New research argues being poor uses so much mental energy there is little brainpower leftover to make good, life-changing decisions"

See Poverty can make you stupid, UBC study shows

 http://www.vancouversun.com/technology/Poverty+make+stupid+study+shows/8848734/story.html

Why technology is the future of conflict prevention?

I read the following article online (http://www.internationalpeaceandconflict.org/forum/topic/show?id=780588%3ATopic%3A871997&xgs=1&xg_source=msg_share_topic#.Uh03a6x0k0k) and found it interesting. I decided to post the entire article on my blog, since it's relevant to PIDP 3240 course. I think technology plays a significant role in building trust between conflicting nations as long as both sides of conflict have access to technology equally. Sedi

Why Technology Is the Future of Conflict Prevention
Over the last decade or so the use of ICTs (information, communications and technology – social media, internet and mobile phones) have actively shaped conflicts, as witnessed in Tunisia and Egypt. Citizen engagement, or just passive participation by the virtue of being a recipient of ICT communications, in important socio-political transformations has become more ubiquitous because of access to mobile phones and various kinds of social media. Access to ever-increasing information and data also translates into the ability to monitor events and evaluate and trigger responses to verifiable crises. This also allows various private and public sector organisations to access real-time information and data through social media and mobile phones.
Daniel Stauffacher, Barbara Weekes and Sanjana Hattotuwa (leading practitioners from the ICT4Peace organisation), in a preliminary discussion paper titled Digital Divide Debates -Understanding the Real Impact of ICTs, Social Media and Crisis Mapping, interestingly point out that peace is often a prerequisite to development and that enormous amounts of progress accomplished during years of peace can be wiped out in just a few weeks of conflict:
Peace is a necessary prerequisite for social and economic development. Throughout the world, many regions experiencing violent conflict are cut off from equitable, sustainable development opportunities. Also, in recent years, we have witnessed decades of excellent development work done by countries and international organisations destroyed through conflict in a matter of weeks. The return on investment in conflict prevention is immeasurably larger than the investments required to reconstruct countries and build peace post-conflict.
The takeaway from this report is that conflict prevention is critical to ensuring that years of progress do not unravel. Today’s post will explore the opportunities and challenges presented by the use of ICTs in conflict prevention and transformation.
While the use of communications technology to incite conflict and propagate messages of hate and destruction are well known, the question that now arises is whether we can use ICTs for peacebuilding and ensuring stability in a post-conflict situation. Practitioners in the field of tech4Peace (technology for peace) are analysing four crucial questions:

1. How to combine traditional conflict prevention methods with tech-based solutions?
2. Is this limited to only countries/regions with internet access or mobile networks?
3. Is this limited to only the early-warning aspects of conflict prevention?
4. How to make technology-enabled initiatives more conflict sensitive?

