Intercultural Competence for Future Leaders of ICT in Education

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Intercultural Competence for Future Leaders of
ICT in Education
International conference on the Role of ICT in
Bridge Building and Social Inclusion, University
of Ulster, September , 2006

• Niki Davis
• Iowa State University Center for Technology in
  Learning and Teaching, USA
• Institute of Education, University of London, UK
  (part time)

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Peter Dutton (2004 122) promoted by UNESCO

• The growing profusion of ICTs could be a social
  and economic gold mine. But the technologys
  two-edged nature means that it could also become
  a minefield that does great harm to many people
  and societies.

• What is in danger?
• Minority cultures, including languages and
  dialects
• Peace and prosperity in Europe and the USA
• Both of the above because they are interconnected

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Intercultural competence a transformative
process whereby the stranger develops adaptive
capacity, altering personal perspective to
understand and accommodate diverse cultures.
(Taylor, 1994)

• 21st Century education
• Operates in a global context especially through
  ICT
• ICT used to increase access to education from a
  distance (for the underserved?)
• Seeing/experience of another culture brings
  awareness of the home culture and its increasing
  diversity
• Do all educators in 21st century therefore need
  intercultural competence?
• Yes or No?

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ILET has created an international learning
community with expertise and resources pooled by
six leading universities in the USA and Europe to
prepare future leaders of educational technology
for the 21st century networked world.
ILET Project International Leadership for
Educational Technology US Universities Iowa
State, Florida Virginia EU Universities
Institute of Education, London, Barcelona and
Aalborg http//www.public.iastate.edu/ilet
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ILET Project 2001-2005

• Aims
• Increase intercultural awareness in educational
  technology
• Understand intercultural diversity in the use of
  educational technology
• Objectives
• Create online transatlantic doctoral community
• Exchange of students, faculty and courses
• Develop common certificate for doctoral students
• Strategies
• Intern abroad in partner university
• Online reading group
• Summer Academy

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ILET in Iowa,USA, 2003 Olatz Lopez (UB) with Tom
Nyvang (AAU) Sami Sahin (ISU)
Leadership vision Liderazgo y visión de futuro
Planning change Planificación y cambio
Economic factors Factores económicos
Content pedagogy Contenido y pedagogía
Context culture Contexto y cultura

• Intern abroad

Collaboration Colaboración
Learning lifelong Educación continua
Technical factors Aspectos técnicos
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Madeline Ortiz-Rodriguez blog http//pr-barcelon
a.blogspot.com/
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ILET in Barcelona, 2005 Magdelena Otiz-Rodriguez
(Florida) with Marc Fuertes (Barcelona) Leading
an ILET Academy tour in Barcelona
My husband says that my views changed completely
that summer. ISU student, 2006
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Responding to Conference Key Issues (Austin,
this conference intro)

• Our theories evolved to become process rather
  than competence also multi-level ongoing
  evaluation
• Technologies continue to bring new opportunities
  to blend and stretch access, including F2F
• Contested space? Yes. Also challenge of
  responding to the needs of those less powerful.
• Teacher education at all levels needs an
  intercultural dimension
• Supporting agencies important, including UNESCOs
  international facilitation in eLearning and
  professional associations and communities

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United Nations Millennium Development Goals

• Include, by 2015
• halve extreme poverty
• combat serious diseases e.g. AIDS
• achieve universal primary education
• promote gender equality
• Are MDGs linked with ICT in Bridge-Building and
  Social Inclusion?
• Yes or No?

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Overview

• ICTs as a doubled-edged sword bringing benefits
  and danger inequitably
• 21st century skills include intercultural
  competence, especially for teachers, teacher
  educators, and those leading ICTs
• ICTs continue to offer new ways to improve
  participation, yet immersion also remains
  important
• ICT Teacher education is a critical success
  factor today in our countries and in more
  challenged nations
• And a final thought
• Distance education utilizing ICT offers new
  roles and responsibilities and economic models
  through which to become educated and join in many
  communities. Can we assist more to cross that
  bridge and also benefit our own educational
  systems?

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Presentation to International Conference on the
Role of ICT in Bridge-Building and Social
Inclusion, September 2006http//www.socsci.ulster
.ac.uk./education/ict_conf/schedule.htmlAcknowle
dgements

• ILET EC-US project has been carried out with the
  support of the European Community DEAG and the US
  Department of Education (FIPSE). The content of
  this keynote does not necessarily reflect the
  position of the European Community or FIPSE, nor
  does it involve any responsibility on the part of
  the European Community or FIPSE
• All partner universities and the centers
  involved. In particular, Jose Luis Rodriguez of
  the University of Barcelona Andrew Brown and the
  Institute of Education University of London and
  Iowa State University Center for Technology in
  Learning and Teaching http//www.ctlt.iastate.edu,
  ISU Research Institute for Studies in Education
  and support from the ISU Council of International
  Programs.
• The technical team at the University of Ulster,
  and Roger Austin.

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Bibliography

• Davis, N.E., and Cho, M.I. (2005). Intercultural
  competence for future leaders of educational
  technology. Interactive Educational Multimedia
  Number 10 (April 2005), pp.1-22 online refereed
  journal http//www.ub.es/multimedia/iem/.
• Davis, N.E., with Cho, M.I., Hagenson, L.
  (2005). Intercultural competence and the role of
  technology in teacher education. Editorial.
  Contemporary Issues in Technology in Teacher
  Education, 4 (4), 384-394. online refereed
  journal available at http//www.citejournal.org/vo
  l4/iss4/editorial/article1.cfm .
• Davis, N.E. (in press). Critical success factors
  for ICT building capacity in information
  societies Outcomes from UNESCOs world
  conference. IFIP WG 3.3 and 3.6 web sites. 4 pp
• Davis N E, and Thompson, A. (2005). The
  Evaluation of Technology-Related Professional
  Development, Symposium and paper. In Crawford,
  C., Carlsen, R., Gibson, I., McFerrin, K., Price,
  J., Weber R. Willis, D.A. (Eds.) Society for
  Information Technology Teacher Education
  International Conference Annual. Phoenix,
  Arizona, USA, March 2005, Association for the
  Advancement of Computing in Education
  Charlottesville, VA.
• William Dutton (2004) Social transformation in an
  information society Rethinking access to you and
  the world. Paris Paris UNESCO WSIS Publication
  Series and http//portal.unesco.org/ci/en/ev.php-
  URL_ID12848URL_DODO_TOPICURL_SECTION201.html
  pp 122, 23-4, 118
• UNESCO (2002) ICT in teacher education. A
  planning guide. UNESCO Paris, France.
• WSIS http//www.unesco.org/wsis
  http//portal.unesco.org/ci/en/ev.php-URL_ID17638
  URL_DODO_TOPICURL_SECTION201.html
• Africa http//portal.unesco.org/ci/en/ev.php-URL_I
  D18868URL_DODO_TOPICURL_SECTION201.html

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Leadership vision Liderazgo y visión de futuro
Planning change Planificación y cambio
Economic factors Factores económicos
Context culture Contexto y cultura
Content pedagogy Contenido y pedagogía
Collaboration Colaboración
Learning lifelong Educación continua
Technical factors Aspectos técnicos
Davis change model developed at UNESCO
conference on Building Capacity for the
Information Society on from UNESCO (2002) ICT
Teacher Training Planning Guide http//unesdoc.une
sco.org/images/0012/001295/129533e.pdf