smart e-learning through media and information literacy

7/29/2019 Smart e-Learning Through Media and Information Literacy

1/10

Smarte-LearningThroughMediaandInformationLiteracy

SaraGabai,MSc1andSusanneOrnager,Ph,D.

2

1Gender,MediaandCulture

([email protected])2AdvisorforCommunicationandInformationinAsia,UNESCO,Bangkok,Thailand

([email protected])

Gabai,S.&Ornager,S.(2012)Smarte-LearningThroughMediaandInformationLiteracy.

TheFourthTCUInternationale-LearningConference:SmartInnovationsinEducation&

LifelongLearning.OfficeoftheHigherEducationCommission,ThailandCyber

UniversityProject:Bangkok

ABSTRACT

Inthepastdecade,ThailandhasbeenoneofthepioneerstostipulatenationalInformation

CommunicationTechnology (ICT)policy frameworks forthe investment, development and

implementationofICT.Thegoalistoleadthecountrytowardaknowledge-basedeconomy

and society. In this paperStrategy6 of the ICT 2020 Policy Framework isaddressed and

questions are asked onwhether providing ICT infrastructures in education is enough to

achievesocialequality,qualitylifelonglearningandcreatefaireconomic,socialandcultural

opportunitiesinThailand.Thepaperalsoengageswiththedebatesthatrisewhenmerging

technology and education. A transmission model of learning, one based merely on

traditionalpaper- based culture is juxtaposedwith a Smart e-Learningmodelof learning

where students and teachers interact transversally with technology and engage withinternetandmediaculture.

When discussing the relationship between technology, education and development one

must not fall into technological determinism. Bringing ICT to the classrooms is not a

synonymforqualitylifelonglearning.WebelievethataSmartlearningplanofactionmust

integrateMediaandInformationLiteracy(MIL)skillswithe-LearningandICTbecauseitis

not enough only to teach the technical skills. One must also research the relationship

between technology and user and teach about the role of ICT in transforming society,

knowledge,cultureandliteracy.TheOneTabletperChildprojectthatbecameeffectivethis

yearinThailandwillbeusedasacasestudytofollowthechangesandtransformationsin

learnersliteracyskillsandcompetencies.

InattemptingtoexplainframeworkssuchasICT,e-LearningandMIL,itisbelievedthatan

integratedapproachthatengageslearningasa3-phasejourneycanbeutilizedwhereICTis

envisionedasthedeparturepoint,e-LearningasthejourneyitselfandMILasthedestination

tobereached.Thegoalistoempowerlearnerswiththenewliteracyskillsthatwillenable

themtoevaluate thequalityof information,understand the functionsofmedia, critically

engagemediacontentandeffectivelyuseICTforself-expression.

Keywords

e-Learning, ICT 2020 Policy Framework, Information Communication Technology (ICT),

MediaandInformationLiteracy(MIL),OneTabletperChild,Smartlearning


2/10

1)Introduction

WiththeformulationoftheICT2020PolicyFrameworkandtherecentOneTabletperChild

project,ThailandhasshownmuchinterestinInformationCommunicationTechnology(ICT)

and its potential to lead the country toward a knowledge- based economy and society.

However,therearestillongoingdebatesonwhichstrategiestoadoptinordertoimplementICT in Thailand and ensure that it will be used to create a lifelong learning networked

society.Inparticular,thispaperzoomson Strategy6oftheICT2020PolicyFramework(ICT

toenhancesocialequality).Theaimsofthisstrategyaretosecurepeoplesrightstoaccess

and make use of telecommunications services and information in order to create fair

economic,socialandculturalopportunitiesinThailand.

