Advanced

(Dis)Empowering Technologies: ICT for Education (ICT4E) in China, Past and Present

Schulte, Barbara LU (2015) In Chinese Journal of Communication 8(1). p.59-77
Abstract
Information and communication technologies (ICT) are often presented as the cure-all for various problems: ICTs for education (ICT4E) are considered promising tools for promoting self-directed, creative learning and bridging various divides, such as those between developed and developing countries, urban and rural regions, and so on. While the lofty goals of ICT4E are continuously being highlighted, surprisingly little attention has been paid to how these technologies are embedded in sociocultural and political environments.

China is no exception to this narrative of techno-determinism. In China, new technologies are being widely propagated as effective instruments for erasing differences between learners and learning communities,... (More)
Information and communication technologies (ICT) are often presented as the cure-all for various problems: ICTs for education (ICT4E) are considered promising tools for promoting self-directed, creative learning and bridging various divides, such as those between developed and developing countries, urban and rural regions, and so on. While the lofty goals of ICT4E are continuously being highlighted, surprisingly little attention has been paid to how these technologies are embedded in sociocultural and political environments.

China is no exception to this narrative of techno-determinism. In China, new technologies are being widely propagated as effective instruments for erasing differences between learners and learning communities, particularly with regard to transplanting "modern" education into rural communities. The novelty of 21st century ICT, however, tends to obscure the fact that these techno-optimist beliefs date back to attempts in the early 20th century to uplift rural China through the implementation of modern technologies. The article will scrutinize this history of techno-optimism and will relate it to recent attempts at "transformation by technology." Finally, I will discuss how the new keyword in both educational modernization and the knowledge economy—"creativity"—functions as the conceptual ideological heir to "production capacity," the core ingredient of the industrializing societies of the 19th and 20th centuries. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
ICT4E, development, techno-determinism, techno-optimism, creativity, rural China
in
Chinese Journal of Communication
volume
8
issue
1
pages
59 - 77
publisher
Taylor & Francis
external identifiers
  • wos:000349152100005
  • scopus:84961373892
ISSN
1754-4750
DOI
10.1080/17544750.2014.990909
project
Digital China
language
English
LU publication?
yes
id
cbf0d444-9b0c-4cc6-bf39-fbb9261c5683 (old id 4940699)
date added to LUP
2015-01-23 16:43:06
date last changed
2017-06-04 03:01:36
@article{cbf0d444-9b0c-4cc6-bf39-fbb9261c5683,
  abstract     = {Information and communication technologies (ICT) are often presented as the cure-all for various problems: ICTs for education (ICT4E) are considered promising tools for promoting self-directed, creative learning and bridging various divides, such as those between developed and developing countries, urban and rural regions, and so on. While the lofty goals of ICT4E are continuously being highlighted, surprisingly little attention has been paid to how these technologies are embedded in sociocultural and political environments.<br/><br>
China is no exception to this narrative of techno-determinism. In China, new technologies are being widely propagated as effective instruments for erasing differences between learners and learning communities, particularly with regard to transplanting "modern" education into rural communities. The novelty of 21st century ICT, however, tends to obscure the fact that these techno-optimist beliefs date back to attempts in the early 20th century to uplift rural China through the implementation of modern technologies. The article will scrutinize this history of techno-optimism and will relate it to recent attempts at "transformation by technology." Finally, I will discuss how the new keyword in both educational modernization and the knowledge economy—"creativity"—functions as the conceptual ideological heir to "production capacity," the core ingredient of the industrializing societies of the 19th and 20th centuries.},
  author       = {Schulte, Barbara},
  issn         = {1754-4750},
  keyword      = {ICT4E,development,techno-determinism,techno-optimism,creativity,rural China},
  language     = {eng},
  number       = {1},
  pages        = {59--77},
  publisher    = {Taylor & Francis},
  series       = {Chinese Journal of Communication},
  title        = {(Dis)Empowering Technologies: ICT for Education (ICT4E) in China, Past and Present},
  url          = {http://dx.doi.org/10.1080/17544750.2014.990909},
  volume       = {8},
  year         = {2015},
}