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Belarus, Kyrgyzstan agree on stronger cooperation with Pakistan in education

Asia/Pakistan/25.09.18/Sourcewww.thenews.com.pk.

Islamabad: Belarus and Kyrgyzstan on Wednesday agreed to increase cooperation with Pakistan in the field of education.

The agreement came as ambassadors of the two countries separately called on Federal Minister for Education and Professional Training Shafqat Mahmood here. Education secretary Arshad Mirza was also in attendance. During meeting with Ambassador of Belarus Andrei Ermolovich, the education minister said Pakistan and Belarus enjoyed good relations in the field of education and professional training.

«Our government’s top most priority is the promotion of education. We would like to promote our cooperation with Belarus in this field,» he said. The minister said though a number of memorandums of understanding and protocols had been signed between them, the two countries needed to work on their rapid implementation and further strengthening that cooperation.

Source of the notice: https://www.thenews.com.pk/print/370849-belarus-kyrgyzstan-agree-on-stronger-cooperation-with-pakistan-in-education

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Embracing tech in early childhood education

Asia/Vietnam/25.09.18/Source: vietnamnews.vn.

Learning is fun: Kids at the Lùng Vai Kindergarten in northern mountainous Lào Cai Province during playtime. Experts advocate initiatives to draw resources from both the public and private sectors to promote equity in education and ensure access to learning opportunities for all children, regardless of their age, gender, residence, ethnicity, social status. VNA/VNS Photo Thanh Hà

When Minh Hạnh’s five-year-old daughter Mai told her she had a class presentation about her favourite pets later that week, Hạnh knew just what to do.

She gathered all the photos and videos she had of little Mai with the animals her great grandparents have in Hải Phòng City, 100km from Hà Nội. There were photos of a cow, a dog and a mother pig with her herd of adorable newborns. After making them into a short clip, she used Google Photos to share it with Mai’s teacher.

She asked the teacher to help screen the clip for the class when it was her daughter’s turn to present.

When Mai came home from the presentation, she said all her friends liked it so much that they gave the clip a big round of applause.

“Some of my friends say they have never seen a real cow before,” the little one said happily.

Hạnh used to think that screen time was not healthy for children, as it can easily replace face-to-face socialising. She still holds that belief, but her views have evolved.

“I think modern technology has its advantages here – helping children to better understand what they’re learning,” Hạnh said.

“We are no longer living in a world where it’s practical to prohibit or avoid ‘screen time,’” she said. “Digital technology is certainly here to stay, and most of our children are using a smart phone as soon as they’re old enough to hold one. We can help our children by using technology in a productive way rather than fighting against it altogether.”

Lê Anh Lan, an education officer for UNICEF Vietnam, agrees.

“It is now common to apply technology in every field of life, including early childhood education,” she said. “The period from zero to eight years old is a critical phase in childhood development; a child at this age learns an incredible number of skills and retains a lot of information he or she will need to function throughout life.”

While no official statistics are available on the use of technology in preschools in Việt Nam, Trịnh Thị Xim, head of the Early Childhood Education Faculty at the Hà Nội National College for Pedagogy, said new technologies have been implemented in many cities and provinces across the country.

“We’ve seen the benefits technology brings about for the children – they’re more involved in class activities and more interested in discovering things around them when photographs or animations are presented. Visual aids help them remember better than traditional methods,” Xim said. “With thoughtful guidance, teachers can use classroom technology to help early childhood students learn age-appropriate skills.”

Xim said that while screen time used to have a bad reputation for detracting from social interaction, educators are changing that perception by embracing it as a tool.

“For instance, little kids often find it easier and more exciting to use a touchscreen rather than a mouse or a keyboard. Using tablets allows them to physically interact with the content they’re learning,” she said. Xim added that practising the use of digital tools will serve students well for years to come.

John Jeon Huh is CEO of the Jello Academy in Hà Nội, one of the schools implementing a STEM (Science, Technology, Engineering and Maths) and arts educational approach that is popular in the United States. Huh claimed the application of technology in early education has led to remarkable results.

“The integration of technology into STEM classes has created useful new experiences for young children, enabling them to have fun while discovering and testing the theories they are taught,” he said.

“Parents nowadays actually care more about our approach,” he said. “They welcome the addition of technology and STEM activities into the curriculum.”