The recurring debates on merging technology and education are also addressed. Many

educators and parents take a protectionist stance (Kellner, 2007) when it comes to e-

Learningandbringingtechnologieswithintheclassroom.Thisstanceexaltstraditionalprint

cultureoverdigitalandmediacultureandpresumeslearnerstobeincapableofnegotiatingmedia messages. Media manipulation and addiction are stressed more than learners

capacities to re- inventmediacultureandprovide alternativeoroppositional readings. In

telling his experience of tablets use within the classroom, Chalermchai Boonyaleepun,

presidentofSrinakharinwirotUniversityclearlyshowshisprotectioniststance.Hedeclared,

TabletsusedinourpilotprojectinGrade1arenotaccessibletotheInternet.Thestudents

learnonlycontentprovidedbytheschool.Schools(withstudentsusingtablets)donotneed

tohave Internetaccess and thereshould benoconcern that the tabletswillbeused for

wrongpurposes(InWilson,2012).Thisprotectionistapproachtotabletsdoesnotmakethe

technology different from the books(print culture) that schoolshaveuseduntil this day.

ThefearoftheInternetdeniesthepotentialofthelattertobecomeaninteractivelearningspace. Not connecting tablets, thus, denying Internet use to children, will not solve the

problemsThaipeoplearefacingineducation,norwilldiminishthefearsandrisksthatexist

whenusingnewtechnologies.Givingtabletstochildrenandpreventingthemfromaccessto

theInternetandmediaculturewillannihilatetheempoweringpotentialofICTineducation

andreiteratethehighlycontestedtransmissionmodeloflearning.

In the digital age it isunthinkable tomaintain the same paradigm ineducation that has

workedforthepastgenerations.Childrenactivelyengagewithmediaculture;therefore,the

latter must be insertedwithin school curriculum and teachersmust be trained to teach

popularcultureviathetablet.AsCarmenLuke(1999)maintains,

Themediatextsofpopularculturethatpeopleareexposeddaily,aretheverytexts

thathelpshapetheirunderstandingsofsocialinequalitiesandequalities,differently

valuedculturalresourcesandidentities,anddifferentialaccesstovariousformsof

social power. Everydaymedia texts are therefore eminently suitable for teaching

aboutsocialjusticeincontemporaryculturalcontexts.(p.624)

Atransmissionmodeloflearningthatreliesmerelyonbookcultureisunsuitablewiththe

newgenerationoflearnersmostlybecauseitdoesnotteachthemtheskillsandknowledge

theywillneedintheworldoutsideoftheclassroom.Asanadjunctvoicetothedebatesone-LearningandICTineducationoccurringinThailandand intheworld,thispapersuggests


3/10

Media and Information Literacy as a set of guiding skills for teachers and learners who

engagenewtechnologiesandmediacultureintheclassroom.

2)IntegratingNewApproachesintheLearningEnvironment

Strategy6oftheICT2020PolicyFrameworkadvocatesforsmartlearningtoachieveitsgoals

butnordefinesthemeaningofthelatterorprovidesskillsandaplanofactiontopromoteit

inThaisociety.ProfessorDae-joonHwang(2010)explainsthatSmartlearningshouldbe

aflexiblelearningintensifyingcompetenceoflearnersonthebasisofchangesinbehaviour

through leveragingOpenEducational Resource,smart IT,and international standards. In

this paper we argue that in order to fulfill some of the objectives of Strategy 6, an

interdisciplinarySmartlearningplanofactionmustbepromoted.

Figure1:ObjectivesofICT2020Strategy6


4/10

SimplyprovidingICTwillnotteachlearnerstheskillstocopewiththeconvergentworldthey

livein.OnemustalsoteachaboutthemediatingroleofICTanditsimpactintransforming

society, knowledge, culture and literacy. Moreover, the relationship between technology

and user must be investigated, as well as the newways one thinks, teaches, learns and

connectswithothers.ToreachtheobjectivesoutlinedinStrategy6,aSmartlearningplanof

action that integrates Media and Information Literacy with ICT and e-Learning must beendorsed.

