INFORMATION TECHNOLOGIES AND EDUCATIONAL EMPOWERMENT - A Humanistic Perspective

Thao Le

2009

Abstract

In many industrialized societies, life has changed drastically due to the permeation of information technologies in many aspects of society such as business, government, commerce, education as well as daily activities. We have been consciously or unconsciously acculturated into a computer-based social discourse. While some of us are still marveled at the magical power that information technologies have offered, others may take it for granted that due to the inevitable permeation of information technologies, we have to accept its impacts on our lives. The proliferation of software products and computer-based projects showing their positive impacts on teaching and learning is like constant tidal waves. Information technologies are rapidly growing at such a fast speed that what we consider as ‘current development’ will soon become outdated. Computer educational software depends heavily on hardware. A new development in hardware can trigger new directions in software development and implementation and vice versa. The real challenge for educators is to examine how computer software and hardware are used in a meaningful discourse to enhance children’s development, intellectually, emotionally and socially. In the context of educational evaluation, instead of focusing on traditional features for evaluating software such as screen design, navigation, text type, cost and user-friendliness, it is useful to employ the concept ‘metaphor’ as a basis on which we examine the role of computer in teaching and learning. How computer is viewed and valued in education depends greatly on the theoretical perspectives of the beholders. In other words, different computer metaphors reveal different views and attitudes of the users and the concept ‘computer-assisted learning’ does not adequately capture. From a humanistic perspective, technology is a product of scientific knowledge in a human world which is culturally diversified. Our worldview, self-concept and identity belong to the human world. Technology should be used to change the way we think of ourselves in relation to other human beings and the land on which we live. It raises the issues of environmental awarenes , international understanding, and human co-existent as world citizens. Technology permeates many aspects of society that it affects the quality of life both positively and negatively. The quality of life is not just about goods and services, but fundamentally it is about mindfulness. One of the big challenges in computer supported education is the response to the question: How should computer technology be used to enhance learners in terms of intellectual, social and emotional development? This challenge shifts our attention from the emphasis on a narrow context of academic learning to humanistic learning discourse.

Paper Citation

in Harvard Style

Le T. (2009). INFORMATION TECHNOLOGIES AND EDUCATIONAL EMPOWERMENT - A Humanistic Perspective.In Proceedings of the First International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-8111-82-1, pages 29-35. DOI: 10.5220/0006813700010001

in Bibtex Style

@conference{csedu09,
author={Thao Le},
title={INFORMATION TECHNOLOGIES AND EDUCATIONAL EMPOWERMENT - A Humanistic Perspective},
booktitle={Proceedings of the First International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2009},
pages={29-35},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006813700010001},
isbn={978-989-8111-82-1},
}

in EndNote Style

TY - CONF

JO - Proceedings of the First International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - INFORMATION TECHNOLOGIES AND EDUCATIONAL EMPOWERMENT - A Humanistic Perspective
SN - 978-989-8111-82-1
AU - Le T.
PY - 2009
SP - 29
EP - 35
DO - 10.5220/0006813700010001