Myths of ict in educations

Digital ICT in Education: Deconstructing Myths and Realities

Prof. V. RamadasNCERT, RIE Mysore -6

Email: [email protected]

Myths are everywhere. The field of education is also embedded with mythical thinking

Deconstruction

• Literary/philosophical analysis of a text to show that there is no fixed meaning within the text but that the meaning is created each time in the act of reading.

• It is derived from the work of Jacques Derrida. [Of Grammatology, 1967]

Myth!?

• A widely held belief that is not true. (Oxford Dictionary)

• A system of communication; a message; a mode of signification. (Roland Barthes, 1957, Mythologies)

How do myths operate?• Myths can be productive learning tools, as

they create and sometimes recreate narratives (Hamilton, 2015)

• Many myths have a darker side; some are irrational and others are dangerously attractive (Hamilton, 2015)

• Myths turn thoughts to false ideas or lead people in the wrong direction’ (Ornellas and Sancho, 2015).

How do myths operate?……• Myths can easily become ideologies, naturalize

certain norms, and prevent people from being reflective about them (Roland Barthes, 1957, Mythologies)

• Certain myths remove history, thus giving the impression that something simply exists and does not need to be questioned (Roland Barthes, 1957, Mythologies).

• Myths are major factors behind inefficiency of institutions. In educational thinking and practice, they create a continuous barrier to innovation and change

(Smith, A. W. Myths in education)

Perspectives on Possibilities and Pitfalls of ICT

Four Perspectives(Bigum and Kenway, 1998 )

1. Boosters: optimistic advocates of computers in education;

2. Doomsters: dwelled on the problems;

3. Anti-schoolers: predicted the end of the 150 years-old model of schooling;

4. Critics: focused on the obstacles and threats.

The discourse on ICT depicts

Computer as a Panacea for educational improvement

Computer as a Panacea

• In 1922, Thomas Edison predicted ‘The motion picture is destined to revolutionize educational system and supplant the use of textbooks’.

• In 1950s B.F. Skinner’s teaching machine promised much more than it could deliver.

• In 1979 Seymour Papert asserted that computer would bring significant difference in education compared to TV, movie, language labs and other educational hardware

• In 1995 Bill Gates made Big Claims about the Internet:– Internet will help to provide best educational

opportunities to every student. – All children will be encouraged ‘to make most of

his/her native talents’

• In 2006 Sanna Jarvela claimed that ICT can:– Increase authenticity and

interest in learning; –Provide innovative ways

of integrating ‘just in time’ support and interaction

• In 2011 D. H. Heuston predicted ‘The Final Miracle’: –Providing educational

excellence and equity to all children on the globe almost overnight.

The above discourse on ICTis embedded with following myths:

1. Give access to the Internet to everybody and most educational problem will be solved.

2. Use ICT in school and at home and all learning problems will be solved.

3. Buy the newest digital technology today and all your educational (and social) problems will be solved tomorrow.

Making of ICT Myths in Education

Technologies do not produce myths. But our approach to it can.

Invisible Technologies

• Most educational literature on ICT depicts ‘technology’ as a set of sophisticated digital tools or computers.

• They do not consider the different technologies that have shaped the schools.

“Disappearing” Technologies

• “The most profound technologies are those that disappear……..

• They weave themselves into the fabric of everyday life until they are indistinguishable from it”

(Mark Weiser, 1990)

Dangers of ‘Disappearing’ Technology

It makes people to think that:

• Technological developments enjoy an autonomous power;

• Technologies as natural force, beyond human will and responsibility.

• The power of technologies will automatically bring qualitative improvement in different walks of life.

This reductionist view of technology breeds myths in education

We Need Better Conceptions to Demythologize Technology

TCHNOLOGY

“The systemic and systematic application of behavioral and physical

science concepts and other knowledge to the solution

of problems”

--Gentry (1995)

ICT“To me ICT is not about the

computers or the educational CDs or the internet or the

specific device or medium we use.