The role of technology in early childhood education has long been recognised elsewhere in the world: the UK government sees in computers the potential to improve educational standards, and they have invested accordingly. The 2009 Home Access scheme was designed to promote the educational benefits of home computer and internet access. The Digital Britain report, produced by two UK government departments in 2009, stated that “we need a change in approach in education and training for digital life skills, starting with the youngest students.”

The No Child Left Behind legislation, introduced by the United States government in 2002, shared similar aims. One of its sections, titled “Enhancing Education Through Technology,” was designed to improve student attainment through technology. It also aimed to ensure that every student is technologically literate by the end of eighth grade.

Necessary support

Although researchers do not deny the potential benefits of technology for accelerating language and literacy development in young children, they have said that these gains are reliant on the way specific technologies are applied at home and in the classroom.

Lê Anh Lan said technology in early childhood education and early learning only proves to be effective with good preparation for teachers, parents and child care givers.

“Whether a child can benefit from technology depends largely on how it is applied by educators and adults,” she said.

Trịnh Thị Xim shared this opinion.

“Simply investing in technology or offering training in the use of new equipment will not be enough to achieve the sought-after changes; the education sector should support teachers so they can be confident enough to help students,” she said.

In order to do this, Xim believes policy makers will need to be involved.

“Training for teachers, investment in facilities for schools and the determination for change among education sector officials are critical,” she said.

John Jeon Huh said that a coordinated system is needed to ensure a lifelong foundation for young children.

“We need an educational system in which technology is applied consistently from the lowest level to the highest level – technology application in early childhood is just the first step on a lifelong path,” he said.

Despite great effort from the Government in investing in early childhood education, lots of constraints remain including limited investment for technology, Anh Lan from UNICEF Việt Nam said the state could play a stronger role.

“I also advocate for initiatives that draw resources from both the public and private sectors to promote equity in education and ensure access to learning opportunities for all children, regardless of their age, gender, residence, ethnicity, social status and their perceived capabilities, including informal learning.” VNS

Technology connects parents and teachers

The KidsOnline app was initially designed by a Vietnamese group to keep parents of young children updated on classroom activities. Over the last two years, KidsOnline has become the most popular cloud-based platform for kindergartens in Viet Nam to communicate with parents. It has almost 83,000 users.

The app, available on iOS and Android, allows parents to communicate directly with teachers. It shows what the kids are doing in real time, allowing interested parents to monitor their child’s daily learning progress. Photos of school activities are uploaded by teachers and sent to each parent’s app. It also provides information on upcoming school activities that parents may want to participate in.

Later on, the app evolved to help school managers with administrative tasks. These include managing school finances, healthcare and recruitment. Teachers can also use KidsOnline to receive notes from parents and send feedback instead of communicating with parents solely through paper-based reports, email or face-to-face interaction.

“Of course in-person contact would still be the preference of every parent when it comes to talking with their child’s teacher, and we never hope to replace such an important communication channel,” said Lê Huy Long, CEO of KidsOnline. “We hope to supplement this by providing regularly updated information on how children are doing at school, and keeping a record of all relevant activities.”

Source of the notice: https://vietnamnews.vn/society/education/465157/embracing-tech-in-early-childhood-education.html#jRmjP2PyGcI0jlJ8.97

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Kuwait: Qatari teen wonder featured in Qatar and Kuwait school textbooks

Asia/Kuwait/24.09.18/Source: thepeninsulaqatar.com.

The Peninsula Online

Ghanim Al-Muftah, often dubbed the Qatari “miracle child” for having overcome the physical limits imposed by rare Caudal Regression Syndrome which impaired the development of his lower spine, is now featured in both Qatari and Kuwaiti school textbooks.

His life journey is study material for 10th-grade life and vocation skills book, which is in Arabic.

In Kuwait his story is published in 8th grade English book. A user tweeted a picture of the lesson and the cover, which was posted on Instagram and Twitter by  Ghanim.
The lesson is titled «My incredible story» by Ghanim Al Muftah.

“Qatari teenager Ghanim was born with a rare disease which stops the development of the lower spine. Doctors told his family he probably would not survive. Ghanim has inspired people around the world by surviving and, incredibly, by becoming an athlete. He shares his story of hope and determination with the world. His dream is to become a Paralympian,” the lesson continued.

