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4. Intentional ICT: Curriculum, Education and Development. IBE Working Papers on Curriculum Issues No. 17

Author

International Bureau of Education (IBE) (Switzerland) and Lubin, Ian A.

Abstract

Information and communication technologies (ICT) are being utilized extensively in education and have become an essential aspect of both formal and informal learning worldwide. Related to their widespread availability and use in education, it is suggested that ICT hold tremendous promise for society at large, and in particular, in shaping social and economic development. What then motivates ICT usage in education, in particular? Is education anticipated to produce better users and consumers of ICT for the 21st century? Or, are ICT expected to improve the quality of education for all members of society? Perhaps it is both. This paper argues for a new intentional ICT approach in which a relevant, sensible, and coherent curriculum guides the appropriate and defensible use of ICT for educational quality improvement. This approach focuses on the value of ICT to curricula efforts for educational improvement. The paper seeks to explore concentrations of discourse, research, policy, and practice that occur around ICT in education. Lubin uses the curriculum as a lens and sensitizing concept to explore in a critical manner how ICT are implicated in educational quality improvement. A critical analysis of the current discussions and practices involving ICT may serve to interrupt more common enthusiasm with respect to these innovations and may contribute to the emergence of a balanced collective discussion of their development and implementation in the field of education. A bibliography is included.

Published
2016

5. Erratum

Author

Lubin, Ian A., Spector, J. Michael, Series editor, Bishop, M.J., Series editor, Ifenthaler, Dirk, Series editor, and Lubin, Ian A., editor

Published
2018
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8. Intentional ICT: curriculum, education and development

Author

Lubin, Ian A.

Subjects
tecnología de la información, desarrollo económico, investigación sobre programas de estudios, calidad de la educación, desarrollo de programas de estudios, tecnología de la educación, desarrollo social
Abstract

Resumen basado en el de la publicación Oficina Internacional de Educación Tecnologías de la Información y la Comunicación (TIC) tienen una enorme promesa para la sociedad en general y, en particular, en la configuración del desarrollo social y económico. Por sus propios méritos, las Tecnologías de la Información y la Comunicación (TIC) se han determinado a ser profundamente ventajoso para la sociedad. Las Tecnologías de la Información y la Comunicación (TIC) también pueden impulsar la productividad global y el crecimiento económico a través de retornos continuos a partir de la creación de conocimiento y la innovación. Además pueden promover potencialmente el desarrollo social a través de la comunicación, la colaboración y el intercambio de conocimientos entre las personas. En el trabajo se argumenta a favor de un nuevo enfoque de las Tecnologías de la Información y la Comunicación (TIC) en el que se guía a un plan de estudios correspondiente, sensato, coherente y el uso adecuado para la mejora de la calidad educativa. El enfoque se centra en el valor de las Tecnologías de la Información y la Comunicación (TIC) a los esfuerzos de los planes de estudio para la mejora educativa y el desarrollo económico y social. ESP

Published
2016

16. Reflections From The Boundary Spaces Of The Digitization Of Intangible Cultural Heritage And Co-Design Of Information Communication Technologies Together With Indigenous Communities In Namibia

Author

Rodil, Kasper and Lubin, Ian

Abstract

This chapter addresses some of the challenges faced by researchers, and tehnology designers and developers, whose efforts are situated at the crossroads of safeguarding Intangible Cultural Heritage using Information Communication Technology (ICT) and revitalizing it to be digitally transferred to indigenous youths. From an educational perspective, this chapter is intended to cultivate some critical thinking towards technology and cultural heritage – not because technology is inherently good or bad, but because any cultural heritage becomes reflected through the technology used and safeguarding method employed. At the helm of these endeavours it is essential that outside researchers and community members collaborate on creating situation where disconnected knowledge overlaps for a partnership of insight.

Published
2021

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