2.1)TheOneTabletperChildProjectandtheNeedforNewLiteracies

TheOneTabletperChildProjectthatbecameeffectivethisyearinThailandaimsatfulfilling

someofthe objectivesmentioned inStrategy6ofthe ICT 2020Policy Framework.Great

attention was given in first place to the technological medium (the tablets). As a

consequence,theunpreparednessofteachersandthelackofskillstomakethebestuseof

ICTineducationgaverisetodivergentanddisparateopinionsconcerningtheprosandcons

of bringing tablets within the classroom. Some have argued that giving tablets to youngstudents isan imperative for thosewho are growingupdigital andwillbecome the new

workforce of the country.However,many academics are still skeptic about the role that

tabletswilltakeinsupplementingeducation.MaitreeInprasitaha,deanofeducationatKhon

KaenUniversitybroughtupissuesconcerningthelackofe-books,softwareforlearningand

trainingprogramsforteachers.Othervoicesmadeitclearthatbeforebringingtabletswithin

classrooms, the 1.6 billion baht education budget must have been spent on curriculum

development (In Khaopa and Saengpassa, 2011). Sompong Jitradab, a lecturer at

ChulalongkornUniversitysFacultyofEducationandmemberoftheeducationpolicyreform,

expressedhis concern for youngpeopleusingtabletstoplaygames,withonlyaminority

usingthemforlearning.

Otherconcernshavebeenaddressedin the studyledbyLimandSoon(2010)onChinese

andKoreanmothersstandpointinrelationtotheadoptionofICTinthehousehold.Chinese

and Korean parents are very involved and committed to their childrens education and

academicachievement; success is strongly related to family status. This studyhas shown

that inthedigitalera,parentsare facingdilemmaswhenit comesto supervisingschool -

workandsettingrulesandrestrictionsforICTuseinthehousehold.Mothersacknowledged

the educational value of new media, they were aware that ICT is critical for ones

advancementinsocietyandwereattentivenottoisolatetheirchildrenfromtheirpeersand

from popular culture. However, both parents and academics rarely acknowledge thatlearningalsooccurswhenchildrenplay,experimentandcreatewithnewmedia.

Inthetwenty-firstcenturymediatedworld,itisfaultytounderstandliteracyasthemere

abilitytoreadandwrite.Theconceptofliteracyhasbeenexpandedtoembracethosesocial

andculturalskillsthatpeopleneedwhentheyengagewithnewmediaintheparticipatory

culture.HenryJenkinsexplains(2006)thatthesenewskills(play,performance,simulation,

appropriation, multitasking, distributed cognition, collective intelligence, judgment,

transmedianavigation,networking,negotiation)donotsuddenlysproutoutfromnowhere;

rather,theyfindtheirrootsintraditionalliteracy,researchskills,technicalskills,andcritical

analysis skills taught in the classroom. Indeed, they are the result of convergence andremediation.Inaddition,DavidBartonandMaryHamilton(1998)maintain:


5/10

[Literacy] is primarily something people do; it is an activity, located in the space

betweenthoughtandtext.Literacydoesnotjustresideinpeoplesheadsasasetof

skills to be learned, and it does not just reside on paper, captured as texts to be

analyzed.Likeallhumanactivity,literacyisessentiallysocial,anditislocatedinthe

interactionbetweenpeople.(p.3)

As such, it is anachronistic in the digital era and now that tablets have been given to

studentstolimitteachingtotraditionalliteracyskills,bookcultureandtheclassroom.Smart

e-Learningthroughplay,socialinteractions,experience,dialogue,participationandsharing

mustbeembeddedinschoolcurriculum.

3)UnderstandingFrameworks

Embracingsmarte-Learningpresupposesashiftinpeoplestraditionalviewoftechnologyto

anunderstandingofthedemocraticpotentialofICTineducation.DespitethefactthatnouniversalandfixeddefinitionofICT,e-LearningandMILexists,thispaperacknowledgesthat

explainingthethreeframeworksandtheirintegrationisanimportantsteptomaketheshift

happen.TobetterunderstandthenecessityforintegratingMILwithICTande-Learning,we

will refer toAndersons (2010) vision of e-Learning asa three- phase journey.While ICT

providethevehicletoembarkforthejourney,e-Learningisthemomentwherelearnersand

teachersinteractwitheachotherandwithcultureandthroughMILskillsengageproblem-

solvingasteamwork.Finallyasthedestinationtobereached,learnersareencouragedto

bring into theworld the skills acquiredduring the e-Learning process and collaboratively

create,innovateandinvent.Forsmarte-Learningtooccur,thethreeframeworksmustbe

integrated.

