Moving Toward the Implementation of Contextualized Educational Technology

Moving Toward the Implementation of Contextualized Educational Technology

Esko Kahkonen (University of Joensuu, Finland) and Erkki Sutinen (University of Joensuu, Finland)
Copyright: © 2007 |Pages: 8
DOI: 10.4018/978-1-59904-325-8.ch021
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As a result of the rapid development of information and communication technologies, educational software has become readily available in the global market. Although the international transfer and trade of most technological products seems straightforward, the actors in the field must have cultural sensitivity when it comes to implementing technology-based learning tools and digital materials. This is due to the individual and cultural diversity of the global e-learning community. This diversity should be recognized when designing and implementing modern learning environments or when activating technology-based study zones. First of all, by contextualization, we refer to the various methods and processes related to design issues, pedagogical aspects and approaches, contents, or applied technologies that are needed for a learning environment to be functional and useful in a particular cultural setting. Consequently, we need to discuss contextualization from diverse perspectives. As such we have identified: cultural differences in producing e-learning materials and tools, culturally flavored learning paths, technical platform and cultural factors, and taking a multidisciplinary approach to contextualization.

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