In this topic you will explore some of the issues faced by non-Western countries in their adoption of new technologies. Until the year 2000, Western countries were the dominant and majority users of the Internet. During 2000 that changed with non-Western countries taking over that role forever (given the combined populations of those countries). However, the use of new technologies in non-Western countries is highly variable, and the problems they face are quite different from those in the West.
People's beliefs and understandings, whether explicit or not, about the nature of knowledge and its application have a strong impact on the ways in which they organise their life, society or culture. Education also is affected by these fundamental beliefs. In Western society we can trace the origins of our rapidly disappearing liberal egalitarian model of education through J. S. Mill right back to Socrates and Plato. Other cultures have different origins, and their education systems reflect these in idiosyncratic ways.
Technology, on the other hand, is commonly seen as an entity all on its own, that somehow imposes its will on societies and cultures, imposing a very Western model of use and adoption. So, one of the questions to look at here related to culture, is how different cultures adapt to, or modify, the use of technology in education an training. Another is to ask how different philosophies and political systems affect the use of new technologies in educational contexts. China, for example, is quite concerned about Internet access destroying the essential 'harmony' of the Chinese State. Japan has a very low percentage uptake of computers in schools, while the Hong Kong Special Economic Zone (i.e. of China), and Singapore have extremely high usage of computer based technologies in schools.
The question we need to consider here is a very complex. It is: How do different cultures, beliefs, philosophies, and political systems affect the use of technology and in what ways is the notions of 'good practice' perceived differently?
The online databases have a rich collection of articles about the use of new technologies in non-Western countries (not specifically cultures) and you can search for particular settings and related aspects such as gender, equity etc. as well as getting a wider view on the global use of new technologies. However, be aware that a lot of non-Western practices in this area tend to mimic western efforts. Here is one example: Bahrain- issues in relation to ICTs http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/bahrain_en_part_2.pdf Topic 4 Task: 1. Identify what research articles are saying about this topic and what claims they are making. 2. Create a summary in a text form or as a concept map to organise your notes on technology practices to incorporate non-western perspectives for your position paper, Assignment 1. 3. Summarise your findings and post them on the Topic 4 unit discussion area. 4. Review and respond to at least two contributions from other students.
Topic 4: Non-Western Contexts
In this topic you will explore some of the issues faced by non-Western countries in their adoption of new technologies. Until the year 2000, Western countries were the dominant and majority users of the Internet. During 2000 that changed with non-Western countries taking over that role forever (given the combined populations of those countries). However, the use of new technologies in non-Western countries is highly variable, and the problems they face are quite different from those in the West.People's beliefs and understandings, whether explicit or not, about the nature of knowledge and its application have a strong impact on the ways in which they organise their life, society or culture. Education also is affected by these fundamental beliefs. In Western society we can trace the origins of our rapidly disappearing liberal egalitarian model of education through J. S. Mill right back to Socrates and Plato. Other cultures have different origins, and their education systems reflect these in idiosyncratic ways.
Technology, on the other hand, is commonly seen as an entity all on its own, that somehow imposes its will on societies and cultures, imposing a very Western model of use and adoption. So, one of the questions to look at here related to culture, is how different cultures adapt to, or modify, the use of technology in education an training. Another is to ask how different philosophies and political systems affect the use of new technologies in educational contexts. China, for example, is quite concerned about Internet access destroying the essential 'harmony' of the Chinese State. Japan has a very low percentage uptake of computers in schools, while the Hong Kong Special Economic Zone (i.e. of China), and Singapore have extremely high usage of computer based technologies in schools.
The question we need to consider here is a very complex. It is:
How do different cultures, beliefs, philosophies, and political systems affect the use of technology and in what ways is the notions of 'good practice' perceived differently?
The online databases have a rich collection of articles about the use of new technologies in non-Western countries (not specifically cultures) and you can search for particular settings and related aspects such as gender, equity etc. as well as getting a wider view on the global use of new technologies. However, be aware that a lot of non-Western practices in this area tend to mimic western efforts. Here is one example:
Bahrain - issues in relation to ICTs http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/bahrain_en_part_2.pdf
Topic 4 Task:
1. Identify what research articles are saying about this topic and what claims they are making.
2. Create a summary in a text form or as a concept map to organise your notes on technology practices to incorporate non-western perspectives for your position paper, Assignment 1.
3. Summarise your findings and post them on the Topic 4 unit discussion area.
4. Review and respond to at least two contributions from other students.