3.1)InformationCommunicationTechnology(ICT)

Hamelink(1997)envisionsICTastheensembleofcommunicationtechnologiesthatcan:

Processdifferentkindsofinformation(voice,video,audio,text,data)andfacilitate

different forms of communications among human agents, among humans and

information systems, and among information systems. These technologies can be

furthersubdividedintocapturing,storing,processing,sharing,displaying,protecting,

andmanagingtechnologies.(cit.inChowdhury,2000,p.6)

ThisframeworkisparticularlyusefulinthatitdisplaysthewaysinwhichICT(asfacilitators)

are the departure pointofAndersons vision of learningas journey.Whendiscussing the

relationship between technology, education and development one must not fall into

technological determinism and assume that bringing technology to the classroom will

annihilatetheexistingdigitaldividesandsocialandeconomicdisparities.ICThaveindeed

revolutionizedthewaysinwhichpeoplegather,process,exchangeanddisplayinformation;

however,without the integrationof skills andpractices that critically scrutinizethesocial

relationships thatbring these technologies into existence andwithout fostering a deeper

understandingonthepoliticsofmeaning,howknowledgeisproducedandtransmitted,by


6/10

whom, for which interests and towhich audiences, the potential of ICT to fulfill quality

lifelonglearningandsocialequalitywillbeusedonlypartially.

3.2)e-Learning

E-LearningisenvisionedbyAndersonasajourney;themomentwherethroughICT,trainingandhorizontalinteractionslearnersmaybecomefamiliarwiththeskillsthatwillallowthem

tobecomecriticalculturalreadersandproducersofculture.ElliottMassieexplains:

E-Learningmeansmorethandigitalon-linetransmissionofknowledge,orcomputer-

based training through the Web. The e in e- Learning refers to two essential

components: the experience of learning aswell as the electronic technology. The

meaningofe-Learningincludesboththetechnologyandthetypeoflearning.

This definition reinforces the importance of the relationship between medium and user,

communicationinfrastructuresandcontent,andofvaluingtheexperientialandparticipatorydimensionsoflearning.ProfessorRobKoper(2004)perceivese-Learningastheorganization

oflearningnetworksforlifelonglearningwherelearnersareconnectedbothtechnologically

and sociallyto otherhumanbeingsand tothe informationthattheyexchange.However,

havingthetechnologiesthatallowtoaccessresourcesandengaginginon-lineinteractionsis

not enough. As Yam San Chee maintains, simply enabling ready access to pertinent

information, even instructional information, need not necessarily entail learning or

education.Overcomingthedifficultyofaccessviatechnologyonlysolvestheeasypartofthe

education problem.Achieving learning is a harder challenge (cit. in Shih, 2004, p. 296).

Media and Information Literacy trainingsmust bebroughtwithin the classroom because

usingICTtoteach isjust oneaspectofthee-Learningprocess.Skillsareneeded toteachabout the ways ICT shape and change the knowledge that we produce, the new social

relationshipsthatspringoutfrome-Learning,newidentityformations,andthechangesin

languageandliteracypracticesbroughtbynewmedia.

3.3)MediaandInformationLiteracy(MIL)

UNESCO(2011)usesthetermMediaandInformationLiteracytorecognizetheimportance

oflocatingandevaluatingthequalityofinformation,understandingthefunctionsofmedia,

critically engaging media content and effectively using information communication

technologyforself-expression.

ThefollowingfiguremapsouttheskillsofMediaandInformationLiteracyandtheoutcome

oftheirmerging:


7/10

MediaLiteracy InformationLiteracy

thecapacityofpeopleto:

Figure2:MediaandInformationLiteracyFramework

TheimportanceofincludingMediaandInformationLiteracyskillswithinthediscourseofe-

LearningandICTdevelopmentandimplementationisduetothefactthatwearemoving

awayfromaworldinwhichsomeproduceandmanyconsumemedia,towardoneinwhich

everyone has amore active stake in the culture that is produced (Jenkins, 2006, p.10).