«Through my Instagram account, where I have almost one million followers, I want to say that everyone has the right to dream. Social media is a window to the world. It helps us get our message out there faster and we have to use it in a positive and useful way. I want people to understand that people with disabilities are capable of giving and are active in society,” Ghanim said in the lesson.

Thanking the Ministry of Education of Qatar and Kuwait he tweeted (translation from Arabic):

“The Ministry of Education in Qatar has had my profile in grade 10 curriculum of life and vocational skills subject. This was great encouragement, I thank you to all.”

“Today, I would also like to thank the Ministry of Education in the State of Kuwait for their generous initiative to develop a profile in the eighth-grade curriculum. Thank you from the heart and I wish to be a good ambassador of my country Qatar.”

Ghanim al Muftah is an inspiration to many. At an young age, this budding entrepreneur, aspirational Para-Olympian and social media success has won the hearts of nearly 1 million followers on Instagram and practically everyone he’s ever met. Ghanim has only ever confronted his situation with courage and determination. Although still just a teenager, Ghanim has achieved so much in his lifetime, despite his physical impediments.

He has set up his own charities, is active in various sports activities and is also an entrepreneur after setting up his own ice cream shop.

Source of the notice: https://thepeninsulaqatar.com/article/19/09/2018/Qatari-teen-wonder-featured-in-Qatar-and-Kuwait-school-textbooks
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Malaysia: Education, key to protecting our planet

Asia/Malaysia/24.09.18/Source: www.thestar.com.my.

MALAYSIA is recognised as one of the top 12 mega-biodiversity countries in the world. Our country is home to a great variety of natural resources that provide for the well-being and economic development of its people.

However, the pursuit of growth at the expense of the environment poses many threats to these resources and the people who depend on them. There has been a continuous and alarming decline of forest cover across Malaysia, and this contributes to flooding problems and the pollution of rivers from fine sediment washed from the land surface.

The loss and fragmentation of natural habitats, made worse by poaching and illegal wildlife trade, have caused a collapse of wildlife populations in our country.

Off our coastlines, unsustainable fishing to feed the demand for seafood has caused fish stock depletion while related pollution and bycatch threaten a range of other marine life. The responsibility to protect the one and only planet we have lies within every individual from all walks of life.

We believe that education is the key to ensuring protection of our planet and its natural resources. Education is the foundation – everything a child sees or learns becomes a part of him or her, and helps shape his or her perceptions and attitudes towards the world. Therefore, an early and well-designed exposure to environmental issues is a critical step towards conservation – it creates good citizens.

Pakatan Harapan’s aspiration to be business friendly and to balance economic growth with environmental protection (Promise 39 of Pillar 3), require a holistic Environmental Education (EE).

There should be a focus on young people, but this education should also be directed at parents, teachers, lecturers and administrators. In short, we believe that EE is fundamental to realising the Government’s promise.

There are four recommendations that we feel strongly about and which could shift the paradigm of EE. Firstly, the formulation and introduction of a policy on Education for Sustainable Development. This will help emphasise that EE plays an integral part of the education system and it needs to be addressed in a holistic manner across all discipline areas. Currently there is no systematic approach to the integration of EE in the classroom – it is taught ad hoc and very much left to the personal efforts, priorities or time available to those involved in teaching and education.

Secondly, we advocate the ministry to establish smart partnership with students, parents, teachers, education advisers, private organisations, research institutions, environmental and social NGOs and business regulators, as well as local communities. This will allow all partners to advance their common interests and learn from each other’s expertise in order to provide mutual support, and to increase commitment to a particular set of decisions they all consider important.

Thirdly, we call on the ministry to harness the network of higher learning institutions, research institutes, environmental and social NGOs to capitalise on their technical expertise and capacity for leadership. Currently, many research outcomes related to EE are not integrated within either curricula or approaches to teaching and learning. Harnessing the expertise available to us is crucial in designing curricula for all levels of education, adopting best practice in teaching and educational approaches.

Finally, we are aware that funding is an essential part of the implementation process; hence, we encourage the ministry to make available the resources necessary for successful delivery of EE, as well as ongoing monitoring of this education so that its success can be evaluated.

It is both imperative and timely that we realise EE is more than information about the environment. EE inspires students to consider and balance environmental issues along with others. It develops their critical thinking and reasoning skills that will in turn enhance their problem-solving and decision-making abilities throughout life.

This is in line with the ministry’s aspiration to instil Love, Happiness and Mutual Respect among students.

