Generative information, media and technology literacy enhancement in socially disadvantaged Primary School communities JoĂŁo Paiva, Luciano Moreira, Ana Mouta and Ana Paulino
Abstract In this paper, we will focus on the development of generative information, media and technology literacy among children of an urban low social and economic neighborhood, with some violence traits and cultural diversity. By generative information, media and technology literacy we mean the global capabilities of continuously transform the personal potential relation with ICT, far beyond current concepts of instrumental efficacy of using, based on individual and social agreements about the usefulness and creativity of its employ and the improvement of personal opportunities access. Within this perspective it is possible to intentional aim integration goals as well as status and social mobility, thus contributing to significant changes on poverty reproductive mechanisms. Schools are one of the main institutions of acculturation, where systematic tensions between social reproduction and transformation occur. Therefore, it was a challenge and unique goal to include schools with social integration deficits in the INTEL Portuguese study of ICT integration in primary schools. After a research whelming to screen ICT integration in different Portuguese schools all over the country, collecting discourses on this topic from stakeholders to school communities actors, it was possible to identify Cerco as the most critical school on the traits mentioned above. The data analysis has shown a gap between the types of use and the significance of uses in schools and homes. These differences have reinforced specific status for all the users that seem to make prevail the obsolescence of using instead of improving the creativity and potentialities of ICT employ. An intentional best practices action research in Cerco primary school will be presented, starting from the intervention objectives design to the different targets – students, teachers, parents/guardians – to its critical evaluation. During three months, a researcher will assist teacher conceiving and implementing ICT integration learning scenarios, in a digital classroom without technological confounding variables. In this class all children have access to the same factual opportunities as well as they are considered as idiosyncratic targets, enhancing the subjective opportunities. Through intentional homework assignment activities to parents and children, family digital
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literacy will be affected, configuring new symbolic and emotional exchanges. It is expected that these scenarios contribute to an exploratory reconstruction of one’s own role in a virtual web-makers society.
“What the world needs today is not talent in producing new technologies but talent in understanding the impact of technology on the society and individuals.” Fodje, 1999
On poverty and debates towards it We cannot be together to talk about poverty without recalling Simmel’s recommendations on the issue. Remembering that the “poor” is not a natural category – – and if it is a social group it is because the action of assistance of others assigns them to poverty – may be relevant to an integrative view of the kind of ideas and initiatives we are about to raise these days. In fact, a “poor person” does not always act as member of the group, but only if that identity status is enacted by contextual clues. Poor are seen as so because of the social representations, attitudes and believes toward them. Once they accept help they lose their previous connections and they are seen by the virtue of what is done to and for them – they become a public matter. Our responsibility may be this of debating and having a role on changing the quality of the support given to those “without voice” in complex social systems, but we may be aware of our ethic bonds when we are so confident talking and making a slogan of “social responsibility”.
Studies, practices and procedure affairs Connecting ICT use enhancement with social opportunities increase is not an easy issue. Various studies point out not only a gradient perspective of good/bad effects, but a non-simple correlation, where context plays a fundamental role (Gigler, 2011, 2004; Willms, 2006; Avgerou, 2001; Walsham, 1993 and 1998). While studies reflect upon ICT potential to
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generate socio-economic and political opportunities for developing countries, reducing the “digital divide” (Cullen et al., 2011a; Gigler, 2002; Pohjola, 2002; Braga, 1998), some other investigations focus on the gaps ICT reinforce, reproducing the actual differences (Law, 2009; Wade, 2002; Gumucio, 2001; Castells, 1998; Panos, 1998). The ICT seem to have an indirect effect on the ways the poor live and their access to opportunities (Gigler, 2011; 2004). In fact, the link is made by the skills enhanced through an intentional ICT’ use, as people become more strategic making life choices, using their increased literacy (ibd.) and strengthening their real freedoms (Sen, 1999), agency and functionings (Kabeer, 1999). This perspective is demanding as it shows that no project of ICT’ integration could be widely conceived. This idea is not new, as we perceive a large amount of different ICT projects being implemented all over the world. Nonetheless we may ask in which bases are these projects being held, as the difficult topic of necessities assessment is still a task to manage. If the integration per se is not synonymous of personal needs fulfillment, it is crucial to have a deep cover of different social systems – more proximal or distal from the subject –, considering all layers from a micro to a macrosystem level of a particular context. The communities’ empowerment – respecting the conceptualization of power as a generative force that enables people to act upon their lives, transform them and be an example to others through motivation (Hartsock, 1985) – is something that can only emerge from within and only then merge with the rest. Despite this principle is being understood, a chronic mark of western studies has been the outside interpretation of the other’s needs. Why is this a practice, if it raises political concerns and if it is based in a problematic conceptual project design? From a political point of view this centric models based on the tolerance and knowledge of the empowered ones, as Habermas shows us, is rather disturbing; from an investigation methodology perspective, not only disadvantage “communities lack access to information and knowledge, but at the same time, policymakers in capital cities lack knowledge about the local and cultural context of the poor and marginalized groups” (Gigler, 2004, p.4). We do not need to do a hard work to testify this assumption. Some interviews with political educational layers and school teachers show clearly a discursive gap which deepens when we come to more operational layers in the communities’ systems. It is not only the question of how “to give voice” to the “oppressed”, but a problem of discourse legitimacy. Changes based on these principles may be slow or remain a will from a few.
