In Auditory Presentations and Language Laboratories the authors present research that include cognitive theories of audio processing and various research on applications of presentations of an aural nature. While many conclusions are reached in this article, the ones I took away more than any were the practical application of research on creating audio presentations that best fit theories of cognitive processing. Another important conclusion is the fact that print may be better when time and learners are held constant, however, when individualization of instruction can occur, audio can very effective. African Oral Traditions: Riddles Among The Haya of Northwestern Tanzania presents riddles as a way to allow learners to become active members of their culture. It shows the significance of oral traditions in introducing young learners to social, political, economic, and even more personal concepts such as understanding ones own body. The paper calls on African curriculum developers to use riddles in instructional design to provide an education that ensures critical thinking skills, is culturally relevant, and is a form of instruction that is truly an African. In The Return of Educational Radio the author explains the past uses for radio in education and suggests ways that radio can be used in current education practices. Radio is presented as a low-cost way to teach a broad subject to a broad group. Negative aspects to radio include the fact that in most cases it is a one way communication device; and furthermore, a teaching tool that does not afford the instructor the ability to understand prior knowledge of his or her general audience. In the Audiocast Diaries: Reflections on radio and podcasting for delivery of educational soap operas, Wendy Elliott allows readers to understand her perspective of a researcher on the best ways to implement a set of audio programs. Elliott provides historic and current uses of a variety of mediums and compares issues like cost and audience. While at the outset she appears to set out to answer her question with a more concrete answer, she arrives at the conclusion that many forms can be reliable in presenting programs. She goes on to suggest a likely convergence that will use mediums in a way that best fits the needs of instructors and learners in the 21st century.
This week the course materials helped me to understand possible applications of audio in the classroom. Particularly, I am seeing that well-trained teachers are, of course, preferred in each classroom. Yet, with radio instruction a teacher who does not understand best practices, instructional design theories, effective assessment practices, etc., can manage a classroom where effective learning occurs. I must however question radio education as cure-all for schools. I think it can provide a relevant service for education in developing nations, but should not be seen as an end to great instruction. For example it could be used for teaching while teachers are in the process of being trained.
As I read through the research provided by the other students on the board this week one issue I have been questioning is sustainability and radio instruction. While sustainability is an important aspect to programs that use ICT developing countries, at what point does a practice become sustainable to the point that it loses its effectiveness? For example, radio clearly presents low-cost, broad solution that could allow this practice to continue year after year. However, this comes at the cost of education that is tailored to individual learners and provides opportunity for quick feedback and relationship building. In my personal learning situations I value the ability to get to know the person who is leading my learning experience. At the same time I enjoy the benefits of educators getting to know me and creating instruction that fits my instructional needs. Radio seems that it could become a fix that serves the masses for issues such as AIDS education, clean water treatment, or agricultural market costs, but does not seem to me to provide a quality fix for the general education of a student who wishes to become successful in a specific area.
This all impacts me personally because when I step in front of my students I want to make sure I am bringing them the very best educational situations possible. In contrast to educators in some places in the world I have the ability tailor instruction to fit the personality, culture, and personal learning goals of my classes and students. I can teach concepts in a variety of ways to make sure all students are learning. In radio education most of the time the material and presentation time is held constant so learning is variable. In my classroom I am able foster an environment where the material presentation is suited to my students and I can try my best to provide them the time they need to learn. I feel this variable instruction/time dynamic makes learning more of a constant. I do see a potential for using audio in the classroom. From reading some of the resources on the board I see some great ideas for how Podcasting can be used to individualize instruction.
Tuesday, February 15, 2011
Tuesday, February 1, 2011
Module 01: ICTs and Development
In his chapter Development Agendas and the Place of ICTs, Tim Unwin provides a broad overview of the historical, geo-economical, and social constructs that have influenced and will continue to influence the changes that take place in cultures around the world. He notes a longstanding divide in cultures influenced by an economic drive for cheaper labor and production resources. He then goes on to elaborate on the transformative power of ICTs for developing nations. Finally, he suggests it is a moral obligation to empower those who have been marginalized by critically looking at the needs of those in the developing world and finding solutions that lead to greater social equality. In her chapter ICTs in Education: Catalyst for Development in the same book, Michelle Selinger looks at the power of ICTs to deliver better education to those in the developing world, thus helping to find solutions to help citizens of a nation take control of their own lives. She offers a framework that considers the many facets of the delivery of education from government to administrator to teacher to basic students needs. She concludes her chapter by emphasizing the importance of ICTs as a means of collaboration and coordination between stakeholders in an initiative and even between developing nations who wish to avoid costly mistakes made by others. In the chapter ICT for Development: Challenges and Possibilities, the authors suggest that a critical and systematic approach to ICT implementation that can lead to increased development and social justice in a country. They touch on issues related to ICT implementation in the areas of education, development, and the inclusion of those otherwise ignored by the present government or system in place. They view a use of ICTs as a means for greater solidarity within excluded groups in a nation, but also in a global context, that is allowing others to help in finding solutions that lead to greater peace and equality. In the chapter ICT for Education, Development, and Social Justice: Some Theoretical Issues, Michalinos Zembylas introduces two distinct development paradigms: the modernization development paradigm leading to inequality, and the social justice development paradigm leading to a more equal opportunity for all. He provides ideas on how the latter paradigm can be better supported by taking a critical look at social justice issues rather than just focusing on getting technology into the hands of those who do not have access.
