This
section will house all the publications, presentations, and student work created by ILET participants.
Publications
Davis, N.E., & Cho, M.I. (2005, April). Intercultural competence for future leaders of educational technology. Interactive Educational Multimedia, 10, 1-22. [PDF]
Abstract: Demands of globalization today continue to increase pressure for the education of global citizens who preserve the variety and vitality of life. Our transatlantic project has been developing a shared community of graduate students and faculty experts in educational technology across six universities. Evidence of the development of intercultural competence was analyzed from artifacts, self-report, interviews, and surveys. The findings showed that students gained intercultural competence in professional and personal spheres, with openness and flexibility that include acceptance, adaptability, and multiple perspectives. Applications of educational technology served as a bridge to introduce new cultures, knowledge and people to students.
Davis, N.E., Cho, M.I., & Hagenson, L. (2005). Intercultural comptence and the role of technology in teacher education [Editorial]. Contemporary Issues in Technology in Teacher Education.4(4), 384-394. [PDF]
Abstract: This editorial introduces the challenges of applying technology to intercultural education using our ILET experience before using three complementary theoretical perspectives to introduce the articles in the special issue. The publication establishes a continuing opportunity for dialog and scholarship on intercultural education and technology due to this online journal’s invitation to submit articles in response to articles. Please contribute!
Dawson, K. & Ferdig, R.E. (2005, April). Experiences in promoting an intercultural perspective in an educational technology program. Interactive Educational Multimedia, 10, 23-37. [PDF]
Abstract: Technology is a driving force behind why intercultural education and intercultural communication are important goals for the 21st century. As such, tomorrow’s educational technology leaders must be well-versed in these areas. In this article we describe an international grant designed to build a transatlantic doctoral community focused on educational technology, highlight the impact of this grant on an educational technology program in the United States and provide suggestions for others interested in enculturating educational technology doctoral students into a community of intercultural practice. Readers will be particularly interested in our struggles (and potential solutions) related to student exchanges and our curriculum for courses designed to elevate intercultural education in our program.
Ferdig, R. E., & Dawson, K. (2005). Technology and the deep play of intercultural teacher education: A reflection on two seminal writings of Clifford Geertz. Contemporary Issues in Technology in Teacher Education.4(4). [PDF]
The selection of a seminal piece on intercultural issues in technology and
teacher education was challenging. Researchers interested in the field come from numerous fields of study, including education, anthropology, sociology, psychology, economics, business, international relations, and communication. The two essays by Cliffort Gertz (1973a, b) discussed in this paper come from the anthropological field to challenge readers with important questions about what it really means to appreciate and model intercultural education. Gertz’s essays established the terms deep play and webs of significance. Two illustrations are provided of how technology can be used in teacher education to address these issues: Reading Classroom
Explorer, which is a tool that can be used to promote intercultural appreciation of pedagogical and student diversity; and K-12/university professional development communities. The paper ends with a discussion about culture, teacher education, and educational technology that recognizes the challenges of multiple cultures and the role of thick description to get at such cultures. When this mature intercultural view of educational technology is realized, it is easier to see that the concept of a digital divide is often oversimplified and should be related to processes of
adoption and diffusion of innovations (Rogers, 1995) through multiple cultures and intercultures.
Davis, N. E., Brown, A., & Ferdig, R. (2005). Developing international leadership in educational technology. In Nicholson, P., Thompson, B.J., Ruohonen, M, & Multisilta, J. (Eds.) E-training Practices for Professional Organizations (pp. 247-254). Boston/Dortrecht/London: Kluwer Academic Publishers.
Brown, A., & Davis, N.E. (2004). Intercultural learning through digital media: The development of a transatlantic doctoral student community. In Brown, A. & Davis, N.E. (Eds.) Digital technology, communities and education. World Yearbook in Education. London: Routledge.
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Selected Presentations
Davis, N. E. et al (2004). An Intercultural Learning Experience in Educational Technology. Paper presented at SITE Conference. [Word] [PDF]
Abstract: The paper discusses the benefits and challenges inherent in transatlantic and/or global collaborations involving doctoral students and faculty members in the field of educational technology. It focuses on ILET (International Leadership for Educational Technology), a project funded jointly by the US Department of Education and the European Union. The paper presents experiences of doctoral students from Denmark, Spain, the UK and the US, their reflections on their collective experiences, and deliberations on the epistemological ramifications of their participation in the ILET project. Since 2001 the students have been engaged in transatlantic collaborations through online learning environments, student exchange between their respective doctoral schools in Europe and the US, and by conference presentations and publications. This paper expects to begin a dialogue on issues regarding global interdependency, e-mobility, intercultural competence, and linguistic and cultural imperialism grounded by the participants' experiences collaborating in the ILET community of practice.
