ICTlogy

Amartya Sen revolutionized the concept of human development by presenting his capability approach. From his point of view, it is not enough to have physical access to resources, but, in addition, one must be able to put them to the benefit of oneself. This step from objective choice to subjective choice has been completed in recent years with a third stage of development: effective choice. According to that, it is not enough to have resources, or to want or know how to use them, but, moreover, it is necessary that one is allowed to do so. Indeed, it is the strengthening of democratic institutions what has recently been at the center of debates around human development and, by extension, social inclusion.

In a digital world, in the Information and Knowledge Society, it is easy to establish comparisons between these three stages of development with the three digital divides that have been identified since the term made its fortune in the mid-1990s.

• The first digital divide is one that refers to access (or lack thereof) to technological infrastructures. A gap that, although persisting, will soon be residual as economies achieve certain income thresholds.
• The second digital divide refers to skills, the so-called digital literacy. A gap that schools, libraries and telecentres have been tackling as a priority for some years.
• The third digital divide, which adds up to (and does not replace) the former two, refers to the strategic use of ICTs to improve one’s life. We speak of online education, e-health or technopolitics, to mention only three cases where this gap is already more than patent.

This third gap, opened relatively recently, is quickly widening with the increasing presence in our lives of teleassistance, online training or political participation through social networks and spaces of deliberation, etc.

Therefore, social inclusion, and by extension the active exercise of citizenship, will increasingly depend on that third level e-inclusion, which enables a development based on full objective, subjective and effective choices.

It is likely that there will be no democracy, health or education without the active participation of citizens in these aspects.

Available data tell us that while the first digital divide is getting smaller and smaller, the second (skills) is increasingly important (especially in relative and qualitative terms: there are no more people, but they do see themselves as more digital illiterates) and, consequently, it contributes to enlarge the third one, that in many cases ends up with a flat rejection to everything that has to do with digital technology.

The so-called digital refuseniks are a group generally neglected when it comes to addressing social inclusion policies, with the probable outcome that they will be the great excluded of a society that, today, is building heavily on digital participation.

In an age of participation, engagement, co-building, it is to expect that there will be no greater active exercise of citizenship without greater and better use of the Internet; and there will be no greater and better use of the Internet if the problem of effective use of the Net is not addressed beyond physical access to infrastructures and beyond digital literacy.

As it has been stated above, there are three areas — health, learning and democracy — that are today the three most important areas (besides economic, often determined by the three previous ones) where social inclusion will be determined especially by the respective degree of e-inclusion of a given person… or an institution.

The recent achievements that have come from social innovation, open innovation and open social innovation are virtually inexplicable without that desire for an emancipated citizenship enabled by ICTs.

Selected readings

Digital divide

Political participation

Health

Education

Professors Begoña Gros and Cristóbal Suárez have edited a new book that has just been released, Pedagogía red. Una educación para tiempos de internet (Networked pedagogy. An education for the Internet age).

I have been invited to write a chapter for the book on how can we learn in networks or as networks. The easiest way to answer the question would have been to come up with a list of tools… which would have been outdated the day after the book saw the light. Instead, I focused on how “educational institutions” (understood in a very broad way: the textbook, the teacher, the classroom, the library, evaluation, etc.) could be opened, unfolded so that their momentum gathered along the years could be disrupted and actors and tasks profoundly changed.

Besides thanking both Begoña Gros and Cristóbal Suárez for their invitation, I also very heartily have to thank Toni Aguilar, as he was the first one to force me to think in this terms when he invited me to do the talk ICT and education:: evolution of education, revolution in learning, which I have repeatedly given after that — and finally became a book chapter, as now can be seen. Gràcies Toni!

The book is in Spanish, the chapter is called ¿Con qué aprender en red? Estrategias y herramientas para la abertura y disrupción de las instituciones educativas (Networked learning: strategies and tools to open and disrupt educational institutions) and here goes the abstract and the bibliography I used.

Abstract

Cuando se habla de qué herramientas utilizar para aprender en red, es fácil acabar utilizando la herramienta por la herramienta. A pesar de que nos repetimos a nosotros mismos cual mantra que las herramientas son solamente instrumentos para conseguir unos fines – en este caso de aprendizaje – nos ocurre una y otra vez que ponemos las herramientas en el lugar de los fines.

Ello ocurre incluso en los casos donde nos dotamos de categorizaciones o de verdaderas ontologías para asignar cada herramienta al cajón del que solamente saldrá cuando tengamos claro su papel instrumental.

En este capítulo vamos a evitar caer en la tentación prescindiendo, por completo, de una caja de herramientas. O de una lista. O de una categorización. Todo un reto para lo que, a primera vista, debería ser un despliegue de estrategias y herramientas para el aprendizaje en red.

En su lugar, nos centraremos en tejer la red de aprendizaje. Y lo haremos desmontando, desplegando, abriendo las instituciones que, hasta hoy, siguen protagonizado (y con mucho éxito, no querríamos perder esto de vista) la enseñanza. Y el aprendizaje, a menudo confinado a esas instituciones.

Más que en las herramientas, pues, queremos poner bajo el foco la disrupción que las instituciones educativas están sufriendo y que, en parte, viene de la mano de determinadas estrategias y herramientas. Y es analizando las disrupciones que se están dando en el papel de 10 instituciones educativas que hemos seleccionando que veremos cómo actúan determinadas estrategias y herramientas.

Bibliography