This open letter to Education Minister Dr Maszlee Malik has been prepared on behalf of our members and supporters, who believe that education is fundamental to developing the next generation of leaders for Malaysia – leaders who will push for sustainable development as the country’s main agenda.

We urge you to make Environmental Education a priority.

We thank you for taking the time to read this letter and look forward to your considered response.

Malaysian Environmental NGOs (MENGO) coalition members offer our full support to the development and implementation of a comprehensive Environmental Education system in Malaysia.

Source of the notice: https://www.thestar.com.my/news/education/2018/09/02/education-key-to-protecting-our-planet/

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Desperate parents are bribing priests with muffins – our faith school system must end

Por Zoe Williams

Parents pretend to be religious and clerics pretend to believe them. Getting into state-funded church schools encourages hypocrisy all round

Everyone knows how church schools work. It isn’t even fun describing it to foreigners any more, so well known is it that we have a cock-eyed system where state-funded establishments will only educate the adherents of a particular faith, who are so few in number – and mostly retired – that there are probably not enough real ones to fill a single primary school. For a brief window, citizens pretend to be religious, clerics pretend to believe them and all the right children get into the right schools. Somehow, this foundation of mutually acknowledged deceit is really good role-modelling.

It can be subtle: a vicar will write you a recommendation if he knows you, but to know you, he has to see you. But did he see you? Did you sit at the front? Does he know your name? In areas densely packed with Roman Catholic schools, priests haven’t enjoyed this much power since 16th-century Florence. They can’t walk into Waitrose without being given a muffin.

But the more modern way – in which everything has to be measured, because we all love transparency – involves a great deal of counting. In some schools, it is 10 points if you were baptised before you were six months old, five points after. I know someone who ended up serving the eucharist to get his numbers up. How did he even know how to do that? Oh, apparently, it is really easy.

In south-west London, there was a church with a book: you got a mark for attending; 40 ticks in a year assured your child a place at a church school, 20 might get them on a waiting list. It sounds like a manageable number, 40, until you take out hangovers and holidays and realise that means every week. Nevertheless, it was working fine until someone stole the book.

What is a reasonable vicar to do? Clearly, someone needs to set fire to all the parents, as a lesson for the future. Geneva conventions, Geneva schmonventions. There are times when only collective punishment will do. Or lay waste to the school. See how they would like that, having their children educated in the secular tradition that is so poisonous to young minds, even though it seems to be working fine for everyone else.

But what if the theft was not committed in self-interest? What if it was someone protesting that the sublime act of worship had been debased into a set of transactions, a system blatant but not honest, faith-based but not faithful? What if, on the day of reckoning, God agreed with the thief? The conundrum is so unwieldy it is like trying to get a moral duvet into a spiritual duvet cover.

Everything that is wrong with the process is contained within the book, everything that renders us powerless in the face of it is contained within the theft of the book. I would paymoney to know where the book is now.

We should reject faith schooling. Apart from all the nonsense, it is discriminatory. If you are the child of atheists, or people who want to stay in bed, or people who do not understand the bells, whistles, smoke and mirrors, that is not your fault. This system is the opposite of comprehensive and runs counter to all the principles upon which a universal right to an education is founded. Unfortunately, it is not at all interesting until you have a child of four, or 10, at which point all you want to do is give a priest a muffin.

It is not unusual for Boris Johnson and his works to give you an eerie sensation of falling through time, landing in a decade you never wanted to see. His marriage overjournalists are picking apart the character of Miss X as though they are in a 50s knitting circle. (Is she a “party girl”? Sources suggest that she is.) Yet Johnson’s reputation remains untouched. Most people do not care that he committed adultery and find it irrelevant to his fitness to govern. And when I say “most”, that is not a referendum most; that is a real, 72% most, according to a Sky Data poll.

There is an obvious explanation, which is that his reputation for deceit was so well established that it would have taken far more than a simple affair to diminish it; it would have had to be a mega-affair, with the Duchess of Cambridge, or his daughter’s boyfriend, or the entire membership of a branch of the Conservative party, treasurer included. It is not interesting when a snake swallows a mouse; it needs to swallow a football or a Magimix.

While that is plausible, it misses the bigger shift: sexual politics has moved on and left the media behind. Most people distinguish quite well between public and private; more importantly, most people see sex as a crime only when it is non-consensual.

