Education in Conflict Resolution Using ICT: A Case Study in Colombia

Education in Conflict Resolution Using ICT: A Case Study in Colombia

Ana Dolores Vargas Sánchez (Center for Technologies for the Academy, Universidad de La Sabana, Chía, Colombia and Universitat Autònoma de Barcelona, Balleterra, Spain) and Luis Eduardo Veloza Chamucero (Universidad Militar Nueva Granada, Bogotá, Colombia and Universidad Manuela Beltrán, Bogotá, Colombia)
Copyright: © 2017 |Pages: 15
DOI: 10.4018/JCIT.2017040103

Abstract

Education in today's society has meant that new challenges arise, including training on coexistence and a culture of peace in technological media. This article presents the results of a study that aimed to identify how information and communications technology (ICT) can support training in conflict resolution in Colombian public education. To address the use of technology for training in conflict resolution in this experience, the authors took into account the following categories of analysis: peaceful strategies or techniques for conflict resolution; methods and models for conflict resolution; and best practices with ICT. The research results helped identify the relevance of the use of technological tools for education in conflict resolution at an early age and the importance of providing training for teachers in these cross-sectional areas of school contexts.
Article Preview

Theoretical Approach

Undoubtedly, the exercise of coexistence and a culture of peace has been affected by the use of technological tools to the point that, for students and for teachers and administrators, it has become necessary to encourage programmes that contribute to media and information literacy (Diergarten, Möckel, Nieding and Ohler, 2017; Yu, Lin & Liao, 2017; Hayes, 2016; Johnson-Grau, Gardner, Slater & McLean, 2016) and digital citizenship (Ribble, Bailey and Ross, 2004; Blevins, LeCompte and Wells, 2014; Ministerio de Tecnologías de la Información y las Comunicaciones, 2014). Thus, “Nowadays, mass media being referenced as a basic source of information has great importance in development of cultural, social, political, democratic conscious and especially in the development phase of culture of conscious citizenship” (Karaduman, 2015, p. 3039).

Education for students to develop skills related to conflict resolution using ICT is a subject of interest that has gained strength in the teaching and academic community in recent years. Several studies have focused on enhancing and researching the relationships that may arise with the use of ICT to support training processes for conflict resolution (DeVoogd, Lane‐Garon and Kralowec, 2016; Olsher, 2015).

Some authors have focused on the effects of ICT on behaviours that can occur in students, such as cyberstalking or cyberbullying (Mateus, Veiga, Costa and das Dores, 2015; Hase, Goldberg, Smith, Stuck and Campain, 2015; Garaigordobil, Martínez, Páez, and Cardozo, 2015; Del Barco, Mira, Verdasca, Castaño, and Carroza, 2013; Menay and de la Fuente, 2014; Fisher, Gardella, and Teurbe-Tolon, 2016), whereas others have focused on proposing prevention programmes that help foster conflict resolution using nonviolent actions (CFIE Valladolid, 2012; Garaigordobil and Martínez, 2014; Ortega, Del Rey and Casas, 2013; Del Barrio, 2013; Corredera, 2015; Clayton, Ballif-Spanvill and Hunsaker, 2001; Suárez, 2014; Collados, 2014; DeVoogd et al., 2016). It is noteworthy that addressing conflicts is also contemplated within the new dimensions of what has been called cyber-coexistence (Ortega, Del Rey, and Sánchez, 2012).

Complete Article List

Search this Journal:
Reset
Open Access Articles
Volume 21: 4 Issues (2019): Forthcoming, Available for Pre-Order
Volume 20: 4 Issues (2018)
Volume 19: 4 Issues (2017)
Volume 18: 4 Issues (2016)
Volume 17: 4 Issues (2015)
Volume 16: 4 Issues (2014)
Volume 15: 4 Issues (2013)
Volume 14: 4 Issues (2012)
Volume 13: 4 Issues (2011)
Volume 12: 4 Issues (2010)
Volume 11: 4 Issues (2009)
Volume 10: 4 Issues (2008)
Volume 9: 4 Issues (2007)
Volume 8: 4 Issues (2006)
Volume 7: 4 Issues (2005)
Volume 6: 1 Issue (2004)
Volume 5: 1 Issue (2003)
Volume 4: 1 Issue (2002)
Volume 3: 1 Issue (2001)
Volume 2: 1 Issue (2000)
Volume 1: 1 Issue (1999)
View Complete Journal Contents Listing