Education and “e-Inclusion”: Supranational Goals, Local Productions. From European Public Policies to Aix-Marseille’s Projects
Aix-Marseille Univ, LAMES, CNRS, Aix-en-Provence, France
Nowadays terms such as “inclusion“, “insertion”, and “integration” have widely invested the public policies discourse, and particularly the educational field. According to the massive spread of digital technologies and its contemporary cultural mutations, a new term has recently emerged: the “e-inclusion”.Considering this neologism, being able to use digital tools would allow people to be included in the society, by succeeding in school, finding a job, etc. In other words, digital technologies are considered as empowering tools, which is why government authorities take “e-inclusion” as a main goal.
Looking into various public institutions agendas reveals that “e-inclusion” is a nascent public problem with its own history (Borja, 2013). Here, the point is to analyse this emergent pedagogic right (Bernstein, 2000 ; Vitale & Exley, 2015), as it is intrinsically linked with digital technologies’ uses. Thus, this paper intends to study local appropriations of national and supranational concerns, without pre-empting that there is a direct and efficient link between them. Besides, it’s a way to highlight the existing gap between European Union’s glossary, French government plans and local projects realities.
First of all, it will be an opportunity to approach European Commission, Parliament and French Ministry of Education discursive productions, through a lexicometric analysis and a socio-history of plans encouraging introduction of digital technologies within education. Then, we will consider local digital mediation workshops in the cities of Aix-en-Provence and Marseille, to the prism of one collective fieldwork (Demory, Girel, & Richard-Bossez, 2019) and thesis observations in progress.
The Impact Of Online Research Sites In Shifting Boundaries, Lessening Barriers And Increasing ‘Belonging’ In The HE Academic Community
Dundalk Institute of Technology, Ireland
The Scholarship of Learning and Teaching (SoTL) is a crucial pillar in the landscape of higher level education, providing a bank of knowledge and practice which underpins the academic community and promotes excellence in educational research and learning innovation. The expansion and growth of online research and innovation networks e.g. ResearchGate, Academia and Quora, is shifting the boundaries of the traditional dissemination base. The global reach of these research and innovation networks is helping to lessen the barriers of elitism in HE and widening the sense of those belonging to these networks. This paper considers the impacts of these changes in boundaries, barriers and belonging and raises questions for practitioners in the HE sector. We examine the experiences, perceptions, attitudes, values and the changing nature of HE skills and identities of those using these online spaces. Combining practitioner experiences and online responses, we produce two types of outcomes: qualitative accounts of users of these spaces and more abstract general principles deriving from these in relation to the wider field of HE SoTL.
Education For Digital Natives – Employing Digital Learning Devices To Empower Students’ Individual Knowledge From Diverse Social Backgrounds
Technical Universtity Munich, Germany
In the here proposed presentation, processes of enrichment of school education by employing digital media are studied at the level of primary education in Germany. The main foci of this presentation will be on the question how students’ socio-economic backgrounds influence their motivation to work with digital media in school and their level of digital competence. This qualitative study is based on semi-standardized expert-interviews with 15 teachers, principals, experts and representatives of educational policy and administration in Germany.
The interviews were analyzed using qualitative content analysis supported by MAXQDA. The results indicate that teachers design digital based instruction that is aligned with students’ informal knowledge of digital media, interests, class and ethnic background as well as with school-specific curricula. Students’ socioeconomic backgrounds influence their access to digital devices and social media at home as well as their motivation to engage in digital learning opportunities in schools. Gaining digital competencies, however, is greatly influenced by other competencies and learning strategies, in particular literacy. The results indicate that while low achieving students seem to benefit from digital learning programmes that can be adapted to their individual prior knowledge, in many digital learning environments they need extra support and guidance. Furthermore, teachers need support for employing digital media in their classrooms and to meet the needs of their students’ heterogeneous prior digital knowledge.
Education in Information Societies: a Chance or Challenge? – Comparing the Effect of ICT Use on Student Performance in Countries at Different Levels of Information Society
University of Szeged, Hungary
By the integration of ICT in everyday life, learning and education, the traditional factors influencing school performance have somehow restructured. Despite the aspects of social background, digital inequalities – dimensions of ICT usage – have to be taken also into consideration when evaluating differences of school performance. Previous researches showed that the different modes of ICT use – regarding frequency and purpose – have an, in some cases a positive, in others rather a negative effect on academic achievement independently from family background. However digital inequalities do not only appear at the micro-level, but also at macro-level. My presentation aims to explore the relationship between these different levels: the student level (frequency/intensity/purpose of use, digital skills and family background), the institutional level (ICT infrastructure, integration of ICT in teaching) and the societal level (Internet penetration, information economy) regarding the effect of Internet use on school performance. By applying multilevel regression analysis on the PISA 2015 dataset supplemented with contextual variables at the societal level and by comparing countries of different levels of information society I will reveal to what extent the effect of ICT use on achievement is influenced by institutional and social context. The focus of my paper is on the Hungarian case, which is compared with other countries at different levels of information society. The findings contribute to a better understanding of educational inequalities in a digital age when the use of ICT is indispensible at almost every aspect of life. Furthermore based on the results solutions for the use of ICT in education are suggested to diminish the role of digital inequalities in educational inequalities.