In doing so, there is also a need to ensure that technology-based interventions ‘Do No Harm’. Given that access to different kinds of technologies and communications tools is not uniform around the world, we need to take a step back and consider if technology is helping us create more connections than divisions within societies, or vice-versa, or is it doing both simultaneously?
More importantly, the question that stares back is, are we putting too many expectations on technology in promoting peace and harmony – are we being realistic?
ICTs are increasingly being used to track progress on the ground, for conflict prevention and resolution, and to maintain stability through peace-keeping efforts. In all these areas, we see the humanitarian aid agencies and government bodies relying more and more on mobile technology, and other interactive tools to tackle potentially hostile situations.
Conflict Prevention during Kenyan elections
The world watched earnestly as Kenyans stood in mile-long lines outside polling booths to cast their votes during the recent 2013 presidential elections. The anxiety around the election period was reflective of the unprecedented violence that followed the previous elections in 2007-2008.
Christopher Radler talks about his experience as a security risk manager during the 2013 elections and as part of the Crisis Information Management (CIM) team for Uchaguzi – a platform developed by Ushahidi. The conflict mapping and crowd-sourcing platform was developed ahead of the elections, and it allowed Kenyans with mobile phones, or access to the Internet, to send real-time, on-the-ground election-related information to Uchaguzi through SMS or social media. The information was then verified by a team of volunteers who assessed the reported information and translated this by geo-locating the received information on the map set-up at Uchaguzi’s website. Recognising the difficulties in verifying each and every incoming report, Radler notes that “though limited in many ways and often of questionable reliability, they (the platform) were allowing us to capture the ambience on the ground and…foresee trends”.
While violence did happen in Mombasa by the separatist rebel group trying to deter voters, it was limited and did not escalate beyond. Despite both the candidates playing the tribal card, and the fact that questions of vote-rigging were raised, this did not translate into a repeat of the 2007-08 violence. So what prevented violence despite the many triggers? Not only were Kenyans urged to opt for peace through text messages, but every institution in the country, popular personalities and religious leaders chose to use their influence to promote peace. Journalists were also careful in reporting and omitting inflammatory speeches – Raila Odinga’s post-election speech was not aired due to fears that it may incite violence – journalists displayed personal responsibility and patience in covering events and urging people to stay calm. These initiatives by tech experts and civil society did ensure that peace happened. Most importantly their efforts in promoting peace and conflict prevention were collaborative.
Prior to this in 2010, UNDP (United Nations Development Programme) introduced crowd-sourcing for conflict prevention through its Uwiano Platform for Peace whereby citizens could report incidents of violence during the 2010 referendum by sending mobile text messages to a toll free number. A total of 20,000 text messages were received, analysed and verified by a team of volunteers and staff; this information then fed into initial responses from members of the civil society and the police.
While Uchaguzi and Uwiano may be only two of the few examples of crowd-sourcing for conflict prevention and mapping, they give us an insight on how similar platforms/methods can be used to understand local trends and potentially also trigger early responses to mitigate a full-fledged conflict.
Key Challenges in Using Digital Tools for Conflict Prevention
This brings us to the earlier questions that trouble the ICT-for-Peace enthusiasts: -
Are we limiting our audience/participants to those only with access to digital tools? In doing so, are we creating a so-called digital divide, where access-to-peace is limited to those with a mobile phone and an internet connection? Or is this less of an issue, as mobile phone penetration (though not Internet access) is reaching almost 100% among adult populations in most developing countries.
Even if everyone had access to these digital tools equally – how do we verify the potential overflow of information and direct conflict prevention responses efficiently and in due time?
Also, how do we create trust in the system? In other words, how do we ensure transparency, and at the same time, anonymity of the participants (as in some cases, the identity of those participating may be in jeopardy, especially in situations where state authorities are part of the problem – see UNDP Issue Brief on Using Technologies for Conflict Prevention).
And lastly, there would be a need to build capacity in how to use the latest ICTs, so how do we ensure that we train people as quickly as we are producing different kinds of communication methodologies?
In the midst of all this, is it too difficult to manage the impending marriage of traditional conflict prevention methodologies with tech-based solutions that require thought and understanding? Put another way, with access to an ever increasing flow of information and the potential to initiate localised conflict prevention responses, are we being realistic in our ambitions with technology? Do share your thoughts with us below and tell us what you think!

Hilary Cremin's lecture on peace education

I found the following link to peace education interesting. The speaker's name is Hilary Cremin and the title of her lecture is: Transformational Peace Education in the 21st Century

Benefits of Technology in Course Design and School Curriculum

Aug 18, 2013

PIDP 3240 Journal #2

Benefits of Technology in Course Design and School Curriculum

Objective:

According to Bowen (2012), almost every student brings a laptop and a smart phone to class. He makes clear that knowledge is available to them from both the classroom where educators deliver lectures, and from many other internet related sources.  Educators can create a community of engaged students by designing courses that motivate students to learn and stimulate “… their minds and their technology and not let them sit passively.” (p. 213) To Bowen, the use of technology as a tool in course design and in the creation of collaborative learning environments is referred to as the ‘naked classroom’ which allows teachers to take advantage of technology to eliminate boredom and stimulate critical thinking in the classroom. The objective of this journal is to reflect on the benefits of new technology in transforming the traditional classroom into one where students become active learners, work collectively with each other and apply lesson plans to the real world.    

Reflective:

            It sounds a great idea to integrate new technology (computers, internet, social media, etc) into course design and improve communication skills broadly, but in my experience, educators who started their carriers prior to the 1990s either lack personal experience with technology and social media or resist using it.  In this case, the solution is easy: the education system must find time to train educators to understand and learn how to incorporate technology-based projects into their course designs and also into their interactions with students. For example, when a lecture is recorded, it allows those students who struggle with understanding the content to listen over and over until they feel comfortable with it.

Interpretive:

            I was the teaching assistant for an introductory sociology course about three years ago and ran tutorials for two large groups of students two times a week. Almost all my students used Facebook and communicated with each other on a daily basis. A few of them expressed their shock when they learned that I never used Facebook and asked how I could live without it! I responded that I did not want my personal information to be public and also I did not have time to spend on Facebook to communicate with virtual friends!  Although I was fascinated to see how the younger generation embraced e-communication in communicating with each other and with the world instantly, I did not deeply understand the advantages and benefits of e-communication until three weeks ago when I started our PIDP 32040 course. I should admit that I was one of those traditional facilitators who was stuck on engaging students in class discussion by asking them questions and encouraging them to debate with each other. However, I quickly realized that students were bored by this technique and the class attendance was going down. When I started using YouTube and short documentaries, the class attendance went up and students were more passionately engaged with their peers during class discussion.    

