This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change. The objectives of this book are: - To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensions in the role of ICT for education, development, and social justice around the world; - To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoing efforts to sketch a vision for addressing their needs; - To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world

In this important book, Michael Crandall and Karen E. Fisher and a dozen contributors have made Digital Inclusion their rallying cry. They provide a framework for thinking about the effects of community technology on digital inclusion and present concrete examples of the impact successful community technology providers have had on individual users, communities, and society as a whole.

By exploring the experiences of community activists and organizations working with information and communication technology (ICT) to build communities, this book offers a grounded and informed study of the role ICT plays in people's lives. The author emphasizes the importance of networks built around trust, shared spaces and local knowledge bases in the formation of significant relationships in contemporary Western societies and in doing so, questions many of the assumptions which inform the rhetorics of the information age.

We live in an information society. Or so we are told. Access to unlimited information will promote equality for all. But is the information society really going to be like this? Who is going to reap the rewards of new information and communication technologies? Focusing on a theme of exclusion, Access Denied in the Information Age dispels the myths of the information society. The authors here take a few steps back from the hype and consider the real place of these new technologies in society.

The way we talk, work, learn, and think has been greatly shaped by modern technology. These lifestyle changes have made digital literacy the new written literacy, where those who are not able to use computers are unable to function and perform everyday tasks. The Handbook of Research on Comparative Approaches to the Digital Age Revolution in Europe and the Americas explores the new ways that technology is shaping our society and the advances it is bringing, along with potential drawbacks, such as human jobs being replaced by computers. This expansive handbook is an essential reference source for students, academics, and professionals in the fields of communication, information technology, sociology, social policy, and education; it will also prove of interest to policymakers, funding-agencies, and digital inclusion program developers. This handbook features a broad scope of research-based articles on topics including, but not limited to, computational thinking, e-portfolios, e-citizenship, digital inclusion policies, and information literacy as a form of community empowerment.

This engaging and thought-provoking textbook examines the ethical, social, and policy challenges arising from our rapidly and continuously evolving computing technology, ranging from the Internet to the ubiquitous portable devices we use to access it. The text emphasizes the need for a strong ethical framework for all applications of computer science and engineering in our professional and personal life. This thoroughly revised and updated sixth edition features two new chapters covering online harassment and cyberbullying, and the complex issues introduced by the emergence of the Internet of Things (IoT). Topics and features: establishes a philosophical framework and analytical tools for discussing moral theories and problems in ethical relativism; offers pertinent discussions on privacy, surveillance, employee monitoring, biometrics, civil liberties, harassment, the digital divide, and discrimination; examines the ethical, cultural and economic realities of mobile telecommunications, computer social network ecosystems, and virtualization technology; reviews issues of property rights, responsibility and accountability relating to information technology and software; explores the evolution of electronic crime, network security, and computer forensics; introduces the new frontiers of ethics: virtual reality, artificial intelligence, and the Internet; discusses the security quagmire of the IoT, and the growing threat of bullying facilitated by electronic technology (NEW); provides exercises, objectives, and issues for discussion with every chapter. This extensive textbook/reference addresses the latest curricula requirements for understanding the cultural, social, legal, and ethical issues in computer science and related fields, and offers invaluable advice for industry professionals wishing to put such principles into practice.

This issue provides information about theories and practices associated with Problem-based learning (PBL). Partially because of changes in the Information Age that are transforming the nature of knowledge and the types of problems that people face, professors are adopting PBL in order to facilitate a broader and more up-to-date role of what it means "to learn." Professors will encounter, however, their own set of problems when designing and implementing a problem-based curriculum. Not unlike PBL assignments to their students, the issues and obstacles professors will encounter require practical solutions. The authors of this issue have practical experience in the design and implementation of PBL. Based on their experiences, they offer insightful commentaries and useful guidelines about various aspects of PBL. These guidelines include ideas for designing useful problems that can serve as the basis of PBL activities, creating environments conducive to problem solving, facilitating students' problem solving activities, and assessing students' efforts in problem solving. This is the 95th issue of the quarterly journal New Directions for Teaching and Learning.