Technology Enhanced Learning Against Social Exclusion
We are increasingly migrating into cyberspace. Information and Communication Technologies (ICT) are part of our everyday life and permeate many activities, such as working environments, daily communications and relationships, handling of administrative affairs, etc. They have become a basic priority and a key driver in politics, economics and -more significantly for this issue- education. However, it is necessary to promote further digital equity in order to enhance social inclusion in/through this migrating process.
Today many agree that most conceptions of digital inequity or the so-called digital divide need to be reassessed, as the sole provision of hardware, software and Internet access is not a guarantee of eInclusion and enhanced social inclusion. In fact, we need to make sure that they are effectively integrated into communities, institutions and societies, and used by citizens in order to engage in meaningful social practices (Warschauer, 2003 ).
The year 2010 has been declared the European Year against Poverty and Social Exclusion. This issue of eLearning Papers aims to contribute to the debate by presenting some advantages and opportunities afforded by Technology Enhanced Learning for social inclusion. The authors of the papers explain how to build more inclusive ICT through innovative ideas.
Five distinct populations, who are prone to social exclusion, are examined in the articles: minority language groups, disadvantaged children, dyslectics, people with visual impairment and school drop-outs.
In the first article, Melinda Dooly outlines how Technology Enhanced Learning could help to empower language minority groups, especially if it is looked at holistically. This is, in a way, what da Silva et al. achieve in their own contribution. They describe how 200 video poker machines have been converted into educational tools in Brazil and used for reducing poverty risks and boosting social inclusion of primary school children.
The two following articles deal with physical disability and inclusion. In Spain the ONCE Access to Educational Content Group was set up to carry out research, training and assessment in the field of accessibility for people with visual impairment, as Ana Isabel Ruiz outlines in her article, while Torrisi and Piangerelli present the international ICTBell project based on the inclusion of dyslexics via ICT.
The context of the last paper of this issue, written by Franco Alvaro, is that of school drop out among young students. The European project E-Motion is using innovative techniques to modify the way in which learning is delivered to this group, particularly through the use of electronic music.
Without doubt, these initiatives will contribute to the discussions held and encouraged during the European Year against Poverty and Social Exclusion.
Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press