Therefore,thewidelystressedimportanceoflearningthetechnicalskillsonhowtouseICT

mustbe equatedto the importanceof teachinghowthroughthose technologies learnersmay become critical consumers of media and information and responsible cultural

producers. MIL is not only part of Andersons journey, but also the destination to be

reached.Thegoalistoencouragepeopletofullybeawareoftheirrightsoffreeexpression,

defend their access to information, critically evaluate content, participate in decision-

makingprocessesandmaketheirvoicesbeheard.Theelearningprocessmustrequire

learnerstoengagewiththenewliteraciesavailabletotheminthedigitalcultureandexpand

theircriticalconsciousnesstotakeactionwithintheworld.


8/10

4)WhydoWeNeedMediaandInformationLiteracy?

OneofthepromisesandintentionsforbringingICTwithintheclassroomandestablishinge-

Learningprograms is todiminish the digital divisions that existbothbetween andwithin

countries. TheOrganization forEconomicCo-operationandDevelopment (OECD)defines

digitaldivideasthegapbetweenindividuals,households,businessesandgeographicareasatdifferentsocio-economiclevelswithregardtotheiropportunitiestoaccessinformation

and communication technologies and to their use of the Internet for a wide variety of

activities (2001, p.5). This definition draws attention to two related aspects of digital

divisionsaccessanduse.Strategy6oftheICT2020PolicyFrameworkproposestoprovide

anddistribute equitably information infrastructures across thecountryasonesolutionto

dealwiththeissueofdigitaldivide.Inlinewiththeframework,Thailandhaslaunchedthe

OneTabletperChildprojectequippingschoolsandprimaryschoolThaistudentswithtablet

PCsandfreeWiFi.Thisisindeedanimportantinitiativeforthecountry;however,onemust

notignorethefactthatmorethan2000schoolswithoutadequatefacilitiesandelectricity

andwhoseteachersareunabletomakeuseofthesetechnologiesarestillpartofthedigitaldivide and were not eligible for the OneTablet per Childproject.Monitoring the project

closelyandensuringthattabletswillbebroughttoeverystrataofthepopulationisapriority

for Thailand. Not of lesser importance, children equippedwith the technology must be

trainedwiththenecessaryskillsthatwillallowthemtoparticipatefullyinpublic,community

andeconomiclife.

AsitwasarguedbytheInternationalICTpanel(2007),thedigitaldivideshouldnolongerbe

definedonlyintermsoflimitedaccesstohardware,software,andnetworks,butrather,one

thatisalsodrivenbylimitedliteracylevelsandalackofthecognitiveskillsneededtomake

effectiveuseofthesetechnologies.Indeed,onecannolongerlimitthediscussiontoissuesof access. This paper suggests that Media and Information Literacy trainings must be

adoptedbytheICT2020policy frameworkasa strategyto face the issueofdigitaldivide

understoodaslimitedliteracylevelsandlackofskillsinhowtoeffectivelyusenewmedia

and ICT.Merely paying attention topeoplesaccess tobasic ICT serviceswill not reduce

socio-economicinequalities.AMediaandInformationLiteracyframeworkthatconnectsthe

socialrelationsandexchangesoccurringinvirtualcommunitiesandtheeconomic,political,

socialandculturaldimensionsofreallifewillbekeyinbuildingaunitedyetheterogeneous

activeandinformedcitizenry.

