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School choice and student well-being: opportunity and capability in education

In sum, there is a variety of open and distance learning methods that have been successfully implemented with an outreach to the poorer and deprived groups in LAMICs. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities.

The national governments and non-government agencies who funded endeavours in LAMICs have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. Existing infrastructures allow only a few to develop communication and interaction skills and to become part of the new social networking paradigm. Education for the masses continues to be didactic and devoid of interaction and critique. And while e-learning may offer the opportunity to shift the distance learning paradigm from delivering of content towards learner-centred and discussion-led learning, continuing reliance on print material and broadcast technologies dominates in LAMICs Gulati Furthermore, using online education needs both high motivation and self-regulated learning competencies.

Therefore, as it was outlined in the section on LCE not all learners are prepared to profit from technology based education as online courses. Many of these technologies — email and the web, for instance — are so ubiquitous that we no longer see them as innovative; they are merely the medium through which we do business.

But much more remains to be done in order to realize the educational promise of technology. For one, there is a digital divide between haves and have-nots, and extending access to the web through cellular and broadband technologies must be a global priority. Beyond access, we need much more research on how most effectively to adopt blended learning strategies and to incorporate online learning opportunities in the classroom.

But there is evidence, that online education often lacks respective didactical concepts and is not solidly based on learning theories.


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Mostly, the technology dominates educational concepts and models. The idea that often has driven the adoption of technology in education is to save money and time. But the contrast is the case.


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High quality and successful use of ICT in education needs time and money. While there is ever greater recognition of the need to focus on pedagogy and learning, and the development of critical approaches to education that incorporate diverse perspectives and skills, uncertainty remains about precisely how to achieve this in practical terms.

Just as teachers cannot overhaul the education system alone, nations cannot counteract worldwide deficiencies in education systems in isolation.

School choice and student well-being: opportunity and capability in education - ePrints Soton

All can contribute to a global pool of expertise on how best to implement 21st century learning by forming alliances to overcome obstacles to overhauling education. In the following we provide recommendations for content and pedagogy addressing all three levels mentioned before macro, meso, micro :.

Alexander, R. Border Crossings: Towards a comparative pedagogy. Comparative Education, 37 4 , Almond, G. Ansell, B. Cambridge: Cambridge University Press. Apple, M. Cultural politics and education, The John Dewey lecture. Ashley, L. Mcloughlin, M. Aslam, J. Engel, J. Wales, S. Rawal, R. Batley, G.

Nicolai, and P. Baker, D. Stanford University Press. Ball, S. Global Education Inc. Routledge, Taylor and Francis Group. Becker, G. Benavot, A. Benson, L. Philadelphia: Temple University Press. Biesta, G. Bloom, D. World Bank. Boli, J. Bonsen, M. Spiel, B. Schober, P. Reimann eds. Botticini, M. The Chosen Few.

Table of contents

Bourdieu, P. Cultural reproduction and social reproduction. Beattie eds. Bray, M. Compare, 36 4 : Brighouse, H. Britto, P. Social Policy Report. Volume 25, Number 2. Bromley, P. Comparative Education Review, 55 4 : Brown, P.

2. Current conditions and challenges

Bryk, A. Trust in schools: A core resource for improvement. New York: Russell Sage. Bunar, N. Busemeyer, M. Wiesbaden: DUV. European Sociological Review, 29 4 , Campbell, F. Ramey, E. Pungello, J. Applied Development Science, 6, Carnoy, M.

Zeminar Presents John Doran - Wellbeing at School

Castles, F. Armingeon ed. Schmidt pp. Chabbott, C. Constructing education for development: International organizations and education for all. Cochran-Smith, M. Banks ed. II, pp. Coleman, J. Equality of educational opportunity. Washington: US. Dalton, R. Drori, G. Surrey: Ashgate. Cambridge University Press, pp. Espeland, W. Estevez-Abe, M. Soskice eds.