It is really about a different process that we deploy for the purpose of enhancing

the quality of education”. -Azim

Premji

Let Us Consider Some Myths about Digital ICT

in Education

Why this BUZZ about ICT ?• The current buzz about ICT is due to its

inherent potential:1. Abilities to reach large number of individuals (e.g. radio and TV),

2. Interaction (e.g. mobile phone, social networks),

3. Rich media transmission (e.g. DTH TV channels),

4. Integrating all forms of media (e. g. multimedia),

5. Huge storage capabilities, quick search (computerized databases, internet),

6. Ubiquitous access (anywhere at any time).

• But the current discourse on ICTs in education produces many myths.

Common Myths about ICT 1. ICT is computers and

Internet.2. ICT is a monolithic

entity.3. ICT is a panacea for all

ills in education.4. ICT can replace teachers

and schools.5. Effects of ICT are

definite.

Three Significant Myths(Ornellas and Sancho, 2015)

• Myth 1: Providing schools with ICT will improve quality of education.

• Myth 2: Students learn better and more with ICT because they are digital natives.

• Myth 3: Information society people are better informed because they have unlimited access to information

Myth 1: Providing schools with ICTwill improve quality of education.

• Studies (in Developed Economies) show that providing access to digital ICT has not led to substantial changes in teaching practices or increase in students’ academic achievement (Ornellas and Sancho, 2015).

• In India we need research based evidence to substantiate the effect of ET/ICT initiatives.

Reminder 1

• The use of ‘current and emerging ICT tools’ does not automatically:o Result in the development and

implementation of new approaches to school or academic knowledge,

o Transform teaching and learning methods or develop new ones,

o Resolve educational problems of the country.

Reminder 2

• Mere availability of ICT resources for teaching-learning will not automatically:oTransform classrooms into ICT enabled

classrooms’, and oMake significant change in the academic

attainment of the students

Other Elements to be Considered • An adequate funding for acquiring and maintaining

the infrastructure, with external support to rapidly solve the technical problems.

• An organizational environment that supports and propel technology driven innovation.

• The professional development of teachers to plan and implement school-based improvement projects.

• A favorable predisposition from the teachers toward the integration of ICT into their teaching.

Other Elements ……….

• A deep reorganization of school time and space and a redeployment of ICT in the different learning environments.

• A holistic vision of the curriculum that facilitates – development of trans-disciplinary learning experiences that – enhance authentic learning, problem solving activities, – development of higher order thinking skill and – collaborative learning.

• Above all a strong academic leadership is required to steer every educational institution to achieve its educational vision.

In short,

• The digitally driven educational innovation is virtually impossible if the rest of the system remain unmovable.

Myth 2: Students learn better and more with ICT because they are digital natives.

Digital Natives: • The generation who have born since 1980 and

grown up with new technology (Prensky, 2001)

• Youth aged 15-24 with five years or more experience of using the Internet (International Telecommunication Union, 2013)

Digital Immigrants• The generations who were not born into the

digital world but have become fascinated by and adopted most aspects of the new technology

Digital Natives in India

• In India the notion of ‘digital natives’ is not widely found in the educational literature

• As digital journey of India is about 20 years, only those who born after 1995 can be regarded as digital natives (Darbha and Rao, 2016)

• *Top 10 Nations in ICT Development Index:– Republic of Korea, Iceland, Denmark, Switzerland, UK, Hong

Kong , Sweden, Netherlands, Norway and Japan.

– India stands at 138th position (with IDI 2.69) *Measuring Information Society Report (ITU 2016)

Characteristics of Digital Natives

• Born and brought up in an environment of digital technologies

• The use of computers, videogames, digital music players, cell phones, 24 x 7 access to internet and digital tools is integral part of their lives.

• Use WWW to get information rather than textbooks and libraries.

Digital Natives……

• Impatient with slower, systematic means of acquiring information and knowledge,

• Prefer random non-linear access to information (i.e. hyperlinks),

• Have a preference for images over text-based content.

• Multi-taskers, team-oriented, and collaborative.

Digital Natives……

• Expect instant response and gratification or reward from the technologies they use.

• Highly adaptive

• Function best when networked, and

• Use a range of technologies to network with their peers

Digital Natives Claims• They exceed what many adults know or even consider

worth knowing;

• They are fluent with digital technology and possess sophisticated technical skills and learning preferences for which traditional education and teachers are unprepared

• Therefore, educators and educational system need to invent Digital Native Methodologies for all subjects at all levels, using our students to guide us

Critic of Digital Native Theory

• There is no research based evidence to substantiate the digital native theory and its claim about the link between young people and ICT.

