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Comparative Information Technology Languages, Societies and the Internet

:	Donna Gibbs, Joseph Zajda.
:	Joseph Zajda, Donna Gibbs
:	Comparative Information Technology Languages, Societies and the Internet
:	Springer-Verlag
:	9781402094262
:	1
:	CHF 85.30
:

:	Schulpädagogik, Didaktik, Methodik
:	English

:	200
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Comparative Information Technology: Languages, Societies and the Internet, which is the fourth volume in the 12-volume series Globalisation, Comparative Education and Policy Research, offers a critique of the nexus between ICT and its impact on society, individuals and educational institutions. One of the most signification dimensions of globalisation has been the rapid development of information and communications technologies (ICTs). Our lives have been changed by this in numerous ways and the implications for education are en- mous. The ICTs have transformed the linguistic, cognitive and visual dim- sions of human communication, as well as our perceptions of the self, and social identity in the global culture. The ICTs have facilitated the development of new dimensions of digital literacy, such as blogging and sms messaging. In this sense, cyberlanguage continues to evolve by borrowing and adapting familiar words, coining new expressions, and embracing particular styles (Gibbs& Krause, 2006, 2007). However, information technology can be both empowering and disempowering. Individuals use the Internet, notebooks, and their BlackBerries and communicate via email. If clothing is an extension of one's skin, then the ICT has become an extension of our bodies. In a globalised world, linked through the Internet, a n- formed identity can lead to a multiplicity of identities, some contradictory to each other, and some taking place primarily in the virtual communities of cyberspace.

	Preface	7
	References	8
	Acknowledgements	9
	Contents	11
	Contributors	13
	Comparative Information Technology: Languages, Societies and the Internet	17
	1.1 Information Technologies, Virtual Identities and Global Learning	17
	1.2 ICTs and Hegemony	18
	References	25
	Abstract Tools and Technologies of Learning: An Evolving Partnership	27
	2.1 Tools, Mental Tools, and Teaching Tools	27
	2.2 From Homo Habilis to Contemporary Teaching	29
	2.3 Innovation	31
	2.4 From Literacy to Technacy	32
	2.5 Teaching for Mental Tools	34
	2.6 The Semantic Choreography of Teachers	36
	2.7 Typology and Rhetorical Strategy	38
	2.8 Testing Claims in Classroom Discourse	41
	2.9 Japan: A Global Future?	43
	2.10 Conclusion	45
	References	46
	E-Learning in Schools: Making Successful Connections	48
	3.1 Making Connections in Schools	48
	3.2 School Partner Project in Online Learning	49
	3.3 Macquarie ICT Innovations Centre Projects	52
	3.4 The Use of the Learning Activities Management System in Schools	56
	3.5 Conclusion	60
	References	61
	What Is Needed for Global E-Learning in Higher Education	63
	4.1 Introduction	63
	4.2 Operating Globally	63
	4.3 Approaches to Online Learning	66
	4.4 Representing Designs	71
	4.5 What Is Needed for Global Learning	75
	4.6 Conclusion	77
	References	77
	Mobile Learning: The Significance of New Mobile and Wireless Communications Technologies for Education	79
	5.1 Why Have Mobiles Been Neglected in Education?	79
	5.2 Overview of the History of Mobile Phone Development	81
	5.3 Uses of Mobiles in Education	83
	5.4 The Distinctive Contribution of Mobile Learning	87
	5.5 Conclusion: Major Issues in M-Learning for Educational Theory and Practice	89
	References	90
	Connecting Schools to Their Communities: The South- East Asian Experience	93
	6.1 Technologies and School Reform	93
	6.2 Schools and the Internet in South-East Asia	93
	6.3 Taking Up the Opportunities of the Internet	95
	6.4 Benefits of Linkages Between School and Community in South- East Asian Schools	96
	6.5 Conclusion	100
	References	100
	Digital Literacy and Activity Systems in Adolescents	102
	7.1 The Setting for Digital Literacies	102
	7.2 The Pedagogy and Digital Technology Debate	103
	7.3 Digital Literacies as Forms of Social Practice	105
	7.4 Research Design	106
	7.5 Results	107
	7.6 Adolescent Digital Practices	110
	7.7 Discussion: The Contradictory Digital Experience	113
	7.8 Conclusion	115
	References	115
	Digital Literacy and Using Online Discussions: Reflections from Teaching Large Cohorts in Teacher Education	116
	8.1 Online Application of Preservice Teachers Beliefs About Teaching and Learning Literacy	116
	8.2 Preservice Teachers Beliefs About Teaching and Learning	117
	8.3 Online Teaching and Learning	118
	8.4 The Investigation	122
	8.5 Results and Discussion	125
	8.6 Conclusion	131
	References	131
	Development of IT-Infrastructure for Rural Connectivity: A Pro- poor Approach to E- Governance for Rural Development in India	134
	9.1 Globalization and ICT: Introduction	134
	9.2 IT-Led Penetration in Rural Areas and Knowledge Management	135
	9.3 ICT for Rural Development in India: Governmental and NGO Initiatives	140
	9.4 Evaluation	147
	9.5 Conclusion	150
	References	150
	Context Is Everything: An International Perspective of, and Its Challenges to, Research and the Evaluation of Educational Technology	152
	10.1 Situating Educational Technology Policy: The Need for a Paradigmatic Shift and ICT Skills	152
	10.2 ICT Paradigm Shift	153
	10.3 ICT Skills in the Global Culture	156
	10.4 Recurrent Educational Technology Policy Themes	158
	10.5 Finding the Intersection of Educational Technology and Evaluation Among the Disciplines	160
	10.6 Toward Evaluation of Glocalization, Information Technology Development, and Implementation	161
	10.7 Conclusion	164
	References	164
	Name Index	173
	Subject Index	176