The Social Cost of the Integration of Information and Communication Technologies, Information, Education and Communication, on the Young of the Republic of Mauritius

By Motah, Mahendrenath | Issues in Informing Science & Information Technology, Annual 2008 | Go to article overview

The Social Cost of the Integration of Information and Communication Technologies, Information, Education and Communication, on the Young of the Republic of Mauritius


Motah, Mahendrenath, Issues in Informing Science & Information Technology


Introduction

The growing interest in the impact of ICT on the life of the population of countries all over the world has prompted us to analyze what researchers in other countries have found out on the subject. A survey of works carried out in several countries has revealed that things are not that bright and beautiful as one would expect. The ICT Impact Report (2006) states that" the use of ICT in education and training has been a priority in most European countries during the last decade, but the progress has been uneven. There are considerable differences of "e-maturity" within and between countries, and between schools within countries". In a working paper, Eva Tot (2002) highlights the following system-level problems in school ICT development: maintenance costs of ICT equipment; special skills and qualifications required for managing the ICT system; training for use of ICT is not an integral part of teacher training; lack of career and monetary incentives. Further it was underlined that "the use of the web as an information channel based on electronic forums and mailing lists is considered promising--but the number of users remains rather limited". The UNESCO ICT and Education Indicators Scoping Exercise (2006), "study which will contribute to the work of the International Partnership on Measuring ICT's for Development , expected to be ready after 2007, should yield interesting results and shed lights on the impact of ICT in Education as a whole. In a research report (2004 p. 4), "the findings suggested that ICT was helping to draw pupils into more positive modes of motivation. ICT appeared to be offering a means for a range of pupils to envisage success"....." a wide range of motivational impacts of ICT upon pupils were reported ... ". "All secondary teachers interviewed indicated that they felt that ICT had positive impact upon pupils' interest in and attitudes towards school work". Further, it was pointed out that "there was evidence of some pupils going unto unsuitable web-sites deliberately ... 'although they were aware that pupils were finding alternative ways to communicate by using ICT and offered just as many positive outcomes as potential negative outcomes.... ". It was also reported that "ICT can have positive impact on in-school antisocial behaviours; however some negative behaviours such as the sending of abusive emails was also mentioned ... " In an article published in Electronic Magazine of Multicultural Education, C. Molins Pueyo (2006) highlights some important elements on the use and misuse of ICT in the school environment in Spain. The author pointed out that "the use of some ICT elements by students is perceived negatively by schools. The school does not recognize the value of applying them either to curriculum or social learning.

The author stated that "the cellular phone is the lowest valued device among teachers ... " In an open reflection part, the author observed that "Although some experiences of incorporating new technologies in the classrooms have resulted in positive learning, there is still a lot to explore about potentialities in other dimensions". Further, it was argued that "the most worrisome fact is that the value of ICT uses for self-learning and as a means for cultural production is not recognized as central to students who are social and educational agents".

As can be judged by the above, both positive and negative impacts of ICT have been observed by researchers. These need to be acknowledged and dealt with as fast as possible so that the effects can either be minimized or eliminated for the benefit of the people exposed to the shortcoming in the use and abuse of ICT the world over.

Background

The incorporation of ICT into educational institutions has drastically affected their functioning; be it at pre-school, primary, secondary and tertiary levels. The structures of learning spaces has undergone in-depth modifications; teaching and learning are being envisaged under new conditions; innovative teaching methods using new technologies are being researched and implemented; the traditional roles of teachers are being challenged and new pathways to students' learning is being explored; from passive recipients of knowledge, they are encouraged to become active learners. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • A full archive of books and articles related to this one
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Social Cost of the Integration of Information and Communication Technologies, Information, Education and Communication, on the Young of the Republic of Mauritius
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.