Advertisement

Inclusive Education in Rural Alberta, Canada: Utilizing ICT to Support Twenty-First Century Learning

  • Dermod Craig MaddenEmail author
Chapter
Part of the Lecture Notes in Educational Technology book series (LNET)

Abstract

Information and Communications Technology (ICT), has become a term with many meanings within many contexts. For the purposes of this paper, ICT in a K-12 context represents the possibility for change in the public education system in Alberta, from traditional pedagogies of exclusion to one which embraces inclusive practice for all students. The implication of such fundamental change has equal significance for teacher practice. The use of ICT has the potential to transform traditional education into multidimensional learning environments that support traditional, mobile, and blended learning environments. In so doing, the significance of ICT for twenty-first century learners may be tantamount to a paradigm shift, which could change the face of public education, and have a significant positive impact on teaching practice and student learning.

Notes

Acknowledgments

Aspen View Public School Division No.78, Athabasca University.

References

  1. Ainscow, M., & Sandhill, A. (2010). Developing inclusive education systems: The role of organizational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416.CrossRefGoogle Scholar
  2. Alberta Education (2007). Classroom Assessment Tool Kit for I.C.T. Division 3. Retrieved from http://education.alberta.ca/media/453622/div_3.doc-2007-09-26
  3. Alberta Education (2002). I.C.T. Program of studies rationale and philosophy. Retrieved from http://education.alberta.ca/media/453069/pofs.pdf
  4. Anderson, P. (2006). The future of human–computer interaction. In A. Pinder (Ed.), Emerging Technologies for Learning (pp. 24–31). Coventry: BECTA ICT Research.Google Scholar
  5. Avramidis, E., & Norwich, B. (2002). Teachers attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129–147.Google Scholar
  6. Belawati, T. (2005). ICT- supported distance education in Indonesia. Retrieved from http://www.idrc.ca/panasia/ev-9678-201-1-DO_TOPIC.html
  7. Broad, J. (2006). Interpretations of independent learning in further education. Journal of Further and Higher Education, 30(4), 119–143.CrossRefGoogle Scholar
  8. Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.Google Scholar
  9. Confrey, J. (2011). The transformational epistemology of radical constructivism: A tribute to Ernest von Glaserfeld. Constructivist Foundations, 6(2), 177–182.Google Scholar
  10. Cullen, J., Gregory, J., & Noto, L. (2010). The teacher attitudes toward inclusion scale (TATIS) technical report. Paper presented at the Eastern Educational Research Association.Google Scholar
  11. Chun, D., & Tsui, E. (2010). A Reflection of the State of Mobile Learning in Asia and a Conceptual Framework [Paper Presented at IADIS International Conference Mobile Learning]. Portugal: Porto.Google Scholar
  12. Dabbagh, N., & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies and Applications. Upper Saddle River, NJ: Prentice Hall.Google Scholar
  13. Dewey, J. (1929). My pedagogical creed. Washington, D.C.: Progressive Education Association.Google Scholar
  14. Dewey, J. (1938). John Dewey experience and education. London: Collier Books.Google Scholar
  15. Downing, K., Kwong, T., Chan, S.-W., Lam, T.-F., & Downing, W.-K. (2008). Problem-based learning and the development of metacognition. Higher Education, 57, 609–621.CrossRefGoogle Scholar
  16. Driscoll, M. P. (2000). Psychology of Learning for Instruction. Needham Heights, Maryland: Allyn and Bacon.Google Scholar
  17. Luterbach, K., & Brown, C. (2011). Education for the twenty-first century. International Journal of Applied Educational Studies, 10(2), 14–32.Google Scholar
  18. Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1), 345–375.CrossRefGoogle Scholar
  19. Paulsen, M. F. (1993). The hexagon of cooperative freedom: A distance education theory attuned to computer conferencing. DEOSNEWS 3(2), 74. Retrieved October 13, 2009 from http://www.nettskolen.com/forskning/21/hexagon.html
  20. Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.Google Scholar
  21. Porter, G. (2008). Making Canadian schools inclusive: A call to action. Education Canada, 48(2), 62–66.Google Scholar
  22. Race, P. (2002). Effective learning. A fresh look at independent learning. Retrieved from http://www.lgu.ac.uk/deliberations/eff.learning/indep.html
  23. Reigeluth, C., & Carr-Chellman, A. (2009). Instructional design theories and models. New York, London: Routledge.Google Scholar
  24. Rovai, A., Ponton, M., & Baker, J. (2008). Distance Learning in Higher Education: a Programmatic Approach to Planning, Design, Instruction, Evaluation and Accreditation. New York: Teachers College Press. ISBN 978-0-8077-4878-7.Google Scholar
  25. Stead, G. (2006). Mobile technologies: Transforming the future of learning. In A. Pinder (Ed.), Emerging technologies for learning (pp. 6–15). Coventry: BECTA ICT Research. Retrieved from http://publications.becta.org.uk/display.cfm?resID=25940&page=1834
  26. Strom, P., Strom, R., Wing, C., & Beckert, T. (2009, June 30). Adolescent learning and the internet: Implications for school leadership and student engagement (doi:  10.1177/0192636509340436). NASSP Bulletin, 93(111). Retrieved from http://bul.sagepub.com/content/93/2/111
  27. Von Glaserfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121–140.Google Scholar
  28. Van Laarhoven, T., Munk, D., Lynch, K., Bosma, J., & Rouse, J. (2007). A model for preparing special education pre-service teachers for inclusive education. Journal of Teacher Education, 58, 440–455.CrossRefGoogle Scholar
  29. West, M. (2012). Mobile Learning for Teachers: Global Themes. Paris, France: United Nations Educational and Scientific Cultural Organization, UNESCO.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2014

Authors and Affiliations

  1. 1.Aspen View Public School DivisionAthabasca UniversityAthabascaCanada

Personalised recommendations