ICT and International Learning Ecologies addresses new ways to explore international, comparative, and cultural issues in education and technology. As today’s development orthodoxies push societies around the world to adopt imported information communication tools, new approaches are needed that integrate cultural responsiveness, autonomy, and sustainability into technology-enhanced learning. This edited collection conceptually and methodologically reframes the complexities of teaching and learning in historically marginalized communities around the world, where inequities are often exacerbated by one-size-fits-all programs. Graduate students and researchers of educational technology, international/comparative education, and sustainability education will be better prepared to lead information and communication technologies (ICT) implementation across a range of contexts and learner identities.
Table of Contents
Part I: Introduction and A Landscape of Literacies and Language: Frameworks, Models, and Illustrations
1. ICT and International Learning Ecologies: An Introduction
Ian A. Lubin
2. Talk, Smartphones, Notebooks, and Brown Paper
Larry Stillman, Misita Anwar, Anindita Sarker, Viviane Frings-Hessami, and Gillian Oliver
3. The Impact of Technology on a Multilingual World: Problems and Opportunities
Andrew P. Wu, Sarah-Lee Gonsalves, and Daniel A. Wagner
4. A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts
David James Woo and Nancy W. Y. Law
Part II: Promoting Cultural Information and Knowledge
5. Making Culture Visible: A Primer for Culturally Grounded Design
Michael K. Thomas and Ian A. Lubin
6. Aesthetics and Power: Reforming Access to and the Inclusion of Cultural Content in ICT-Supported Education: A Peruvian Case
Sdenka Zobeida Salas-Pilco
7. Embracing Indigenous Knowledge Systems in ICT-enabled Education
Heike Winschiers-Theophilus, Edwin Blake, Donovan Maasz, Chris Muashekele, Peter Gallert, Colin Stanley, and Alphons Kahuhu Koruhama
Part III: Reflections on Positionality, Sustainability, and Design
8. Reflections from the Boundary Spaces: Digitization of Intangible Cultural Heritage and the Co-design of ICT alongside Indigenous Communities in Namibia
9. On Being Proficient Enough to Do (No) Harm: Reflections on Mentoring Visiting Saudi Arabian K–12 Teachers
Deepak Prem Subramony
Ian A. Lubin is an international learning design and technology consultant with experience in national and global educational issues. He is editor of the book ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education, which received the Best Book Award from the Association for Educational Communications and Technology (AECT)'s Culture, Learning, and Technology Division.
"Can education move beyond the heritage of neo-colonialism and neoliberalism? ICT and International Learning Ecologies offers a radical vision of educational technology for a pluralistic world that cherishes human diversity."
—Andrew Feenberg, Professor in the School of Communication at Simon Fraser University, Canada
"ICT and International Learning Ecologies is like no other book that I have encountered. It shows how cutting-edge technologies can be harnessed in support of education that challenges Western hegemony and respects diversity around the world. It provides a novel vision of how education can, in turn, support cultural and environmental sustainability, building upon and learning from traditional, local, and indigenous ways of being. This is a timely contribution as the world struggles with climate change, environmental degradation, and growing inequality."
—Juha I. Uitto, Director of the Independent Evaluation Office at the Global Environment Facility, USA
"Settler colonialism and its logic of elimination continue to impact Indigenous people and disrupt our ways of knowing, being, and doing in the world. But we are still here. Indigenous peoples remain sceptical about our cultural knowledges and how new technologies have the ability to further marginalise our lives and our collectivities. Certainly, we have little evidence to support that any form of Western intervention will be beneficial to us. ICT and International Learning Ecologies brings forward the debates around Western knowledge and ICT and Indigenous participation. This is an important contribution to the discussions on technology and learning ecologies and how we ensure a more just world where Indigenous peoples are not further exploited and marginalised."
—Bronwyn Carlson, Professor and Head of the Department of Indigenous Studies at Macquarie University, Australia