Achieving inclusive and transformative ICT education practices in rural schools in marginalized communities
نویسندگان
چکیده
Information and Communication Technology (ICT) can do more than benefit teaching and learning in rural schools; it can also be a catalytic and transformative tool that induces knowledge reformation and production amongst learners in an informed society. In this paper our focus is on how ICT education practices in rural schools in marginalized communities can be transformed to develop knowledge that is transformative, empowering, and emancipatory in order for learners to pursue a vision of a good life in a desirable society. The study employs critical research to acquire deeper meanings and insights from in-class teaching events and observations at Alabama High School (a pseudo name) in Eastern Cape of South Africa. Through our critical reflective, the research confirms that current ICT education and curricula practices in rural marginalized schools have failed to develop transformative knowledge that makes rural schools sites of possibility for learners to become active in society from a position of empowerment. Developing transformative ICT educational experiences in rural schools could face challenges in the context of dominant educational practices and structures that in essence also need transformation. Transformative ICT education practices in this study suggest transforming learners’ learning experiences such that the learners question or reframe their assumptions, knowledge, and education experiences in relation to their community life. In this paper we argue that more effective transformative ICT education in rural schools requires a sufficiently longitudinal perspective and action that takes into account the general impact of ideas on education practices in relation to school and community needs.
منابع مشابه
Getting There: Teacher experiences in applying ICT in rural and remote education ABstRACt
The application of ICT in education in rural and remote contexts is rapidly evolving and is actively being pursued as a solution to educational issues. ICT in education involves technological as well as pedagogical and social dimensions. This paper examines approaches being taken in developing ICT usage in Northern Territory schools for teaching and learning. It covers both technological and pe...
متن کاملThe Role of ICT Infrastructure in Its Application to Classrooms: A Large Scale Survey for Middle and Primary Schools in China
With the ever-deepening economic reform and international trend of ICT application in education, the Chinese government is strengthening its basic education curriculum reform and actively facilitating the application of ICT in education. Given the achievement gap of ICT infrastructure and its application in middle and primary schools between urban and rural areas, a divide exists between the ne...
متن کاملRural Housing and Habitat Development: Experience of Gram Vikas, Orissa
Gram Vikas is a rural development organization working with poor and marginalized communities, especially the adivasi and dalits, of Orissa. The mission of Gram Vikas is to promote processes which are sustainable, socially inclusive and gender equitable, to enable critical masses of poor and marginalized rural people or communities to achieve a dignified quality of life. Interventions of Gram V...
متن کاملPractices Of Adopting E-Skills For Teaching And Learning In Ugandan Schools
The purpose of this paper is to review the process of ICT adoption in Ugandan schools for facilitation of teaching and learning in the last decade. This review is done in order to examine how beneficial e-skills have enhanced teaching and learning in Ugandan schools, and to identify the outstanding challenges the schools have had in e-skills adoption. When ICT started gaining popularity in Ugan...
متن کامل