Ict and education in the perspective of experts from business, government, academia and NGos
The overall aim of the book is to obtain the opinion of experts and
actors that are involved in the provision of support to people with certain
disabilities. The following actors and experts were consulted in the
study: social workers, ICT experts, business experts, teachers with expertise
in social and migrant issues. The study data collected has helped in
the mapping of the issue at hand from four different viewpoints, including
education, technical, business and non-governmental sectors.
Given the complexity of the study as a multicontinental and multifaceted
project, the researchers agreed on the use of a qualitative research
method. An expert interview technique was used to collect rich
and thoughtful opinion data from the four complimentary sectors. Most
of the interviewees are well-known experts, who have accrued several
years of working experience in either developing ICT-based solutions for
education, implementing decision as top-level executive in the business
sector or involved in providing care for the people with disabilities. The
interpretative paradigm grounded was used to analyze the participants’
responses regarding the roles played by ICT in supporting inclusive education.
Furthermore, the analysis was undertaken to understand the
roles played by the experts in bridging the interplay between education
and ICT and to know about the impact of ICT in learning and inclusion
Each chapter explores the reality of the different countries and provides
insights about the kinds of ICT tools used in current education settings.
These notions of technology in terms of hardware, software, and
communications have varied priority levels in the different counterparts.
However, recurrent topics include digital divide, digital literacy, and their
implications in teachers’ appropriation of technology, which effectiveness
in technology integration could be tied to teacher involvement. The
range of solutions includes the use of proprietary and open source learning
environments. Thus, the use of commercial solutions could hinder
some population segments from accessing materials. Open sourced projects
like the Smart Ecosystem for Learning and Inclusion Platform (SELI
learning platform, https://seli.uazuay.edu.ec/) are a need! In any case, it
is possible that innovation resides in what people do as they appropriate
technology and not in technology itself.