While I learned many new things from our module this week, one theme I read, discussed and thought over more than any other is this idea is for fairer, more effective use, ICTs cannot be forced into a culture from the top down, but a more grassroots approach must be taken. Those entrusted with providing the ICTs need to take a critical, systematic consideration every stage of the process to ensure fairness and effectiveness in ICT administration (Zembylas, 2009). ICTs can aid development by adding value to those communities, schools, local governments, etc. who demonstrate the capacity and desire to benevolently develop for the good of all. This is something that the process of globalization historically has proven an inability to do (Unwin, 2009).
The idea that I found most valuable from the materials this week comes from the UC Berkley lecture: Ten Myths of ICT for International Development. The lecturer, Dr. Toyama downplays the role technology provided for development, and instead emphasizes the role of technology as a tool that can “magnify human intent and capacity.” Thus, the human element becomes the most important issue, and technology a means to magnify those desires and abilities of those who use it. This is a departure from what I previously understood. Socially speaking, I always saw technology as an equalizer much like Thomas Friedmen in his bestseller The World is Flat. Technology is spoken about in his book in almost a religious way. ICTs are seen as the cure to the common underdevelopment issue. I should have known this could not be true. While India has seen unprecedented development in the past 15 years due to ICTs, there still remains a large portion of the population outside of the major cities in India that still live in extreme poverty. This cognitive dissonance between Friedman’s world and the world I read about in our module this week has me thinking development is far more complex issue than I have ever understood it to be. While I see from our readings the potential and power behind ICTs in aiding development issues, I have a hard time wrapping my head around practical applications of development. We have been provided with many examples of ICTs in action in our course material this week. Yet it seems to me that what works for one situation, culture, nation, etc. will not always find success in another. I suppose to stand back after two weeks of reading and thinking and say I am more perplexed by issues of development and the role of ICTs than when I started is a great way to start this class. I truly look forward to unraveling the details as we continue on.
While I have no direct involvement in ICTs for development at this time, the readings this week have helped me to better understand the role of any communication technology in the lives of any context including my own. What I mean is communications technology cannot be the end of any initiative, classroom lesson plan, or development plan, but simply the means to more magnify the ends of these plans. In my life as a teacher I design units, recommend software/hardware to other teachers, and make technology decisions for my family (my personal favorite). Most technology decisions are costly. I need to get away from this unfounded belief that technology equals motivation. For example, how many times do people with no motivation to exercise buy a treadmill thinking it will help them to run more often and get in shape? Then, after a month or two it sits idle, making a great clothes hanger. If there is not already a strong desire to get in shape, the treadmill is practically useless. In this same way a treadmill purchase cannot provide a person with intent or capacity to be a great runner, a cell phone or satellite dish will not add an intent or capacity to a person outside previously existing desires to be a developer of his or her country, community, or household. That is why it is important for an educational technologist/husband/ICT4D advocate to think critically about what to purchase for whom and to provide education, motivation, and/or continued support for maximum benefits from any technology tool investment.
References
Selinger, M. (2009). ICT in education: Catalyst for development. In T. Unwin (Ed.), ICT4D: Information and Communication Technology for Development, (pp. 206-248). Cambridge, UK: Cambridge University Press.
Toyama, K. (2010, November 10). Lecture. Presented at the CITRIS Research Exchange, UC Berkley
Unwin, T. (2009). Development agendas and the place of ICTs. In T. Unwin (Ed.), ICT4D: Information and Communication Technology for Development (pp. 7-37). Cambridge, UK: Cambridge University Press.