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When we are working with young people at risk, all of these topics are sensitive, not just because of the probabilities of being naturally exposed to threats while using ICT – e.g., isolation associated with excessive use of online Internet; inappropriate and harmful on-line experiences; intensification of educational underachievement (Cullen et al., 2011b) –, but precisely because the conceptualization of aims and implementation of procedures used with other target groups may rouse those actual problems. The conceptual axis must be conveniently aligned with the strategic axis of praxis, for the reinforcement of the psychological and social outcomes. Another question raises our attention: which goals may be defined when the endings or effects are increasingly more difficult to predict? This is not only an illusion of rapid and unpredictable change. We have the dissemination informational conditions that allow us to experience our proximal and distal affections as never before. Our historical narratives can pact no more with the idea of the great transformations of other decades or centuries as if they were shown as a static diaporama. The virtual space of communication, the varied ways of information and data access, make us feel more connected to the transformations and multiple impacts of social, economic, political and cultural events beyond borders, thus exposing our traditional meanings to other references, structures and processes. We feel history happening while we are trying to develop in some standards of coherence and expected forecast. Castells reminds us that we have always been a Knowledge Society. In fact, knowledge is less a state in some kind of evolutionary system than a human demand which labors through dialectics and techne. This perspective, when thinking on personal development, prompts us towards non-conventional ways of planning and aiming, introducing variance on individual project outsets and psychological processes. Vocational guidance and teaching-learning methods may not stay still, when all these challenges burst into schools large context and into lifelong learning initiatives. The question has been repeated: to where may we teach and guide facing such enormous uncertainty? The answer should not forget that uncertainty has always been an element of the problem as it drives from complex living linked systems. Today we may be more aware of it and therefore we may subjectively experience the uncertainty as so. Facing this given conditions and associated feelings, one is challenged to deepen its own self-conscience and sensitiveness to critical dimensions of subjective development and fulfillment. They will be the roots and guidelines that stand when unpredicted outcomes and contingencies threat one’s path. This is why we’ve started talking about generative
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skills, those capabilities that are no longer addressed to specified fields but linked to different possibilities, recreating potentials and opportunities. 21st Century Skills reflect these concerns and have been integrated in many training programs, not only for students, but also for teachers (Anadiou & Claro, 2009). The use of ICT in this process is seen as relevant, particularly when thinking of engaging youth at risk, as they may help the identification of talents and interests while exploring them (Haché & Kullen, 2009), fostering engagement if assertively supported by peers, teachers and other people in charge. The Partnership for 21st Century Skills was created to help practitioners integrate those generative skills – e.g., critical thinking, problem solving, communication and collaboration – in core academic subjects. The great complexity seems to stem from the subjects and groups position in the communicational web. Do we really communicate? What do we communicate, if we do it? And what happens to what is communicated and to knowledge in this open scattered space? If this is a general problem, this could affect some social vulnerable groups in a larger range. As Rancière evokes, remembering Plato accounts on theatre, the optical illusion is the ignorance medium through which ignorance is transmitted. But if we think, as Rancière suggests, on theatre as drama – instead of theatron –, and link it with the digital world concerns, we will be caught by the urgency of transforming our “spectatorship” in this complex scenario of changes: instead of being captured by images as passive viewers, we are asked to become active in a collective performance (Rancière, 2008). The spectator may not be separated from the capacity of knowing and acting and this seems to be the center of all projects we may conceive when it comes to empower communities through ICT’ use. That action must start from ones’ recognition and expression of needs and desires. Our forms-of-life, as Foucault told us, may not be object of political or governmental setups as they are attached to their forms. From this perspective, the ways of living may be object of change, but not the form-of-life. These grounds brought us to the conceptualization of the “Best Practices Study” in Cerco primary school. The digital and media literacy was central to the work here presented more than security items of access. In fact, the capability of judgment seems to be the most reliable and resilient “tool” to deal with global and unpredicted threats or challenges. The main features of this Intel, Faculty of Science from University of Porto and JP-Inspiring Knowledge (JP-IK) initiative is discussed on further lines.
