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Social inclusion issues and ICT challenges for schools

Elliott, A (2008). Social inclusion issues and ICT challenges for schools. In: Stillman, L and Johanson, G 5th Community Informatics and Development Informatics Conference, Prato, Italy, 27-30 October, 2008.

Document type: Conference Paper

IRMA ID 79763595xPUB1
Author Elliott, A
Title Social inclusion issues and ICT challenges for schools
Conference Name 5th Community Informatics and Development Informatics Conference
Conference Location Prato, Italy
Conference Dates 27-30 October, 2008
Conference Publication Title ICTs for Social Inclusion: What is the Reality?
Editor Stillman, L
Johanson, G
Place of Publication Melbourne
Publisher Monash University
Publication Year 2008
ISBN 978-0-9581058-4-2   (check CDU catalogue open catalogue search in new window)
Start Page 1
End Page 13
Total Pages 13
HERDC Category E1 - Conference Publication (DEST)
Abstract Educational applications of Information and Communications Technologies offer opportunities for social inclusion at the school level and beyond. Many studies note enhanced engagement with learning and improved cognitive outcomes when digital technologies are used to support communication and learning, particularly for students who are socially and academically ‘at risk’. Appropriate and innovative ICT applications improve engagement and connectedness with learning that in turn leads to improved social interaction, good school retention and completion rates, employability and entry into higher education and robust mental health. Today, the positive effects of ICTs as scaffolding devices for literacy, higher order thinking and problem-solving support equity and inclusion in an educational sense. ICT inequalities are linked to differential learning outcomes in schools and classrooms and are powerful drivers of employment opportunities and income differentiation. Unfortunately, many Australian students, especially from poorer or remote communities, have limited opportunities to engage with ICTs at school. Equity and inclusion issues are prominent in discussions about optimizing school learning and are central to continuing government initiatives to improve ICT opportunities in schools. This presentation highlights some issues involved in using digital technologies for building ‘knowledge ready’ skills and the interplay between knowledge-ready skills, academic outcomes and social inclusion more broadly. With pedagogy at the centre of effective ICT use in schools, today’s educators face significant challenges to be both effective users of new technologies and promoters of real-world thinking and doing skills (such as reasoning, enquiry, planning, analysis, and self-regulation) that can be applied within and across educational domains.
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Created: Wed, 15 Apr 2009, 14:11:51 CST by Sarena Wegener