Decisional:

According to education researcher Schacter (2001) on the improved attitude of students, when technology is used as a classroom learning tool, students’ attitudes toward learning and their own self-concept improves. To validate Bowen and Schacter’s arguments, when technology is incorporated into the course design, it facilitates the delivery of content to students in a practical way, enhances engagement between student-to-student and student-to-teacher and helps students develop useful workforce skills.

Today’s world demands educators skilled in using new technology and e-communications methods. In understanding and facing this basic fact, I enrolled into this on-line course to learn how to be more successful and effective as an instructor in today’s world. I believe when I know how to use technology effectively in my classroom activities, I will be empowered to provide mentorship to my students and help enable them to become successful members of the 21^st century workforce. To me, the use of technology in the classroom is not only about learning, connecting and engaging with students, it is also about encouraging them to share their knowledge with everyone worldwide.    

References

Bowen, J. A. (2012). Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning. San Francisco: A Wiley Imprint.

Schacter, J. (2001). The Impact of Educational Technology on Student Achievement: What the Most Current Research has to Say. Retrieved from http://www.mff.org/pubs/ME 161.pdf Last visited on Aug 17, 2013

1st Journal for PIDP 3240

August 4, 2013

PIDP 3240, Journal #1

The unlimited use of social media

The objective of this journal is to reflect on ways social media, E-Communications and the internet have benefited the education system by enabling instructors to create remote learners’ communities anywhere in the word, to “… connect with students, integrate ideas, apply knowledge, influence student culture, and improve student learning.” ( Bowen, p. 30). The importance of e-communications for on-line teaching is emphasized by Bowen in his Teaching Naked book, and as a reader, I am convinced to use multiple social media channels offered to expand my engagements with students.  

I agree with the author that social media has increased teaching options and removed the need for learners to physically be present in the classroom. For example, the near-global accessibility of computers and the internet has allowed teachers/instructors to be borderless and to teach remotely without putting a foot in the classroom or even in the country. Teachers who are engaged in online teaching need to be familiar and up to date with the broad selection of communications technology available for teaching and learning. My immediate reaction to the implementation of the E-Communication Strategy on page 32 for expanding E-Communication beyond email and Skype was that I need to start using Twitter and Facebook to more effectively communicate with students.   

Despite the many advantages and opportunities to learn, teach and to create change while increasing interaction between students and faculty from anywhere in the world through an on-line course, there are challenges and limitations teachers and instructors need to take into account to avoid misunderstanding and miscommunication. For example, we need to avoid mixing our personal and professional lives on Facebook by using course accounts instead of personal accounts, limit our forms of communication and be consistent with what we use. For example, if I use Facebook, Skype, and email for my communications with students, I should avoid using blogs, twitter and LinkedIn to avoid confusion and work more efficiently.

To date I have avoided Facebook and Twitter mostly because I did not want to spend most of my time in front of the computer. However, after reading the first three chapters of Bowen’s book, I learned how important it is to be available to students beyond email and Skype, and also how important it is for me to be connected to the world while using the most appropriate technology available to us in this twenty first century. My goal this weekend is to create Facebook and Twitter accounts and start learning how to use them as part of teaching an e-learning course and being engaged with people worldwide.

References

Bowen, J. A. (2012). Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning. San Francisco: A Wiley Imprint.

Public Education: Developing a Culture of Human Rights
The following article is a great one, I enjoyed reading it.

http://www.ohrc.on.ca/en/about-us/public-education-developing-culture-human-rights-2

Education is a Human Right! Video

Education is a Human Right!

Peace Education

What is Peace Education?

Promotion of peace and human rights education has been defined differently around the world. In many Western countries, it is about the challenge of ethnocentrism and the promotion of cultural diversity. In Northern Ireland, it is about education for mutual understanding between Catholics and Protestants. In African and Middle Eastern countries, it is about disarmament, anti-militarism, and the promotion of human rights and conflict resolution programs (Salomon, 2002).

Although peace education has been interpreted differently around the world and use a variety of activities to achieve its goal of dealing with relations between groups or individuals, almost all of these programs in polarized societies focus mainly on the interpersonal aspect of conflicts that aim to change behaviours, perceptions attitudes and feelings, while dealing with fostering certain social skills that include listening, mediation, and negotiation techniques (Salomon, 2002). An important aspect of peace and human rights education in societies affected by conflicts is in the context of promoting dialogue between ethno-national groups and individuals. In this regard, peace and human rights educators play significant roles in the creation and implementation of dialogue between people, particularly young people.

References

Salomon, G. (2002). The nature of peace education: Not all programs are created equal. In G. Salomon & B. Nevo (Eds.), Peace Education, The concept, Principles, and Practices Around the World. (pp. 2-14). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.