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The Intel-JP-IK “Best Practices Study” The project here presented is connected to the Intel Transformation Research led in many regions around the globe, in order to understand the successes, challenges, and policy implications of different eLearning programs. The first phase of this research has been done in order to screen ICT integration in different Portuguese schools all over the country, collecting discourses around the e.Escolinha program from stakeholders to school communities’ actors. This data collection made it possible to identify Cerco primary school as the most critical one on some specific traits: it is a social housing neighborhood from Oporto, with some deviant behavior of theft, violence and drugs consumption, mainly inhabited by unemployed families, mostly depending on the social insertion income and with a great presence of the traditions of a large community of gypsies. The school is attended by many children and youth from unstructured families (e.g., some parents are even in prison), who tend to have poor academic support at home, low academic and professional future expectations and earlier school dropouts that drive them to a higher risk of social exclusion. Because of that, Cerco’ Schools Group is an Educational Priority Intervention Territory, what means it has specific annual school initiatives aiming i) to upgrade the learning processes and results, ii) to prevent dropouts, absenteeism and indiscipline and iii) to reinforce the relationship between school, family and community. It was essential to include in this INTEL Portuguese study of ICT integration in primary schools some scenarios of social integration deficits, since these contexts are a real challenge in all urban distrICT and in non-littoral villages and cities of Portugal. The main design of the “Best Practices Study” was conceived by a JP-IK team formed to manage the INTEL global aims and to suit it to local needs. Concretely, JP-IK supplied six schools across the country with (1) equipment (30 Magellan laptops, a Teacher device and a Router), (2) a pedagogical consultant who worked with teachers in the preparation of blended classes and (3) a JP-IK technical team to support and manage equipment. In Cerco primary school the project had different intervention goals aligned to its different targets – students, teachers, parents/guardians. The particular background presented above was considered in the selection of relevant issues for ICT curricular infusion whelming 21st Century Skills. Globally the project aimed to promote ICT educational
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systematic and intentional integration while reinforcing digital and media literacy in the 4th grade students. During three months, a consultant assisted a 4th grade teacher conceiving and implementing ICT integration learning scenarios, in a digital classroom (the project is still running, but now without the consultant daily presence). The classroom, previously equipped with an interactive whiteboard, was equipped with thirty students’ clamshells (Magalhães), one teacher’s computer and a wireless router, using the already existent Internet connection. The pedagogical consultant, specialized in educational psychology, worked daily at the school with the teacher during the three months’ project, assisting her on development and implementation of ICT-curricular activities. Artistic, Mathematics, Portuguese, Science and Social Studies curricular objectives for the 4th grade were identified and activities were created according to them. They have always involved the Magalhães, a collaborative tool – Mythware – and pedagogical software pieces from Internet resources. Lesson plans for teachers’ use and students’ activity guides were collaboratively created by teacher and consultant, also considering the 21st Century Skills framework. Through this methodology it was created the opportunity of ICT use at classroom, respecting a curricular infusion perspective that seems to be more effective and meaningful to the teaching-learning process – students don’t simply learn how to do things with the Magalhães, but how to do them in a significant and challenge way that tends to reinforce the attention maintenance, the persistence on task and the dialogue about the curricular contents as they talk about their pleasure on playing some pedagogical digital game. Activities were implemented with students at their regular classroom, while the consultant assisted them and the teacher when necessary, usually because of some problems or difficulties using computers. This instrumental support became less frequent along time and the students-teacher-consultant interaction got significant at other levels – the consultant role was reconfigured along the process and across those interactions. On everyday class teacher exposed and discussed the main ideas of the subject, made some oral questions and challenged children to evoke the recent acquisitions and explore further information, facing other ways to put and think the problems. Sometimes the pedagogical software proposed was not Portuguese, but this was not seen as problematic. If it was assured that children could understand the key items, this was seen as an additional challenge indeed as it exposed them to some other contextual