If you take that principle seriously, to bring the weight of your disapprobation down upon two people having consensual sex is diminishing, and not just of your own maturity. You can’t make a strong or meaningful case against sex as an act of violence, an exertion of power, if you think all sex is your business and all of it is disgusting. Johnson’s shagging may be the most mysterious thing about him, but it is the least dishonourable.

A sperm bank in California is offering lookalike genetic material, enabling you to choose a baby that looks like a star. Ben Affleck is a favourite, but you can also choose David Beckham, if what you want is a son who looks like a person who is really good at football. It seems a little shortsighted: what if you ended up with a girl who looked exactly like Ben Affleck? But consider multiple children and the vista cracks open: you could have one Ben Stiller and one Owen Wilson and create a mini-Zoolander when they are seven. I would get a Tony Benn and a Roy Jenkins, give each a pipe (a fake one – I am not a lunatic) and make them debate.

Source of the article: https://www.theguardian.com/commentisfree/2018/sep/12/desperate-parents-are-bribing-priests-with-muffins-our-faith-school-system-must-end

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Education in the age of automation

By Lee Jong-Wha

As digital technologies and automation have advanced, fears about workers’ futures have increased. But the end result does not have to be negative. The key is education.

Already, robots are taking over a growing number of routine and repetitive tasks, putting workers in some sectors under serious pressure. In South Korea, which has the world’s highest density of industrial robots — 631 per 10,000 workers — manufacturing employment is declining, and youth unemployment is high. In the United States, the increased use of robots has, according to a 2017 study, hurt employment and wages.

But while technological progress undoubtedly destroys jobs, it also creates them. The invention of motor vehicles largely wiped out jobs building or operating horse-drawn carriages but generated millions more not just in automobile factories, as well as in related sectors like road construction. Recent studies indicate that the net effects of automation on employment, achieved through upstream industry linkages and demand spillover, have been positive.

The challenge today lies in the fact that the production and use of increasingly advanced technologies demand new, often higher-level skills, which cannot simply be picked up on the job. Given this, countries need to ensure that all of their residents have access to high quality education and training programs that meet the needs of the labor market. The outcome of the race between technology and education will determine whether the opportunities presented by major innovations are seized, and whether the benefits of progress are widely shared.

In many countries, technology has taken the lead. The recent rise in income inequality in China and other East Asian economies, for example, reflects the widening gap between those who are able to adopt advanced technologies and those who aren’t. But mismatches between education and jobs plague economies worldwide, partly because formal education fails to produce graduates with skills and technical competencies relevant to the labor market.

In a report by the Economist Intelligence Unit (EIU), 66 percent of executives surveyed were dissatisfied with the skill level of young employees, and 52 percent said a skills gap was an obstacle to their firm’s performance. Meanwhile, according to an OECD survey, 21 percent of workers reported feeling over-educated for their jobs.

This suggests that formal education is teaching workers the wrong things, and that deep reform is essential to facilitate the development of digital knowledge and technical skills, as well as nonroutine cognitive and noncognitive (or “soft”) skills. This includes the “four Cs of 21st century learning” (critical thinking, creativity, collaboration and communication) — areas where humans retain a considerable advantage over artificially intelligent machines.

The process must begin during primary education, because only with a strong foundation can people take full advantage of later education and training. And in the economy of the future, that training will never really end. Given rapid technological progress, improved opportunities for effective lifelong learning will be needed to enable workers to upgrade their skills continuously or learn new ones. At all levels of education, curricula should be made more flexible and responsive to changing technologies and market demands.

One potential barrier to this approach is a dearth of well-trained teachers. In sub-Saharan African countries, for example, there are some 44 pupils for every qualified secondary school teacher, on average; for primary schools, the ratio is even worse, at 58 to one. Building a quality teaching force will require both monetary and nonmonetary incentives for teachers and higher investment in their professional development.

This includes ensuring that teachers have the tools they need to take full advantage of information and communication technology (ICT), which is not being used widely, despite its potential to ensure broad access to lifelong learning through formal and informal channels. According to the EIU report, only 28 percent of secondary school students surveyed said that their school was actively using ICT in lessons.

ICT can also help to address shortages of qualified teachers and other educational resources by providing access across long distances, via online learning platforms. For example, the Massachusetts Institute of Technology’s OpenCourseWare enables students around the world to reach some of the world’s foremost teachers.

