重新认识信息和传播技术促进发展:优先考虑印度青年学生基于地方的学习经历、社会经济现实和个人愿望

Manisha Pathak-Shelat, K. Bhatia
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摘要

本文对信息和传播技术促进发展(ICTD)的新自由主义概念进行了批判性研究,这种概念将线性和简单化的赋权和发展概念强加给全球南方的用户。本文以印度迅速发展的教育技术领域为例,指出教育技术被誉为神奇的倍增器,是印度等渴望教育其庞大人口的国家的救星。这促使教育技术公司追求平台化和模板化,以实现教育技术使用的可扩展性和标准化。基于对印度三个城市--艾哈迈达巴德、德里和瓦多达拉--低收入家庭青年的沉浸式人种学研究,我们认为,年轻人在教育技术方面的做法抵制标准化。我们的分析表明,三个主要因素--获取和自主性的挑战、基于地方的学习和面对面互动的持续相关性,以及不均衡的质量和严谨性--影响着低收入学生和家庭对教育技术公司和政府提出的获取、公平和质量承诺并不完全买账。我们探讨了全球南部年轻学习者的社会经济和文化背景的重要性,并认为他们渴望个性化、基于地方的体验、指导/导师制、高分和亲自互动,而不是标准化。教育技术平台目前提供的实验、DIY 实践、技术引领的学习机会和资源并不能使他们充分受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reconceptualizing ICTD: Prioritizing Place-Based Learning Experiences, Socio-Economic Realities, and Individual Aspirations of Young Students in India
This paper critically examines the neo-liberal conceptualization of Information and Communication Technology for Development (ICTD), which imposes the linear and simplistic notions of empowerment and development on the users from the global South. Using the rapidly growing EdTech segment in India as a case, this paper observes that EdTech has been touted as a magic multiplier and a savior for countries like India that aspire to educate their large populations. This has prompted EdTech companies to pursue platformization and templatization to accomplish scalability and standardization in EdTech use. Based on immersive ethnographic research with youth from low-income families in three Indian cities—Ahmedabad, Delhi, and Vadodara—we argue that the practices of young people concerning EdTech resist standardization. Our analysis reveals that three major factors—challenges of access and autonomy, continued relevance of place-based learning and in-person interactions, and uneven quality and rigor—influence low-income students and families to not completely buy the promise of access, equity, and quality that EdTech companies and governments advance. We explore the significance of the socio-economic and cultural contexts of young learners in the global South context and argue that they aspire for personalization, place-based experiences, guidance/mentorship, high grades, and in-person interactions instead of standardization. They do not fully benefit by the experimentation, DIY practices, and tech-lead learning opportunities and resources offered by EdTech platforms in their current state.
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