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perspectives. This way of connecting to Knowledge is thrilling as it puts it on the center of learning. Nor teacher neither child may be seen as the center of the classroom: Knowledge is the center. As students understand the many ways to access to some important data, they understand the urgency of being “emancipated spectators” able to distinguish what is good, relevant and important to make them also constructors of realities. These standards prompt two different main attitudes connected to P21 (Partnership for 21st Century Skills, 2012): (1) one is the judgment and critical thinking that enables them to select meaningful data and resources in a “sea” of information (“Learning and Innovation” and “Information, Media, and Technology Skills”); (2) the other is the position they want to have in this reality construction through their vocational options and civic engagements (“Life and Career Skills”). These attitudes were not understood as effects of the work done, but intentionally questioned and reinforced once they started to rise. One way of doing it was not only through the curricular infusion of ICT, but through some other activities that were planned aiming the psychological processes of exploration and emotional investment. As an example, we may refer an activity of reinforcement of the project identity through the enhancement of feelings of sharing and cohesion. It was proposed to students from Cerco to talk in a video-conference with the students from Coimbra, one of the other five schools involved on this assay. Some topics were previously identified, in order to give to this task an effective opportunity for meanings construction. Students had to remember an activity they’ve liked the most, reasons for that and examples of subjects they felt they’ve really learned using ICT and pedagogical software. This was not only important for students, but also for teachers who felt tied in a larger project and therefore more motivated and challenged to grow in their professional skills. On the day after, the Cerco’s teacher asked to the pedagogical consultant some references of the project on the news. She was more interest on the “Best Practices Study” as a whole. This kind of activities reinforced a collective perspective of participation, fostering global accountability. In what concerns judgment and critical thinking an example of the work line assumed is the “Safe Internet Day” where the tasks were totally thought in order to boost media literacy. Organized in small groups Kids had to find some unlikely data on a given new and then rewrite it in a plausible way. It was curious to see their first apprehension to the instruction given. They didn’t know how to react, as they are not used to question a
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given text. After the explanation of the attitude they had to assume they felt more confident and substantially critical towards the content under analysis. Some difficulties were also seen when children had to listen to some music from around the world, make drawings or paint on their laptops with only this audio inputs and then make a composition imagining Christmas at those pictorial and acoustic places. Students had stronger difficulties in tasks demanding their autonomy and creativity than in tasks that made them evoke curricular items. This does not mean that accomplishment problems that reveal a none comprehension of a subject are not an issue or that those problems have not been well understood, but that if we were to measure creativity and critical thinking we had the same problems we have when assessing specific scientific or core learning concepts. As we know about the curriculum being a valued selection of culture (Gimeno, 1998), it cannot be thought that we prepare people for a worldwide range of situations, systems and visions even when we talk about curricular infusion of meaningful issues and about lifelong learning. However, if we talk about generative capabilities, especially those that connect learning and innovation skills (creativity and innovation, critical thinking and problem solving, communication and collaboration) with the communicative challenges of this century we may be closer to give autonomy and freedom of choice a chance. In fact, as seen in the examples above, the Kids from Cerco had the opportunity, not only to test their core skills, but also to amplify the potential of ICT use for other connections that defy their actual ways of seeing the world, deeply linked to their neighbor traditions in an almost restrictive way. They had the opportunity to talk with kids from another geographical place, but also from a totally different socioeconomic frame, with different vocational expectations and academic performances, modeling their discourses and behaviors. Another example of empowerment aims may be seen on some effects observed on transfer of learning from school to home. At the moment of interviews, done at the end of the consultant presence on classrooms, a mother described a situation of a flight booking made by her child, who is a student at this classroom. Mother and child were offered a flight to France to spend Christmas with their emigrant family. The child found the flight intentionally searching for it on the Internet. She wanted to find a flight for her father and she had succeeded. Her mother was impressed. Another relevant illustration was given by a father who works at night in an industry every night. He told about a Sunday’s afternoon spent in family playing an online game concerning Portuguese language functioning that