Brown, A. et al. (2004). Network Proposed to the European Commission. The Centre for the Study of Children,Youth and Media, University of London. [Word] [PDF]
Abstract: The proposed network has a broad interest in e-literacies and access to representational technologies. Our expertise is in the mediation of experience and facilitation of intercultural communication and understanding. Our emphasis is on forms of cultural inclusion which can be technologically mediated, offering increased access to groups who are excluded for reasons of physical disability, education provision, geographical and economic marginalisation. The proposed network combines international expertise in the fields of media education, informal learning, the development of online communities, the use of media technologies by young people, intercultural applications of new technologies, the use of ICT in education, and the cultural resources of the moving image.
Davis, N. E. et al (2002). Preparing Future Teacher Educators for International Leadership with Information Technology: A European -USA project. Paper presented at the ITTE Annual Conference of the Association of Information Technology for Teacher Education, Dublin, Republic of Ireland. [Word] [PDF]
Abstract: This paper provides an overview of strategies for web-enhanced study abroad, which are being developed by a team of scholars and international programs administrators led by Niki Davis and Andrew Brown in the project ‘International Leadership for Educational Technology’. It discusses the issues of organization approach of these courses and study abroad, especially with degree programs that link international learning communities of educators and students. The project provides opportunities to increase collaboration between graduate programs in educational technology, with student mobility and the creation of a joint certificate in inter-cultural awareness. In addition, this project will work to increase sensitivity, diversity and language in online teacher preparation programs. We hope that these strategies will prove to be of value in higher education more broadly.
Davis, N. E. et al (2002). International Leadership for Educational Technology: A Transatlantic Bridge for Doctoral Studies. Paper presented at the SITE. [Word] [PDF]
Abstract: This round table aims to raise awareness of the efforts of 3 European and 3 USA graduate programs of technology in education and teacher education, who are prepared to revitalize leadership through sharing of their graduate communities through a project recently funded by the European Commission and the US Department of Education. The project aims to broaden the impact of the EC and US cooperation by ‘training the trainers’ of faculty involved in open and distance learning. The round table aims to promote discussion of travel, both real and virtual, and collaboration between programs and institutions in a way that promotes international and inter-cultural education.
Brown, A., Davis, N., Udin, V., Peterson, D., Bull, G., Shoeny, Z., Dawson, K., Ferdig, R., Sorensen, E., Gensen, J. S., Rodriguez, J.L., & Preston, C. (2002, March). Planning to Develop an Intercultural Dimension for Teacher Education? In Willis, D.A., Price, J., & Davis N.E. (Eds.) Proceedings of SITE. Association for the Advancement of Computing in Education: Charlottesville, VA.
Davis, N. E. et al (2001). Organizational Implications of Web-enhanced Study Abroad Programs. Paper presented at the International Educational Technology Conference & Fair, Sakarya University, Turkey. [Word] [PDF]
Abstract: This paper provides a view of how the marriage of information technology and international education may be achieved, as proposed by Philson (1998). However, it suggests that there is more to do than to collaborate with colleagues and provide increased access to resources. In addition, we need to work to create learning communities that span cultures, languages and continents. We recognize the dangers of globalization and a bland common universality. Our collaborative development through the ILET (International Leadership for Educational Technology) project aims to promote understanding and respect for multicultural perspectives in learning and teaching in higher education and in the preparation of teachers generally. In doing so we aim to support education for democracy and to assist in increasing the conditions for world peace.
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Selected Student Publications
Hagenson, L., Nilakanta, R., Fraser, J., Lopez, O., Nyvang, T., Ellis, K., & Davis N.E. (2004). ILET: An intercultural learning experience in educational technology. In Ferdig, R., Crawford, C., Carlsen, R., Davis, N.E.., Price, J., Weber R. & Willis, D.A. (Eds.), Society for Information Technology & Teacher Education International Conference Annual. Association for the Advancement of Computing in Education: Charlottesville, VA.
Sahin, I., Davis, N., Ellis, K., Blomstom, E. (2003, March). International leadership for educational technology: our first international reading group on the web. In Crawford, C., Davis, N. E., Price, J., Weber R. & Willis, D.A. (Eds.), Society for Information Technology & Teacher Education International Conference Annual (pp. 3784-3785). Albuquerque, New Mexico USA, Association for the Advancement of Computing in Education: Charlottesville, VA.