This points to the broader value of international cooperation. The education challenges raised by advancing technologies affect everyone, so countries should work together to address them, including through exchanges of students and teachers and construction and upgrading of ICT infrastructure.

All efforts to bolster education should emphasize accessibility, so that those who are starting out with weaker educational backgrounds or lower skill levels can compete in the changing labor market. Well-designed and comprehensive social safety nets — including, for example, unemployment insurance and public health insurance — will also be needed to protect vulnerable workers amid rapid change.

The artificial intelligence revolution will be hugely disruptive, but it will not make humans obsolete. With revamped education systems, we can ensure that technological progress makes all of our lives more hopeful, fulfilling, and prosperous.

Source of the review: https://www.japantimes.co.jp/opinion/2018/09/17/commentary/world-commentary/education-age-automation/#.W6BP_s5KjIU

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How kids in a low-income country use laptop —lessons from Madagascar

Africa/Madagascar/17.09.18/Source: mg.co.za.

Every child, no matter what country they’re from or their social background, should have the chance to use and learn about technology. That’s the thinking behind a number of projects led by international organisations like UNESCO and UNICEF. They hope to bolster education and economic growth by making digital technologies available in the developing world.

The One Laptop Per Child project was a pioneer in this field. This educational project, launched by the MIT in 2005, produces laptop computers suitable for children aged between 6 and 12. These are loaded with an operating system that features free educational software called Sugar. The programme has been rolled out at schools in more than 30 countries.

The project aims to equip all primary school children and all teachers with computers in a way that involves communities and that ensures everyone feels a sense of responsibility for the equipment. For example, kids aged six to 12 own their computers and can take them home to use.

Research shows that using technology in school makes children more engaged with learning. We wanted to know how children in low-income countries use laptops in their everyday lives; in school and after class. To find out, we embarked on a study in a village in Madagascar four years after the project was launched there.

Our results show that the use of computers in low-income countries supports formal and informal learning activities at home. It provides easy access to information, educational games and tools for self-expression.

Use at school

Madagascar, an island nation off Africa’s southeast coast, is extremely poor: 75% of the population (25 million) live below the poverty line, and the country scores low on the human development index, performing poorly in areas like education and living standards.

The study was conducted in a village located on the island of Nosy Komba, in the northeast of the country. Laptops are seen among residents there as high status objects because they cost a lot of money. None of the parents we interviewed could afford to buy one. They also have a high symbolic value: parents believe that if their children can master laptop use they will become more intelligent and develop professional skills.

A programme was rolled out in the village by One Laptop Per Child France and another French organisation, Gducœur. They supplied laptops and provided technical, logistical, administrative, financial and educational support. The laptops were given to 160 children aged between 5 and 15 enrolled in the village’s primary school.

Our analysis was both quantitative and a qualitative. We examined logs that showed which applications the children had used on their laptops during the previous 12 months; we analysed what they’d produced – for instance, recorded files. And we interviewed the children and their parents.

The results showed that the laptops were used very differently at school and in the children’s homes. At school, computers were generally used to learn about word processing, to play educational games and to support creative activities (drawing, digital story telling). Computers were also used as a virtual learning environment that offered a range of resources unavailable in the classroom like calculators, ebooks, maps, a watch, measuring tools and so on.

At home the children, like their peers in developed countries, largely used computers to take photos or make videos, listen to music, play games, share content and do homework. The younger children tended to use fewer reading and writing applications. Those in the equivalent of fourth and fifth grade used more digital books; they also shared images and videos more frequently with their friends.

Similarities and differences

Our findings suggest that developing countries like Madagascar have something in common with western nations when it comes to laptop use, such as how the children used the computers at home.

But there was one marked difference: computer use in Madagascar tended to be a collective rather than an individual practice. Children and their families would gather around one laptop to play educational games, take photos or make videos. Computers were being used to strengthen existing social relations among siblings, parents and peers.

All of this is important and valuable. Laptops have introduced the children of Nosy Komba to previously inaccessible tools. But we found that original projects were limited. While applications used were designed to foster creativity, children need support to develop creativity skills.

Educators have a crucial role to play here. They can help to nurture children’s creativity: the can help them to connect their lived experience and to express their imagination to produce original content. This will unlock new forms of expression and different kinds of literacy, including visual.

Source of the notice: https://mg.co.za/article/2018-03-20-how-kids-in-a-low-income-country-use-laptop-lessons-from-madagascar

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