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one of the kids used to play at the mentioned classroom. It must be said that neither father nor mother have more than the 6th grade. Besides this indirect effects, parents were directly involved through ICT home activities, intentionally assigned by teacher and consultant (e.g., children were invited to help their parents create an email account – most of them did not have it). Some effects were also observed as children wanted to repeat some activities they have done at classroom with their families at home. Through this, not only family digital literacy seems to have been affected, but also the quality of ICT use, configuring new symbolic and emotional exchanges. If ICT was mainly used for games and scattered searches, the assertive and rich use of it at classroom gave children and their families the opportunity to enlarge the kind of use and explorations they made before, contributing to a reconstruction of the conception of one’s role in a virtual web-makers society. The varied experiences led to a greater homogeneity of discourses collected at the latter interviews. In a way or another, students, teacher, parents and even school coordinator and administrator shared the idea that technology only gets meaning once it is being “enacted” by users and when people can exert control over its use by interpreting and appropriating it to their specific realities (Orlikowski, 2000). Ongoing demands In this paper, we have intended to offer a political perspective that respects communities’ cultural background and social networks, persuaded that if it is not possible to change forms-of-living it is possible to have conditions to different patterns to be seen, favoring questioning towards free-choice. New patterns of inclusion seem to emerge from within ghettos’ boundaries, when we work together critically upon mechanisms of social inclusion and exclusion, knowing that school represents an opportunity to diversify and challenge ghetto’s common reality. This “Best Practice Study” gave us relevant insights on how generative digital literacy is affecting students and families at risk. In first place, the project favored the relation quality between children and technologies, as students perceived technologies as a legitimate learning channel. Thus, the strategic axis of the intervention successfully helped to signify school contents and to question curricular and contextual boundaries. This reinforces the relevance of the TPack model of curricular, pedagogical and technological
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intersection as basis for these projects’ elaboration, without forgetting critical thinking towards the way informal curricula is being spread. From this study it was clear the importance of considering not only those TPack activities, but also tasks concerned with the psychological process of integration. This aim was accomplished through the video-conferences with kids from other schools, the writing of texts to publish the main project’s features on magazines and newspapers and also through the teacher, parents and students’ interviews. All these activities made it possible to talk and share meanings and to reinforce an identity status. This seems to be the way to guarantee transference and generalizations, making transformations a horizon. When we give space to signification processes we are not acting outside the collective meanings construction neither using a previous heuristic for learning and acting. The expectations were not on the outcomes in itself, but in giving this community some tools’ access and meaningful experiences of use, in order to make them connect to other views, other opportunities, other ways of making meanings and dealing with daily challenges. This may have an impact on community and individual processes of identification, recognition or construction of a standpoint of needs and aims, as well as a temporal perspective that makes it possible to evaluate and redefine the course of procedures, priorities and wills. As technology development wheel spins fast – but socio-political opportunities persist – digital divide consecutively emerge. Therefore, a focus on capabilities may be thought in a more transversal way. Generative skills stand for propulsion towards the new. Since they are not context-dependent, they may be responsible for change as individuals spontaneously exert their greater autonomy, critics and engagement connecting those distant sides and, with that movement, leaving their previously occupied spaces free for other gaps to be seen.
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Gigler, B.S. (2011). “‘Informational Capabilities’- The Missing Link for the Impact of ICT on development”. In: E-Transform Knowledge Platform, March, 2011. Available at: http://siteresources.worldbank.org/INFORMATIONANDCOMMUNICATIONANDTECHNOLOG IES/Resources/InformationalCapabilitiesWorkingPaper_Gigler.pdf Gigler, B.S. (2004). “Including the Excluded- Can ICT empower poor communities? Towards an alternative evaluation framework based on the capability approach”. In: 4th International Conference on the Capability Approach, September, 5-7, 2004. Available at: http://www.incidenciapolitica.info/biblioteca/EMPB_0052.pdf Gigler B. S. with Simmons, L. (2002). “Giving Voices to Indigenous Peoples”, Global Development Learning Network Newsletter, World Bank, Februrary, 28, 2002. Available at: http://lnweb18.worldbank.org/External/lac/lac.nsf/GDLN/51800128B15E0B2985256B6E007D2 433?OpenDocument Gimeno, S.J. (1998). “Currículo: os conteúdos do ensino ou uma análise da prática?”, In: Gimeno S. J. y Pérez Gomes, A. I. Compreender e transformar o ensino. Porto Alegre: Artmed, 4ª ed., pp. 119-148. Gumucio Dagron, A. (2001). “Making Waves: Stories of Participatory Communication for Social Change”, Rockefeller Foundation. Haché, A. and Cullen, J., (2010). "ICT and Youth at Risk: How ICT-driven initiatives can contribute to their socio-economic inclusion and how to measure it". European Commission, JRC Scientific and Technical Report: EUR 24430 EN. Available at: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3459 Hartsock, N. (1985). Money, Sex and Power: Towards a Feminist Historical Materialism, Boston: Northeastern University Press. Kabeer, N. (1999) ‘Resources, Agency, Achievement: Reflections on the Measurement of Women’s Empowerment’, Development and Change, Vol.30, No.3, pp.261-302 Law, B. (2009). “Building on what we know community-interaction and its importance for contemporary
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