Time for action! ICT integration in formal education : key findings from a region-wide follow-up monitor

This paper is a report on the key findings of a region-wide monitoring study conducted in Dutch-speaking schools in Belgium. First, we elaborate on the building blocks of the instrument, which has been updated and improved since its first deployment in 2007. In particular we focus on the core indicators, along with the multi-actor approach, the sample design and the ways in which new phenomena such as media literacy and gaming have been operationalized. Secondly, we highlight the main trends and patterns within pre-school, primary and secondary education. The first descriptive analyses show quite disappointing results with regard to ICT use at the micro level and the available infrastructure, while headmasters, teachers and pupils reported positive perceptions of different aspects of ICT integration. These results indicate an urgent need to take appropriate action. Therefore, the final part of the paper examines how ICT integration could be improved via structural changes and appropriate policymaking with regard to budgeting, teacher training and the particular role of ICT coordinators in schools

Planning and managing the cost of compromise for AV retention and access

Long-term retention and access to audiovisual (AV) assets as part of a preservation strategy inevitably involve some form of compromise in order to achieve acceptable levels of cost, throughput, quality, and many other parameters. Examples include quality control and throughput in media transfer chains; data safety and accessibility in digital storage systems; and service levels for ingest and access for archive functions delivered as services. We present new software tools and frameworks developed in the PrestoPRIME project that allow these compromises to be quantitatively assessed, planned, and managed for file-based AV assets. Our focus is how to give an archive an assurance that when they design and operate a preservation strategy as a set of services, it will function as expected and will cope with the inevitable and often unpredictable variations that happen in operation. This includes being able to do cost projections, sensitivity analysis, simulation of “disaster scenarios,” and to govern preservation services using service-level agreements and policies

Video in development : filming for rural change

This book is about using video in rural interventions for social change. It gives a glimpse into the many creative ways in which video can be used in rural development activities. Capitalising on experience in this field, the books aims to encourage development professionals to explore the potential of video in development, making it a more coherent, better understood and properly used development tool - in short, filming for rural change

Information Society Strategies in the European Context: The Case of Greece

This article sets out to analyze the policies adopted by the Greek government in its effort to accelerate the pace of reform towards a knowledge-based economy. These policies have to take into account the position that the country occupies within the emerging information society and, of course, the opportunities created by EU initiatives that aim to promote economic competitiveness and reduce regional disparities. Within this framework Greek policy makers have recognized the need for a coordinated, coherent and integrated approach, which attempts to diminish inequalities both within the country and with respect to other European Union economies. What emerges as a distinctive feature of the Greek information society strategy is the emphasis placed on the pivotal role of the state and the adoption of active interventionist policies

Community-oriented Service-Learning: A university experience for preventing cannabis abuse in vulnerable adolescents and young people

Learning integrated into community action promotes a more active citizenry. More specifically, service-learning (S-L) embedded into higher education can represent a big challenge yet also an opportunity to involve the whole university community in social and community development. This paper addresses this teaching method by identifiying and reviewing the different components that define S-L, that is: civic engagement, social responsibility, civic education, partnership, and reflection. The ways in which S-L can be introduced into the curriculum are explained, through detailing experiences already carried out in the teaching of psychology. Current available data on its efficacy in university education are analyzed. The focus now turns to a university experience involving Community Psychology students across Bachelor’s and Master’s degrees. During this experience, students on both programmes make their final-year projects to develop a prevention resource aimed at young people at high risk of problematic cannabis use. Ultimately, this program not only teaches students the principles of Community Psychology but also give them an opportunity to put them into practice