Zembylas, M. (2009). ICT for development: Challenges and Possibilities. In C. Vrasidas, M. Zembylas, & G. V. Glass, ICT for education, development, and social justice (pp. 3-15). Charlotte, NC: Information Age Publishers
Vrasidas, C., Zembylas, M., & Glass, G. V. (2009). ICT for education, development, and social justice: Some theoretical issues. In C. Vrasidas, M. Zembylas, & G. V. Glass, ICT for education, development, and social justice (pp. 17-29). Charlotte, NC: Information Age Publishers.
While I learned many new things from our module this week, one theme I read, discussed and thought over more than any other is this idea is for fairer, more effective use, ICTs cannot be forced into a culture from the top down, but a more grassroots approach must be taken. Those entrusted with providing the ICTs need to take a critical, systematic consideration every stage of the process to ensure fairness and effectiveness in ICT administration (Zembylas, 2009). ICTs can aid development by adding value to those communities, schools, local governments, etc. who demonstrate the capacity and desire to benevolently develop for the good of all. This is something that the process of globalization historically has proven an inability to do (Unwin, 2009).
The idea that I found most valuable from the materials this week comes from the UC Berkley lecture: Ten Myths of ICT for International Development. The lecturer, Dr. Toyama downplays the role technology provided for development, and instead emphasizes the role of technology as a tool that can “magnify human intent and capacity.” Thus, the human element becomes the most important issue, and technology a means to magnify those desires and abilities of those who use it. This is a departure from what I previously understood. Socially speaking, I always saw technology as an equalizer much like Thomas Friedmen in his bestseller The World is Flat. Technology is spoken about in his book in almost a religious way. ICTs are seen as the cure to the common underdevelopment issue. I should have known this could not be true. While India has seen unprecedented development in the past 15 years due to ICTs, there still remains a large portion of the population outside of the major cities in India that still live in extreme poverty. This cognitive dissonance between Friedman’s world and the world I read about in our module this week has me thinking development is far more complex issue than I have ever understood it to be. While I see from our readings the potential and power behind ICTs in aiding development issues, I have a hard time wrapping my head around practical applications of development. We have been provided with many examples of ICTs in action in our course material this week. Yet it seems to me that what works for one situation, culture, nation, etc. will not always find success in another. I suppose to stand back after two weeks of reading and thinking and say I am more perplexed by issues of development and the role of ICTs than when I started is a great way to start this class. I truly look forward to unraveling the details as we continue on.
While I have no direct involvement in ICTs for development at this time, the readings this week have helped me to better understand the role of any communication technology in the lives of any context including my own. What I mean is communications technology cannot be the end of any initiative, classroom lesson plan, or development plan, but simply the means to more magnify the ends of these plans. In my life as a teacher I design units, recommend software/hardware to other teachers, and make technology decisions for my family (my personal favorite). Most technology decisions are costly. I need to get away from this unfounded belief that technology equals motivation. For example, how many times do people with no motivation to exercise buy a treadmill thinking it will help them to run more often and get in shape? Then, after a month or two it sits idle, making a great clothes hanger. If there is not already a strong desire to get in shape, the treadmill is practically useless. In this same way a treadmill purchase cannot provide a person with intent or capacity to be a great runner, a cell phone or satellite dish will not add an intent or capacity to a person outside previously existing desires to be a developer of his or her country, community, or household. That is why it is important for an educational technologist/husband/ICT4D advocate to think critically about what to purchase for whom and to provide education, motivation, and/or continued support for maximum benefits from any technology tool investment.
References
Selinger, M. (2009). ICT in education: Catalyst for development. In T. Unwin (Ed.), ICT4D: Information and Communication Technology for Development, (pp. 206-248). Cambridge, UK: Cambridge University Press.
Toyama, K. (2010, November 10). Lecture. Presented at the CITRIS Research Exchange, UC Berkley
Unwin, T. (2009). Development agendas and the place of ICTs. In T. Unwin (Ed.), ICT4D: Information and Communication Technology for Development (pp. 7-37). Cambridge, UK: Cambridge University Press.
Zembylas, M. (2009). ICT for development: Challenges and Possibilities. In C. Vrasidas, M. Zembylas, & G. V. Glass, ICT for education, development, and social justice (pp. 3-15). Charlotte, NC: Information Age Publishers
Vrasidas, C., Zembylas, M., & Glass, G. V. (2009). ICT for education, development, and social justice: Some theoretical issues. In C. Vrasidas, M. Zembylas, & G. V. Glass, ICT for education, development, and social justice (pp. 17-29). Charlotte, NC: Information Age Publishers.
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