Bernadette Maria Kaufmann
TEL as a tool for eInclusion and Media
Abstract
In this contribution I try to show off the importance of eInclusion out of two perspectives - the first perspective is taking a look at school:
Students from all social backgrounds must have the possibility of developing at least good competencies in ICT and the use of online-learning tools. Apart from that it’s important that the development of good media-competencies becomes part of the curriculum in schools. Schools should feel obliged to help students develop media-competencies as well as develop knowledge in maths, ethics or biology!
I start with the example of a student’s learning situation in a private school, then in contrast going on with illuminating most students’ situation in public schools. Both scenes are taken from Austria and seem comparable to the experience realm of most European students aged 6 to 18 years.
Then I consider a constructivist view of learning as an adequate pedagogic strategy for “new schools” that aim at helping students develop good competence in ICT and media perception.
Media have come to play an immanent role in our society.
We cannot ignore that students should learn how to make good use of media (online media as well as so-called traditional media like e.g. TV!) and become able to recognise chances and risks.
The second perspective is dealing with the inclusion of poverty as a topic.
The poor shall not remain “invisible” - as well as students from all social backgrounds should have the chance to get a good education, poverty should be a topic that’s presented in media in an authentic way.
Table of Contents
1. Introduction
2. CYBERHOMEWORK - a student’s learning situation in a private school
3. ICT AND SCHOOLS
4. CONSTRUCTIVISM
4.1 A constructivist view of learning
5. TEL and Media: POVERTY AS A MEDIA EXPERIENCE
6. LEARNING MANGEMENT SYSTEM: CAN MEDIA BE A PART OF IT?
7. REALITY IN MEDIA: POVERTY AS A MEDIA EXPERIENCE
8. PRODUSAGE
9. Conclusion
Objectives and Topics
This work explores the dual necessity of ensuring equitable access to ICT-based learning in schools while simultaneously addressing social inequality, specifically poverty, through authentic media representation.
- The role of ICT and online-learning tools in modern education.
- Social disparities in accessing technology between private and public schools.
- Constructivism as a pedagogical framework for media and digital literacy.
- The inclusion of poverty as a visible topic in media and educational discourse.
- The shift toward "produsage" and user-led content creation in the Web 2.0 era.
Excerpt from the Book
CYBERHOMEWORK - a student’s learning situation in a private school
„I enjoy doing cyber-homework a lot“, says Max, 10 years. “It’s fun!” Max attends a private school. Cyber-homework in subjects like English is standard. Students of his school have the opportunity of using ICT - computers are integrated in various subjects: for instance, they often can try CD-ROMS and use computers in geography, and of course homework for, let’s say, biology can be done on computer, using ICT for finding out about different tasks.
They are doing different kind of small “projects” that way. Investigating about the number of a certain kind of insects in combination with book and Wikipedia can be lots of fun! Studying gets exciting this way.
Max has been working a lot with computers and different media for several years. He started in pre-school at the age of 3 years, starting with about 15 to a maximum of 20 minutes per session. This worked out very well. He now is an expert who can easily use ICT and enjoys finding out more about the world he is part of.
Max is privileged: He attends a private school that offers a wide range of possibilities and that has an excellent image. Many lessons take place in small groups of students, in many subjects (languages and natural sciences) Max and his classmates are divided into small groups, each group of students having a teacher of their own.
Chapter Summaries
1. Introduction: The author presents the core motivations for the text, focusing on eInclusion and the importance of addressing poverty within media and educational contexts.
2. CYBERHOMEWORK - a student’s learning situation in a private school: This chapter contrasts the privileged ICT access in private schools with the disadvantages faced by students in the public school system.
3. ICT AND SCHOOLS: The author reviews European research regarding internet access in schools and emphasizes the need for teachers to support students in navigating the opportunities and risks of new technologies.
4. CONSTRUCTIVISM: This section explores how constructivist pedagogy shifts the classroom into a workshop, fostering meaning-making and critical thinking among students.
4.1 A constructivist view of learning: Further details the teacher’s role in facilitating cognitive re-organization through social discourse and reflection.
5. TEL and Media: POVERTY AS A MEDIA EXPERIENCE: Discusses how media acts as an opinion maker and argues for the necessity of teaching media reception and critical awareness in schools.
6. LEARNING MANGEMENT SYSTEM: CAN MEDIA BE A PART OF IT?: Argues for the integration of real-world social topics and diverse media sources into web-based learning management systems.
7. REALITY IN MEDIA: POVERTY AS A MEDIA EXPERIENCE: Examines how online platforms frame social issues like poverty and the importance of matching media content to the age and understanding of the audience.
8. PRODUSAGE: Analyzes the convergence of producers and users in the Web 2.0 environment and the potential of citizen journalism.
9. Conclusion: Summarizes the necessity of holistic digital literacy, advocating for equitable technology access and the visibility of social issues like poverty.
Keywords
eInclusion, ICT, Constructivism, Media Competence, Web 2.0, Social Web, Poverty, Digital Literacy, Public Schools, Produsage, Citizen Journalism, Educational Reform, Technology Enhanced Learning, Social Inclusion, Critical Thinking.
Frequently Asked Questions
What is the core focus of this publication?
The work focuses on eInclusion, specifically how schools can leverage technology to provide equitable opportunities and why it is vital to include poverty as a visible topic in media-based education.
What are the primary thematic fields covered?
The main themes include technology-enhanced learning (TEL), social equity in education, constructivist teaching strategies, and media literacy in the age of Web 2.0.
What is the author's primary research question?
The text seeks to explore how to provide students from all social backgrounds with the skills needed to navigate the digital world while ensuring they become critical consumers and creators of media.
Which scientific methods are primarily utilized?
The author uses a qualitative approach, combining literature reviews of pedagogical and media studies with observational perspectives on school environments and current digital trends.
What is addressed in the main body of the work?
The main body examines the disparity between private and public school technology access, the theoretical benefits of constructivist pedagogy, and the necessity of incorporating social topics into media education.
Which keywords characterize this work best?
Key terms include eInclusion, Constructivism, Media Competence, Web 2.0, and Poverty, reflecting the balance between technical integration and social awareness.
Why does the author emphasize the concept of "produsage"?
The author uses "produsage" to describe the shift where students are no longer just passive consumers but active participants in the digital sphere, necessitating a new level of media literacy.
What is the significance of the "cyber-homework" example provided?
It illustrates the ideal, privileged scenario of technology integration in early education, serving as a benchmark to highlight the gap in public schools that lack similar resources.
What conclusion does the author draw regarding "invisible" poverty?
The author concludes that keeping poverty invisible is a barrier to inclusion and that media should authenticly represent poverty to foster societal change and empathy among young people.
- Arbeit zitieren
- Bernadette Maria Kaufmann (Autor:in), 2010, Technology Enhanced Learning as a tool for eInclusion and Media, München, GRIN Verlag, https://www.hausarbeiten.de/document/175943
