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TechTrends - This case study suggests that the process of designing and facilitating hybrid courses in the island community of American Samoa required continuous negotiation with respect to the... 相似文献
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R. W. Burniske 《TechTrends》2003,47(6):55-61
Conclusion Anyone responsible for introducing educational technology to educators in developing countries needs to understand how limited,
and limiting, their choices may be. Only when we consider the cultural values and belief systems embedded within the curricula,
hardware, software, and processes that accompany this integration can we fully understand the limitations of these choices
and their impact upon students.
As responsible educators we must be cognizant of the thought collectives that shape our attitudes toward technology in the
classroom. We should acknowledge that every piece of educational technology represents the collaborative effort of people
shaped by a technological sub-culture that champions innovation, efficiency, and productivity. Initiation to this subculture
means acceptance of a binary system of collecting, organizing, and retrieving information, all of which compels one to perceive
the world through technological filters such as databases and Web browsers.
This particular thought collective is foreign to many educators from the developing nations of Africa, Asia, the Middle East,
and South America. They may not fully understand the culture that engendered the technological chain of doing, but their resistance
signals a desire to preserve their own culture rather than become yet another link in that chain. Rather than dismiss their
resistance to technological innovations, we ought to engage in frank discussions about the ramifications of integrating educational
technology. In order to demonstrate sensitivity to world cultures, and introduce educational technology in an ethical fashion,
educators need to be aware of the choices that the chain of doing often makes for us, and draw attention to these choices
for those who remain most vulnerable to them. 相似文献
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Conclusion This case study suggests that the process of designing and facilitating hybrid courses in the island community of American
Samoa required continuous negotiation with respect to the pace of instruction and the acculturation to online learning. The
need for gentle transitions, such as constructing the face-to-face community before rushing into the online community, was
apparent for instructors and students. Without honoring the local community, and making time for its renewal on a regular
basis, the online community would be difficult, if not impossible, to sustain.
The feeling of isolation that characterizes many online experiences is often compounded when one is geographically isolated
on an island. It was obvious that the presence of a local teaching assistant was essential in bridging the physical and psychological
gap between students and online instructor. Before and after each online activity it was important to take time to discuss
in face-to-face sessions the questions and concerns that had arisen while engaged in online activities. These sessions, facilitated
by a local instructor, reinforced the sense of community that is so important in this island culture and helped students overcome
the challenges inherent in online learning.
The importance of honoring the traditions of an oral culture, particularly in an island community, underscores the need to
purposefully employ information and communication technologies in a hybrid course. Asynchronous communication such as email
and discussion forums allows the widest participation because of low bandwidth internet requirements. However, synchronous
modes of communication seem to provide the most natural transition from the oral to digital cultures. Chat sessions and videoconferencing
offer students with access to broad bandwidth connections the opportunity to interact directly. Videoconferencing seemed the
most successful technology for accommodating American Samoan students’ need for oral expression and visual connections with
their distant instructor.
Ultimately, instructors must strive for a delicate balance while constructing a hybrid classroom that introduces online learning
activities to relative novices. To achieve a healthy equilibrium, instructors must pay heed to the cultural context, social
needs and technical constraints of their learning community, fostering a learning environment that simultaneously honors oral
traditions and textual innovations, enables synchronous and asynchronous communication and accommodates low bandwidth access
while experimenting with broadband technologies. 相似文献
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Annette?SherryEmail author R.?W.?Burniske Candido?Manuel?Varela?de?Fretas José Diaz de Rabago?S.?J. Abbas?Johari Clarence?Chu Fran?ois?Marchessou 《TechTrends》2003,47(6):19-25
Conclusion Although many questions remain unanswered, these early translations of the AECT Code of Ethics will be available at the AECT
Web site to ensure that access to the principles is offered in languages other than English. As they become available, more
translations will be added to the English, Farsi, French, Mandarin Chinese, Portuguese, and Spanish versions. The translations
will be saved as PDF files to retain the unique characters of each language.
Additional translators with expertise in both educational technology and the targeted languages will be identified. Exploration
of ways to encourage debate regarding the viability of the translations within diverse cultures continues. The ultimate hope
is that collaboration among members of the professional ethics committee of AECT, the translators, and interested educators
will result in the development of a Code of Ethics that “speaks” across cultures and establishes a meaningful guide to professional
conduct around the world.
Authors’ Note: This article expands on earlier work published in the (2002) Proceedings of the Annual Meeting of the Association
for Educational Communications and Technology, edited by M, Simonson. 相似文献
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