Comparative Information Technology

1. Front Matter

   Pages i-xvi

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2. Comparative Information Technology: Languages, Societies and the Internet

   • Joseph Zajda, Donna Gibbs

   Pages 1-10

3. Abstract Tools and Technologies of Learning: An Evolving Partnership

   • David Butt, Ichiro Kobayashi, Makoto Sasaki

   Pages 11-31

4. E-Learning in Schools: Making Successful Connections

   • Jennifer Fergusson, Donna Gibbs, Maree Gosper, Robyn Philip

   Pages 33-47

5. What is Needed For Global E-Learning in Higher Education

   • Patrick McAndrew

   Pages 49-64

6. Mobile Learning: The Significance of New Mobile and Wireless Communications Technologies for Education

   • Gerard Goggin

   Pages 65-78

7. Connecting Schools to their Communities: The South-East Asian Experience

   • Cher Ping Lim, Mykint Swe Khine

   Pages 79-87

8. Digital Literacy and Activity Systems in Adolescents

   • José Luis Rodríguez Illera, Mónica Kaechele

   Pages 89-102

9. Digital Literacy and Using Online Discussions: Reflections from Teaching Large Cohorts in Teacher Education

   • Anne Scott, Josephine Ryan

   Pages 103-120

10. Development of IT-Infrastructure for Rural Connectivity: A Pro-poor Approach to E-Governance for Rural Development in India

    • Karunamay Subuddhi

    Pages 121-138

11. Context Is Everything: An International Perspective of, and Its Challenges to, Research and the Evaluation of Educational Technology

    • Ellen B. Mandinach

    Pages 139-159

12. Back Matter

    Pages 161-170

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Comparative Information Technology: Languages, Societies and the Internet, which is the fourth volume in the 12-volume series Globalisation, Comparative Education and Policy Research, offers a critique of the nexus between ICT and its impact on society, individuals and educational institutions. One of the most signification dimensions of globalisation has been the rapid development of information and communications technologies (ICTs). Our lives have been changed by this in numerous ways and the implications for education are en- mous. The ICTs have transformed the linguistic, cognitive and visual dim- sions of human communication, as well as our perceptions of the self, and social identity in the global culture. The ICTs have facilitated the development of new dimensions of digital literacy, such as blogging and sms messaging. In this sense, cyberlanguage continues to evolve by borrowing and adapting familiar words, coining new expressions, and embracing particular styles (Gibbs & Krause, 2006, 2007). However, information technology can be both empowering and disempowering. Individuals use the Internet, notebooks, and their BlackBerries and communicate via email. If clothing is an extension of one’s skin, then the ICT has become an extension of our bodies. In a globalised world, linked through the Internet, a n- formed identity can lead to a multiplicity of identities, some contradictory to each other, and some taking place primarily in the virtual communities of cyberspace.

• E-Government
• Evaluation
• ICT
• Internet
• Wireless
• communication
• digital
• digital literacy
• e-learning
• education
• educational technology
• literacy
• mobile Learning
• online
• technology

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