RESUMEN DE METADATOS
ICT for Learning and Inclusion in Latin America and Europe. Case Study From Countries: Bolivia, Brazil, Cuba, Dominican Republic, Ecuador, Finland, Poland, Turkey, Uruguay
Sunday Oyelere, Solomon
EditorialPedagogical University of Cracow
MetadatosMostrar el registro completo del ítem
We are presenting a unique research report dedicated to the use of digital media in education and digital inclusion. It is unique because of the countries which contributed to this monograph showing the common challenges and differences present in the selected regions of Latin America and Europe. The monograph is the result of a systemic document analysis in: Bolivia, Brazil, Cuba, the Dominican Republic, Ecuador, Finland, Poland, Turkey and Uruguay. It is the effect of participation of representatives of selected universities in the project “Smart Ecosystem for Learning and Inclusion” - ERANet17/ICT-0076 SELI, the aim of which is to: identify the challenges in the use of ICT as a tool for learning and inclusion; initiate broad stakeholder dialogue and consultation to screen potential educational, technical and business solutions for the challenges; implement knowledge transfer of tested and effective solutions rooted within the media pedagogy paradigm of opportunities and create an education platform with tools to support work with disadvantaged individuals and groups such as migrants, the elderly, the physically challenged, and the deaf and dumb. This book is a milestone for the analyses of the existing documentation, conducted by the representatives of nine academic centres. The results presented herein refer to the results of investigations into the key areas of digitally supported education and activities facilitating social inclusion and its subcategory – digital inclusion. Every chapter presents the general contexts of using the ICTs in education in the perspective of the development of the society saturated with the Internet and digital devices – the new media. Authors of the individual texts try to emphasise the meaning of digital literacy and data reflecting the level of digital gap, as well as the challenges faced by the selected European, Latin American and Caribbean (the Dominican Republic) countries. They also refer to the local, regional and governmental social policies, presenting the contexts – and good practices – in which preparation of teachers to use ICT, the process of reducing the digital divide and improving digital literacy take place. An important element of the work was to outline the issues relating to the educational innovation like: blockchain, digital storytelling, flipped learning, personalised learning or sharing pedagogy. The publication is an overview, however, the texts are the attempts to diagnose and determine the role of the certain actors responsible for the process of successful digital inclusion and implementation of innovative ICT-based solutions into the formal and informal education. The selected chapters also form a catalogue of good practices implemented in the certain countries. Such point of view may prove particularly useful for further research in the field of comparative pedagogy, media in education, adult education or social policies. We hope that this theoretical compilation will provide a valuable perspective for exchanging learning experiences through the transfer of the best solutions and presentation of the challenges faced by the countries participating in the SELI project.
- Libros