) Higher Education in a Web 2.0 World: Report of Committee of Enquiry into the Changing Learner Experience, URL http://www.clex.org.uk/CLEX_Report_v1-final.pdf. [Accessed 29 May 2009].
Sharpe, R., Beethem, H., and De Freitas, S.( eds) (2010). Rethinking Learning for a Digital Age: How learners are shaping their own experiences, London: Routledge. [see Chapter 12].
van Dijk, J.A.G.M. (2005). The Deepening Divide: Inequality in the Information Society, London: Sage.
Wilhelm, A.G. (2004) Digital Nation: Towards an Inclusive Information Society, London: The MIT Press.
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Resources - UK
Organisation
URL
Futurelab http://www.futurelab.org.uk/
Becta http://www.becta.org/postnuke/index.php
BBC http://www.bbc.co.uk/schools/gcsebitesize/ict/
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Resources - Europe
European Union http://cordis.europa.eu/fp7/ict/ http://cordis.europa.eu/fp7/ict/projects/
home_en.html
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Resources - International
Unesco http://www.unesco.org/new/en/unesco/themes/icts/
Commonwealth of Learning http://www.col.org/ [then use search terms such as ‘ict learning
schools’]
The World Bank http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/
EXTINFORMATIONANDCOMMUNICATIONANDTECHNOLOGIES/0,,menuPK:282828~pagePK:149018~piPK:149093~theSitePK:282823,00.html]
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ICT for Education: look out for!!
OERs (Open Educational Resources, e.g., OpenLearn, MIT open resources, OpenCulture.
‘Folk teachers’ (e.g., Khan Academy)
Repositories of recorded lectures (e.g, TED Talks)
Learning material on iTunes U
Informal and formal learning material on YouTube and other social media
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And finally … some fun!
Visualising the internet growth and use
http://news.bbc.co.uk/1/hi/technology/8552410.stm
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Thank you!
hope you enjoyed the class
If you have any questions or suggestions to improve / contribute to this presentation,
please feel free to contact me at:
@palithaed
+44 (0)116 252 3753
+44 (0)7525 246 592
Office location: No. 105, Beyond Distance Research Alliance, University of Leicester, Princess Road
East, LE1 7LGThe Role of ICT in Education, Session 9, MA IE Core Module Contemporary Issues in Education, Dr Palitha Edirisingha, 14 Nov 2011