Hope-in-the-Wall? A Digital Promise for Free Learning

Autor/in	Arora, Payal
Titel	Hope-in-the-Wall? A Digital Promise for Free Learning
Quelle	In: British Journal of Educational Technology, 41 (2010) 5, S.689-702 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2010.01078.x
Schlagwörter	Playgrounds; Foreign Countries; Informal Education; Program Implementation; Problems; Developing Nations; Access to Education; Educational Policy; Policy Analysis; Educational Technology; Computer Uses in Education; Program Effectiveness; After School Programs; Sustainability; Access to Computers; Disadvantaged; Africa; Cambodia; India + Suchen Sie Ihr Suchwort? Playground; Spielplatz; Ausland; Informelle Bildung; Nichtformale Bildung; Problemsituation; Developing country; Developing countries; Entwicklungsland; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Politikfeldanalyse; Unterrichtsmedien; Computernutzung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Nachhaltigkeit; Afrika; Kambodscha; Indien
Abstract	Hole-in-the-Wall as a concept has attracted worldwide attention. It involves providing unconditional access to computer-equipped kiosks in playgrounds and out-of-school settings, children taking ownership of their learning and learning driven by the children's natural curiosity. It is posited that this approach, which is being used in India, Cambodia and several countries in Africa, can pave the way for a new education paradigm and be the key to providing literacy and basic education and bridging the digital divide in remote and disadvantaged regions. This paper seeks to establish why two such open access, self-directed and collaborative learning systems failed to take root in the Central Himalaya communities of Almora and Hawalbagh. The purpose of this study is not to deny the achievements and potential of such an approach in other settings, but to examine the tenets and sustainability of such initiatives. It is argued that there is a need to distinguish between Hole-in-the-Wall as an idea and as an institution and to reflect on the key suppositions on how unsupervised access, informal, public, self-guided and collaborative work can help in children's learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10