Ian A. Lubin is an international learning design and technology consultant with experience in national and global educational issues. He is editor of the book ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education, which received the Best Book Award from the Association for Educational Communications and Technology (AECT)'s Culture, Learning, and Technology Division.
Inhaltsangabe
Part 1: Introduction and A Landscape of Literacies and Language: Frameworks, Models, and Illustrations 1. ICT and International Learning Ecologies: An Introduction 2. Talk, Smartphones, Notebooks, and Brown Paper 3. The Impact of Technology on a Multilingual World: Problems and Opportunities 4. A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts Part 2: Promoting Cultural Information and Knowledge 5. Making Culture Visible: A Primer for Culturally Grounded Design 6. Aesthetics and Power: Reforming Access to and the Inclusion of Cultural Content in ICT-Supported Education: A Peruvian Case 7. Embracing Indigenous Knowledge Systems in ICT-enabled Education Part 3: Reflections on Positionality, Sustainability, and Design 8. Reflections from the Boundary Spaces: Digitization of Intangible Cultural Heritage and the Co-design of ICT alongside Indigenous Communities in Namibia 9. On Being Proficient Enough to Do (No) Harm: Reflections on Mentoring Visiting Saudi Arabian K-12 Teachers
Part 1: Introduction and A Landscape of Literacies and Language: Frameworks, Models, and Illustrations 1. ICT and International Learning Ecologies: An Introduction 2. Talk, Smartphones, Notebooks, and Brown Paper 3. The Impact of Technology on a Multilingual World: Problems and Opportunities 4. A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts Part 2: Promoting Cultural Information and Knowledge 5. Making Culture Visible: A Primer for Culturally Grounded Design 6. Aesthetics and Power: Reforming Access to and the Inclusion of Cultural Content in ICT-Supported Education: A Peruvian Case 7. Embracing Indigenous Knowledge Systems in ICT-enabled Education Part 3: Reflections on Positionality, Sustainability, and Design 8. Reflections from the Boundary Spaces: Digitization of Intangible Cultural Heritage and the Co-design of ICT alongside Indigenous Communities in Namibia 9. On Being Proficient Enough to Do (No) Harm: Reflections on Mentoring Visiting Saudi Arabian K-12 Teachers
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