Domination and emancipation : a framework for assessing ICT and education programs
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2018-02
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Abstract
At IT for Change (ITfC), which works with ICTs and education, one focus has been to examine the capacity of digital technologies to support the goals of social justice and equity. ITfC has attempted to develop and strengthen understanding of the role that digital technologies can play in promoting a progressive education agenda. Results suggest that ICT enabled education programs with public (local) ownership and decentralized implementation are more effective in gaining support and engagement of teachers. The paper draws data from ICT in education projects, relating program design to the manner in which it supports teacher agency and autonomy.
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ICT FOR EDUCATION, ICT ENABLED PEDAGOGY, EDUCATIONAL OUTCOMES, CURRICULUM DESIGN, DIGITAL LEARNING RESOURCES, FREE AND OPEN SOURCE SOFTWARE (FOSS), OPEN ACCESS, OPEN EDUCATIONAL RESOURCES, SOCIAL JUSTICE, CIVIL SOCIETY, EDUCATIONAL INNOVATIONS, INDIA, SOUTH ASIA, GLOBAL SOUTH, TEACHING