Upon What Does the Turtle Stand? PDF
Preview Upon What Does the Turtle Stand?
Upon What Does the Turtle Stand? This page intentionally left blank Upon What Does the Turtle Stand? Rethinking Education for the Digital Age Edited by Aharon Aviram Center for Futurism in Education, Ben Gurion University, Beer Sheva, Israel and Janice Richardson eLuxembourg Task Force, Luxembourg KLUWER ACADEMIC PUBLISHERS NEW YORK,BOSTON, DORDRECHT, LONDON, MOSCOW eBookISBN: 1-4020-2799-0 Print ISBN: 1-4020-2798-2 ©2005 Springer Science + Business Media, Inc. Print ©2004 Kluwer Academic Publishers Dordrecht All rights reserved No part of this eBook maybe reproducedor transmitted inanyform or byanymeans,electronic, mechanical, recording, or otherwise, without written consent from the Publisher Created in the United States of America Visit Springer's eBookstore at: http://ebooks.springerlink.com and the Springer Global Website Online at: http://www.springeronline.com TABLE OF CONTENTS List of Contributors vii Foreword ix Viviane Reding Prologue xi Walt Tremer Acknowledgements xiii Introduction 1 PARTONE: THEGLOBALIZERS ICT-in-Education Policies and Implementation in Singapore and Other Asian Countries 27 Chee-Kit Looi & W.L. David Hung Confronting the Challenge of the Information and Knowledge Society in Developing Countries* 41 Najat Rochdi PARTTWO: THEREFORMISTS The Turtle Stands on the Basis of an Emerging Educational Paradigm 53 Willem J. Pelgrum & Tjeerd Plomp Portable Computing Challenges Schooling 69 C. Paul Newhouse Thus Spake Venitia* 93 Robert Bibeau Professional Development for Teachers and Quality in School Education 121 Nikitas Kastis Literacy, or the Art of Integration 135 Janice Richardson PARTTHREE: THEHUMANISTS Recreation 153 Daniel Deberghes* What Kind of Technologies for What Kind of Education? 159 Juana M. Sancho Policy, Practice and the 'Space' in Between 177 Rosemary Naughton Why Should Children Go to School? 191 Aharon Aviram Digital Inclusion in Brazil 221 Pedro Roberto Jacobi Towards a New Canon in Education 231 Wiktor Kulerski & Terry Ryan * Adapted from the French Version by Janice Richardson. v PARTFOUR: THEHERETIC Visions, Values, Technologies and Schools 241 Jim Dator About the Contributors 251 vi LIST OF CONTRIBUTORS Robert Bibeau Dr Willem J. Pelgrum Quebec Education Ministry University of Twente Canada Netherlands Dr Jim Dator Dr Tjeerd Plomp Hawaii Research Center for Futures University of Twente Studies, University of Honolulu Netherlands United States Dr Najat Rochdi Dr Daniel Deberghes United Nation's Bureau of Development Information Society Directorate, European Policy, Beirut Commission Libanon Luxembourg Terry Ryan Dr W.L. David Hung 21st Century Learning Initiative National University of Singapore United States Singapore Dr Juana Sancho Dr Pedro Jacobi Centre for Study of Cultural and University of São Paulo Educational Change Brazil Scientific Park of Barcelona Spain Dr Nikitas Kastis Lambrakis Research Foundation, and Walt Tremer MENON pan-European network Muhlenberg College, Allentown, Greece Philadelphia United States Wiktor Kulerski Former Secretary of State for Education Poland Dr Chee-Kit Looi National University of Singapore Singapore Rosemary Naughton Curriculum Council of Western Australia Australia Dr Paul Newhouse Edith Cowan University, Western Australia Australia vii This page intentionally left blank FOREWORD This book brings together the reflections of independent researchers from around the world. Sixteen authors from fourteen countries present their views on the use of information and communication technology (ICT) in education, offering valuable insights through the examination of current issues relevant to the future of education. What will education be in tomorrow’s world? How can ICT be used without rendering education a purely technical process? How can we succeed the renovation of educational subjects without transforming them into technical objects? The introductory chapter of this publication guides us into the essays through a classification organized by the editors to illustrate different attitudes to technologies: • The ‘Globalizers’ see the integration of ICT and education as a means of enhancing the competitiveness of their society in a global economy; • The ‘Reformists’ see it as a means of bringing about significant change in didactics in the various disciplines, and even in the ‘basics’ of education; • The ‘Humanists’ consider technologies as possible catalysts for changing the aims and values of education from learning- oriented to humanistic; • The ‘Heretic’ sees values and aims as being determined exclusively by technology, and economy and culture as sub- products of the technology-guided process. He therefore does not see any sense in interrogations as to which aims should guide us in integrating technology with education. Obviously, some arguments stretch across all four categories without completely matching any so-called type. Nevertheless, this approach offers an interesting way of reflecting on current attitudes and on just where one positions oneself. It also raises a number of questions: Will the future bring crises that could generate conflicts between the ‘globalizers’ and the ‘others’? Can compromises be found, perhaps by listening more attentively to the ‘reformists’ and the ‘humanists’? Do today’s ‘heretics’ believe in technology as « The Guide », the road towards some kind of technological 'messianism'? And what about those who resist technological determinism, may they not finish up "burned" for their heterodoxy? Among the many reflections united in this anthology, I would particularly like to underline the importance of thinking in terms of values. Values are at the core of our democracies. They are also at the core of our education systems. Given growing cultural diversity, we have to understand and integrate these values as well as the values from other countries and continents. Can we influence the changes taking place in the way technology is used in education? If the answer is "yes", then which social values do we want to foster? Which educational goals do we want to pursue? What can we do to better serve what we see as desired values and educational goals? ix
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