Abstract: While information and communication technologies are ubiquitous in Western culture. The assimilation of such technologies is offering a broad dynamic Southeast Asia. The complexities that hold back the liberal embracement of these technologies fall under three realms, sociological, pedagogical, and the integration into institutes of higher learning. An effort is made to understand better these dilemmas and offer a justification for the further study with the aim of providing better practices.
Introduction
Information and communication technologies (ICTs) are expanding from westernized nations to other nations around the world. Also, the development of learning tools are in conjunction with these technologies designed for westernized cultures, with this in mind there appears to be a conflict of interest. If one is to examine a snapshot from the 2012 PISA report, a topical evaluation will clearly indicate that students in East and Southeast Asia are performing better than the rest of the world in mathematics (OECD, 2014). The instructional tools and pedagogy methods used is intricately intertwined with the Asian culture (Young, 2014). The precept is that by utilizing western technology tools, one should …show more content…
As the dynamics are much greater than old versus new, as the educational system is a deeply rooted segment of the cultural identity. A change in the educational system imposed by ICT will have a pronounced effect on cultural identity. These changes begin at the most granular level in the classroom and worked themselves up to the school and the institution and then to the city-state level. Also, these societies still remember how colonialization affected their traditions. It is not easy for older Asians to readily embrace ICT as they have associations of ICT in a colonial context. As best stated by the previous prime minister of
Introduction
Information and communication technologies (ICTs) are expanding from westernized nations to other nations around the world. Also, the development of learning tools are in conjunction with these technologies designed for westernized cultures, with this in mind there appears to be a conflict of interest. If one is to examine a snapshot from the 2012 PISA report, a topical evaluation will clearly indicate that students in East and Southeast Asia are performing better than the rest of the world in mathematics (OECD, 2014). The instructional tools and pedagogy methods used is intricately intertwined with the Asian culture (Young, 2014). The precept is that by utilizing western technology tools, one should …show more content…
As the dynamics are much greater than old versus new, as the educational system is a deeply rooted segment of the cultural identity. A change in the educational system imposed by ICT will have a pronounced effect on cultural identity. These changes begin at the most granular level in the classroom and worked themselves up to the school and the institution and then to the city-state level. Also, these societies still remember how colonialization affected their traditions. It is not easy for older Asians to readily embrace ICT as they have associations of ICT in a colonial context. As best stated by the previous prime minister of