INTRODUCTION

In this ever changing world, technology has become an international requirement for business, communication, and organization. Computers, radio, and video are an integral part of most students’ lives in the United States, Canada, Australia, and Western Europe. Students in these countries are taught how to use these technologies at an early age. However, outside of these countries student access to technology is limited. This digital divide creates a marked difference in the opportunities available to students worldwide. This course introduces concepts and programs in the expanding field of Information & Communication Technologies (ICTs) as tools for learning in developing countries. We will examine the differing types of technology projects implemented in education development in both formal and non-formal settings. We will regularly highlight the social, cultural, and economic impacts associated with introducing this media into the developing world. We will address issues such as:

• The histories, origins, evolutions, and potentialities of ICTs in formal and non-formal education with a focus on specific countries throughout Africa, Latin America, Asia, and the Middle East.
• The social, cultural, and economic outcomes and implications ICTs may or have had on the stakeholders, beneficiaries, implementers, recipients, and marginalized in these countries.
• Compare, contrast, and adapt current and past ICT models for the use of new technologies being implemented in the field of International Education.

This is a new, exploratory course which aims to build and develop hypotheses about how ICTs can not only foster but also hinder learning. These lessons learned will help students speculate on the role that ICTs can have in future education projects both domestic and international.

COURSE OVERVIEW

Many of the ICTs that we will study have their origins in the developed world: the United States, Western Europe, Japan, and Australia. In order to understand part of this push for ICTs in developing countries, we will start in the . The first part of the course will dive into the history and background of ICTs in developed countries. This will demonstrate how technology has changed over time, therefore changing the way students and teachers learn. While discussing the issues and successes faced in these countries, we will critically analyze the social and cultural implications that ICTs may and have had. ICTs have been seen as equalizers, liberators, and fusers while they have also been viewed as dividers, conquerors, and enemies. We will deconstruct these labels in order to understand who is making these claims as well as why they do so. Next, the course jumps into radio technology by examining the 25-year history and evolution of Interactive Radio Instruction (IRI) in developing nations. The group will study both formal and non-formal IRI projects with the intent of critiquing their efficacy and cultural appropriateness. We will attempt to compare the models and systems used in IRI with the increasing interest and application of computer education in both the formal and non-formal arenas. Topics to be discussed include the economic and infrastructural capabilities of certain countries to support computer-based programs.

Students will also explore the social outcomes of these programs on students, teachers, families, while stressing gender implications that computer education may have. There is also a possibility of including the application and impact that video, film, and photogrpahy may have on communities as well. Finally, the class will convene with the presentation of group research projects, which may be presented in the form of a classical research paper or a practical application using computers, radio, or video.

OBJECTIVES

Though this course should be seen as an exploration lead by the participants of the course, it is crucial to have guiding course objectives. This course aims to:

• Question popular discourses on information and communication technologies in education and international development
• Examine how information and communication technologies affect education, culture, and international development
• Improve students’ abilities to critically assess, analyze and develop educational and developmental programs and goals.
• Improve students’ critical reading, research, oral presentation and academic skills

REQUIREMENTS

This course is designed for a plethora of student participation and imagination. Students are expected to attend class weekly ready to challenge the ideas and views presented. The success of this exploration is dependant upon the students, since it is with their experiences and research which will drive the course in its own direction. With the exception of the first four class periods, each class is to be facilitated by a pair of participants. Each group is expected to select readings and facilitate a class period on the designated topic for the week.

Other responsibilities include:

• Write a short reflection paper with the following components (2-3 pages):
• Personal objectives for the course
• Technological knowledge to share with the group
• Regional experience
• Further suggestions for the course

• Attend each class to enrich discussion and critique of the course.
• Volunteer to be class note-taker using the software Cmap Tools for at least one class during the semester.
• Multiple 1-2 page reviews of ICT in Education technical notes.
• Midterm assignment: Student Discussants that facilitate one class period
• Group must submit their lesson plans and post-lesson reflections on their facilitation.

• Final Project – Students work in group to prepare a proposal in response to an RFP (Request for Proposal) or other solicitation/project that requires ICT. Your proposal may include a critique of the request (Scope of Work), and/or include such elements as:
  • Radio – Writing and recording a sample radio show for a target audience
  • Computer – Create a website
  • Short Video/Film

 COURSE MATERIAL

As technological advances are happening at an exponential rate, there is a large and growing literature on ICT and international education. Much of this information is current and available through Internet. These readings will be essential in your research and will also serve as weekly readings. You are encouraged to bring a laptop to the class sessions, as we will frequently be utilizing wireless access to the Internet during class sessions.

The required readings for the course are as follows:

1) Postman, N. (1993). Technopoly: The Surrender of culture to technology. New York: Vitage Books

2) RFA/RFP packet

3) Course Reader

GRADING

This course is being offered on a Pass/Fail basis with a letter grade option. Any student wishing a letter grade must submit a written request for that option by the fourth class meeting. To receive a Pass requires that your individual paper and 5 article reviews are completed when due, that you participate fully in class activities and discussions, and that you play a specific role as a team member in preparing an education sector profile and plan.