5)Conclusion

AsitisoutlinedintheICT2020PolicyFramework,Thailandisincreasinglyopeningitsdoors

to implement ICT to foster a stronger economy, social equality, smart learning and

environmentalfriendlypractices.Strategy6oftheframeworkemphasizestheimportanceof

reachingsocialequalityanddecreasingthroughICTineducationande-Learningthestrong

digital divides that exist in Thai society. This paper argues that providing information

communication technology infrastructures is just the first step to reach the frameworks

goals. During the e- Learning journey, teachers must provide learners with Media and

Information Literacy skills that will enable them to engage with knowledge in an

interdisciplinaryway.Usingmoraljudgmentwhenengagingnewmedia,beingcriticalaboutinformation,scrutinizingthesystemsthatbringknowledgeintoexistenceandparticipating


9/10

in collaborative learningnetworkswill both prepare learners toenter theworkplace and

respondtothedemandsoftheeconomy,andallowthemtobecome informeddecisions

makersandbuildersofanactivedemocracyandcultureofpeace.

3)REFERENCES

Anderson,J.(2010)ICTTransformingEducation:ARegionalGuide,Bangkok:UNESCO

Barton,D.,&Hamilton,M.,(1998).LocalLiteracies:ReadingandWritinginOneCommunity.

London:Routledge

Chee, Y. S. (2004). Distance Education and E- Learning in the Digital Age: Critical

Considerations. In T. Shih (ed.) (2004), Intelligent VirtualWorld: Technologiesand

ApplicationsinDistributedWorldEnvironments.WorldScientificPublishers

Gabai,S.(2012).Figure1:ObjectivesofICT2020Strategy6.

Gabai,S.(2012).Figure2:MediaandInformationLiteracyFramework.

Hamelink, C. J.,(1997). New Information and Communication Technologies: SocialDevelopment and Cultural Change. In N. Chowdhury, (2000). Information and

CommunicationsTechnologiesandIFPRIsMandate:AConceptualFramework.

Hwang, D., (2010). Whats the Implication of SMART in Education and Learning?. E-

Learning Week 2010 International Conference, Sept. 15, Seoul, Korea. Retrieved

February 1, 2012 from

http://www.elearningasia.net/_program/pdf_pt/[Panelist%203-2]Dae-

joon%20Hwang.pdf

InternationalICTLiteracyPanel,(2007).DigitalTransformationAFrameworkforICTLiteracy.

Educational Testing Service. Retrieved January 10, 2012, from

http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf

Jenkins,H.(2006).BuildingtheFieldofDigitalMediaandLearning.MacArthurFoundation.

Retrieved January 10, 2012, from

http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-

E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Kellner,D.,&Share,J.,(2007).CriticalMediaLiteracy,Democracy,andtheReconstructionof

Education.InD.P.Macedo,&S.R.Steinberg,ed.2007.MediaLiteracy:AReader.

NewYork:PeterLang

Khaopa,W.,&Saengpassa,C.(2011,July11).Topacademicsopposecomputertabletsplan.

TheNation.Koper, R. (2004). Organisational Issues in E- Learning. ALT- C, 11

TH Conference, 14- 16

September2004,Exeter.

Lim, S.S., & Soon, C. (2010). The influence of social and cultural factors on mothers

domestication of household ICTs Experiences of Chinese and Korean women.

TelematicsandInformatics,27,205-216

Luke,C., (1999).Mediaand CulturalStudies inAustralia.Journal of Adolescentand Adult

Literacy,42(8),pp.622-626

Massie,E.TheMasieCenter.http://www.masie.com/

National Electronics and Computer Technology Center, National Science and Technology

Development Agency, Ministry of Science and Technology, (2011). ExecutiveSummary. Thailand Information and CommunicationTechnology Policy Framework


10/10

(2011-2020).

http://unpan1.un.org/intradoc/groups/public/documents/ungc/unpan048145~1.pdf

OrganizationforEconomicCooperationandDevelopment(OECD),2001.Understandingthe

digitaldivide.Paris:OECD,athttp://www.oecd.org/dataoecd/38/57/1888451.pdf

Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., & Cheung, C. (2011). Media and

InformationLiteracyCurriculumforTeachers.France:UNESCO,CommunicationandInformation Sector. Retrieved January 12, 2012 from

http://unesdoc.unesco.org/images/0019/001929/192971e.pdf

Wilson,L.(2012,January25).ThailandsOneTabletPerChildpolicydrawsmixedviews.

Channelnewsasia.com.

smart e-learning through media and information literacy

Documents