ICT IN PALESTINIAN EDUCATIONMARIA FRAGKAKI

ي� � ر��و��ن��� ك��ت��� ل���� ا��ل��إ�� ع���ل��م�� ت�� ا��ل��� ز��� ي���� ع��ز��� ت�� ل��� ي��� � �ن�� ز��ا�� �ج��� ا��ل��إ�� ح��ث��� �ب�� ا��ل��� ر��و��ع�� ش��� م����ة ي��� ن���� ل���س��ط��ي��� ف��� ا��ل���� م��د��ا��ر��س�� ا��ل���� ي��� ف����

ABSTRACTPalestinians are in a prison, a strange one. Their own country is a prison. We are teachers. MOEHE invited us to do an action research. A simple one. Questions and answers. We found the chance to to do a critical action research. An epancipatory one. As much as we could. Reflections and actions. On real problems. Their problems. We wanted to open some windows and give the opportunity to Palestinians educators, to students and their parents, to talk. Because it is so hard not only to talk but also to breath under Israeli’s boot.

LAND- TIME

Land: PALESTINETime: Winter 2013- Summer 2015Key: Critical EducationWeapons: ICTEnemy: WallsBarriers: scaffolding the gates utilizing critically our weapons.

SCHOOLS

STUDENTS

STUDENTS

TEACHERS

RESEARCHERS

WHAT WAS THE PROBLEM- OUR AIMS

WHAT WAS THE PROBLEM- OUR AIMS

For the policy makers

Ending Academic Apartheid;ICT integration against Israelis techno- elite;Professional Development of the Teachers; Dissemination- Integration;Other reasons that we will never know

For the researchers

Open boarders through “narrow” widows; Bridging the gap between West Bank and Gaza- Teachers;Collaboration of educators among Palestine-Cyprus- Greece;Collective dreaming of the schools through ICT activities for justice, freedom and resistance;  

Could critical pedagogy offer the 21st c skills to the education stakeholders for an educational reform serve as a point of departure for a politics, of resistance and struggle from the Israeli’s boot?

WHAT WAS THE PROBLEM- OUR AIMSIn order students

Feel alive and happy;Understand the educational and social-political barricades;Analyze ideas, thoughts, actions;Organize activities that can augment and deep their critical thought ;Scarve their roads through Critical Education for justice and freedom;

In order TeachersBecome moral and ethical agents in their struggle against Israelis oppression; Cultivate and nourish a “radical hope” that will at some point culminate and lead to a revolutionary pedagogy;Create the conditions for dreams to take root and liberator praxis

PEDAGOGICAL FRAMEWORK

EPISTEMOLOGY- THEORY-PEDAGOGYEPISTEMOLOGY-THEORYEmancipatory Research Interest;Social & Critical Constructivism;

…as much as we could @@@

PEDAGOGYCritical Pedagogy as a number of pedagogical strategies including ideology-critique that teachers can undertake in their struggle against their country’s and lives’ occupation;Critical pedagogy needs more than good intentions to achieve its goal. It requires a revolutionary movement of educators informed by a principled ethics of compassion and social justice, a socialist ethos based on solidarity and social interdependence, and a language of critique capable of grasping the consequences of history's narratives (McLaren)

RESEARCH TYPE: Practical and Emancipatory Action Research through a Case study;

TECHNIQUES: Investigation of teachers Personal Theories and tacit knowledge, Debates; Future Café process; , Critical Community of learners through Social Network communication;

RESEARCH INSTRUMENTS: teachers Diaries, Researcher's Questionnaires Portfolios, Learning Activities for 5 cognitive domains in relation with the Palestinian Curriculum, with the needed transformations and recommendations on the Curriculum itself

METHODOLOGY

EDUCATION ACTIONS- SOCIAL & POLITICAL

BARRIERS

ACTIONS- SOCIAL- POLITICAL BARRIERS TRAINING- RESEARCH- TEACHING PROCESSCritical Pedagogy and related methodologies, Techniques, barriers;Information Communication Technology (ICT) free environments; barriers;Reconstruction of initial Learning Activity Templates barriers;3 face to face workshops in Palestine (GAZA, RAMALLAH, JERICHO); barriers;

Every- day facebook collaboration (group: ICT Critical Learners); barriers;Conferences (participation in one International Conference)-Publications (? )-Social Media (radio, newspapers)- barriers SUSTAINABILITYPilot Teleconferences among teachers and students from GAZA (4), West Bank (4)- Athens (2)- Astypalaia island (1)- Volos (2), Limasol (1)

RESULTS

RESULTSTeachers adopted an idea about a “different” education type and empowered;Students collaborated, connected and enjoyed;Parents understood;Policy Makers had a chameleon way to act… as always;Society was in war- country in occupation;Schools linked through the internet not as an environment for more informed and innovative citizens but as a way for more critical-reflective and active citizens with (almost) equal chances for communication and a hope for survive;Several of the Educational Stakeholders could through cooperation, increase their understanding of the social consequences of their actions

…as much as we could @@@

RESULTS Critical Pedagogy was defined:

by what it could do- and what it had already did, as a pedagogy which embraced a raising of the consciousness, a critique of society, as valued students’ voices, as honoring students’ needs, values, and individuality;

as a hopeful, active pedagogy which enabled students to become truly participatory members of their society who could create reconstruct their ideas, knowledge and why not their society;

toward authentic problems and real actions more than written texts but as a corporeal pedagogy grounded in the lived experiences of students and teachers

…as much as we could @@@

IMAGINE ALL THE PEOPLE…

LEARNING ACTIVITY TMPLATES

LEARNING ACTIVITY TEMPLATES

LEARNING ACTIVITIES

RESEARCH MATERIAL

FUTURE CAFE

TEACHERS DIARIES

FACEBOOK CROUP AMONG TEACHERS- RESEARCHERS

SOCIAL NETWORKING

MOEHE’S PORTAL

TRAINING WORKSHOPS

TRAINING WORKSHOPS

BOYS & GIRLS SCHOOL

TEACHING- LEARNING

REFLECT- TRANSFORM- RECONSTRUCT

RESEARCH-ORGANIZE-ANALYZE

CRITICIZE- CREATE

COLLABORATION- CREATION

TELECONFERENCES’ TEAM

TELECONFERENCES AMONG GAZA-WEST BANK-GREECE-CYPRUS

BAD MEMORIES

GOOD MEMORRIES

كون7 – ت� ولإ كون7 ت� ن7 ا�   - ل�ك>ن7 و ك Bت� ن7 ا� .ل�ك>

ك> . ل Dظ� وراء ود �ال�وج� لة س�ي� ا� ك�ل ن7 و ك Bت� لإ و لةا� ,. م�هز�ر ت� ال�صغ� ترك�> دف� , وال�كون7

ة ال�ق خ�� ن��ت وا�ي� , ��ن ا� ا ت�� ة داي�� �ال�ي �ردوس ف� ة ي� ف�� ن7 دو . ف��

ن7 دو ت� لإ و ا�لة .. ال�مسا� ن��ت ا� ن��ت   . ا�

؟ د ��زت ي� ا م�اد� Mahmoud Darwish

IN PRAISE OF THE HIGH SHADOW