• Contrary to the assumed ‘collaborative nature’ of the young people, their engagement with technology is far more – passive, solitary, sporadic and unspectacular

Critic of Digital Native Theory…

• Although many of the students are fluent in ICT skills, they have very little understanding of how to:– Create a network for learning, – Manage information overload,– Work collaboratively, – Make information work for them, – Use information legally and ethically or– Successfully use the Internet and other research tools.

• The propagated dichotomy between the ‘digital natives’ and ‘digital immigrants’ is a dangerous myth

• This can lead the people to believe that the younger generation has easily transferable skills, which the elders do not have

Critic of Digital Native Theory…

Therefore,

• A more realistic approach is needed to investigate the nature of today’s learners and its implications for education

• Research based evidence is required to substantiate the real nature of the digital learners and their relationship with digital technologies

• Yoneji Masuda used the term information society to describe the significant social changes taking place in the 2nd half of 20th century.

• Other terms used at present: ‘network society’, ‘information age’, ‘global society’, and ‘knowledge society’.

• The main drivers of change are the ubiquitous digital ICTs/Internet.

Myth 3: Information society people are better informed because they have

unlimited access to information

Internet Users in India (1st July 2016)

Total Population of India 1,326,801,576

No. of Internet users in India 462,124,989

Share of India Population 34.8 %

Share of World Internet Users 13.5 %

Internet Users in the World 3,424,971,237

Share of world population 40% (In 1995: 1%)

Source: http://www.internetlivestats.com/internet-users/india/

Positive

1. Access to information (easy, fast and diversified)

2. Serves as a Knowledge base3. An effective means of

communication4. Biggest source of

entertainment5. Redefined business/services

(education, health, finance, marketing, shopping etc.).

Negative

1. Addiction2. Work Ethic3. Cyber Crimes<4. Abandonment Of Family5. Physical Development6. Cyber Bully7. Privacy Disrupted8. Cheating9. Lazy10. Bad Webs11. Hesitant Toward F 2 F Communication12. Lacking Creativity And Dependence13. Wastage Of Time14. Insomnia

Effects of Ubiquitous Internet

• We are in a deluge of information which is flooding us anything like.

• But, ubiquitous access to information does not make us more knowledgeable than ever.

Information Overloaded Society

Information is not Knowledge

• The information stored in human brain will not automatically convert into knowledge.

• The individual has to: – decode, organize, criticize, incorporate

and transform it,– give it meaning, generate new

knowledge and understanding.

Pre-requisite for Knowledge Construction

• Construction of knowledge involves a mastery of certain cognitive, critical and theoretical skills

• But, this process will not be automatically fostered by ICTs.

• Students should be able to determine:– what information they need, – what information they want access to and – why, how to select and give meaning to it, and – how to apply it ethically in a given project.

What is needed right now?

• Help students to rise above the deluge of information

• Help them to decelerate, decode, and re-signify the informational deluge.

• Students do not require so much information, (digital or printed)

What the students need is ……?

Frameworks for Interpretation and Thinking Tools

• That helps them to know how to search for relevant information, evaluate it, select it, structure it and incorporate it into the prior body of knowledge.

Frameworks for Interpretation and Thinking Tools:

• That allow students to:– Compare and locate the relevant information and

the accumulated knowledge; – Recognize the different codes and languages and

to learn to use them to express their insights and arguments;

– Make ethical judgments; and – Continue learning throughout their lives.

Consequences of Mythical Thinking about ICTs

1. It feeds policymakers and practitioner ignorance, 2. It prevents scholars practitioners and policymakers

from looking for the real educational problems,3. It gives families the illusion of providing their children

with the best possible education using ICT4. It can guide investment to a single angle forgetting

important, even fundamental, areas.5. It prevents complex and sound analyses and responses

to today’s educational problems, needs and challenges

END NOTES• The essentials of learning matter much more than

the novelties of technology.

• We have to relook at what can and can’t be accomplished with digital ICTs.

• Relook at your own digital narratives. Are they adding to the existing myths or capturing the realities.

SEEING THROUGH TECHNOLOGIESHAS CONSEQUENCES