The Role of Technology in the New Model of Literacy in Taiwan

Yu-Li Chen Lunghwa University of Science and Technology, Taoyuan, Taiwan Taiwan ylchen@mail.lhu.edu.tw
Abstract: As Taiwans higher education institutions are transforming into global institutions of learning, wherein the goal is to develop a globally literate individual. Studies regarding the role of technology in the new model of literacy for the 21st century are deemed quite important. With this in mind, this study shall aim to develop a set of dimensions inherent in Taiwan general education that can appropriately define a globally literate individual. Using the structured conceptualization method of concept mapping, a mixed-method participatory approach that combines group processes with a sequence of multivariate statistical analyses. A total of twenty experts comprising of school administrators, teachers, researchers, and experts in the field shall be invited to generate the underlying dimensions that can encompass the holistic definition and ultimately develop a global literacy scale. Results show that technology has taken part in various dimensions of the scale. Implications suggest that within the different indicators, the importance and the feasibility of attainment of the various dimensions shall provide not only educators in the academia, but also the other stakeholders, such as parents and students, the much needed information and know-how in the development of a holistic individual who uses technology wisely. Introduction The challenges facing the 21st century are unquestionably global in nature (Canagarajah, 2007). It is quite inevitable that as diversity gradually becomes a feature in most cultures and as people need to get along and have peaceful dialogue with the rest of the world, the need for raising students global literacy is crucial (Nakamura, 2002). The turn of the century marked not only the start of the age of information technology but also the start of age of knowledge economy. More so, with the education system in many nations developing from elite to mass education, the issue of the quality of education should be revisited. In reality, such drive towards massification of higher education has actually caused the average qualification for academics in many countries to decline (Altbach, Reisberg, & Rumbley, 2009). The philosophy behind mass education is for every individual having equal opportunity for education. Thus, equality in humanitarian value should not be ignored in this global society. In this postmodern age, economic imparity, the destruction of world ecology, war and conflict, terrorism, destruction of distinctive cultures, social inequality, and ethnic conflict have all caused distrust and malice among people, and there exists an identity crisis in the very depth of the human spirit (Noddings, 2005). There is indeed a need to not only revisit but rethink the humanitarian values in this globalized society. Furthermore, within economic perspective, a transnational global society has already emerged (Gutek, 1993). Such emergence has brought about drastic changes not only in our daily living, but in the behaviors, attitudes, and values of the people. In essence, the cultivation of a globally literate individual shall be able to evoke the innate goodness of humanity. The current drive for globalization and internationalization of higher education institutions in Taiwan is inevitable. As Taiwans higher education institutions are transforming into global institutions of learning, wherein the goal is to develop a globally competitive individual. It is undoubtedly crucial for Taiwanese college students to become a globally literate individual. There is an urgent need to foster multicultural, transcultural and trans-national perspectives and to develop mutual respect for each others cultural identity. It is further realized that the importance of global literacy education and the understanding of the different complex multi-dimensions that make up a globally literate individual. Therefore, developing a global literacy individual scale is necessary in prompting the

educators and administrators to rethink over the quality of education in preparing students and future citizens in facing the new challenges ahead. With this in mind, this study shall aim to develop a set of dimensions inherent in Taiwan general education that can appropriately define a globally literate individual. Using the structured conceptualization method of concept mapping, a mixed-method participatory approach that combines group processes with a sequence of multivariate statistical analyses. A total of twenty experts comprising of school administrators, teachers, researchers, and experts in the field shall be invited to generate the underlying dimensions that can encompass the holistic definition and ultimately develop a global literacy scale and the role of technology within such scale. Literature Review The concept of global literacy as proposed in this study is quite different from the advocacy of the Global Literacy Foundation, which is to instill a global impact and boost the quality of literacy and research programs (Global Literacy Foundation, 2010). This study anchors the much needed basic attitudes, skills, and traits that an individual should possess in the current and future age. Banks (2000) mentioned that global literacy is a form of re-conceptualized citizenship and a sort of multi-cultural citizenship, which will enable students to acquire a delicate balance of cultural, national and global identification. Nakamura (2002) emphasizes that global literacy should include cross-cultural competence; a sense of sensitivity in a multicultural, trans-cultural and transnational perspectives. Furthermore, it should also help develop cognitive, affective and social skills to reconcile from ones own strength and integrate seemingly opposing values on a higher level for the purpose of equitable coexistence on this fragile earth (Nakamura, 2002). Such concepts of global literacy are seen as an offspring of the current push for global education. A seminal literature written by Fisher and Hicks (1985) states that global education promotes the knowledge, attitudes, and skills relevant to living responsibly in a multicultural and interdependent world. There are actually many definitions of global education. During the Maastricht Global Education Declaration (Council of Europe's North-South Centre, 2002), two distinct definitions were noted: Global education is education that opens peoples eyes and minds to the realities of the globalised world and awakens them to bring about a world of greater justice, equity and Human Rights for all. Global education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education; being the global dimension of Education for Citizenship. In sum, as the world evolves and changes occur day by day, educational perspective arises from the fact that contemporary people live and interact in an increasingly globalized world. Such notion is crucial for education to give learners the opportunity and competences to reflect and share their own point of view and role within a global, inter-connected society, as well as to understand and discuss complex relationships of common social and ecological issues. Lastly, the goal of the present study is to determine a set of dimensions inherent in Taiwan general education that can appropriately define a globally literate individual. With the complex multi-dimension nature of the global literacy scale, additional insights shall not only add to the distinctness of the global literacy definition, but further enhance the overall learning experiences of the students. The Study This research framework builds on the conceptual input-process-output framework. The input-process-output structural framework will be adopted in order to show the details on how the specification of different input (qualitative and quantitative data), intermediate (processes), and output (goal) of the research. Input-process-output model is a method viewed as a series of processes connected by inputs and outputs. In addition, information or material objects flow through a series of tasks or activities based on a set of rules or decision points (Harris & Taylor, 1997). In essence, what goes in is the input; what causes the change is the process; what comes out is the output. The inputs are the qualitative processes of structured conceptualization method of concept mapping with school administrators, scholars, and experts in the various fields. Additional analysis of relevant international and

local studies shall also be included. For the quantitative inputs, survey questionnaires regarding current state of global literacy strategies among the higher education institutions in Taiwan shall be administered. For the processes, the structured conceptualization method of concept mapping shall be used for the qualitative data, while statistical analysis shall be done with the quantitative data. For the output, a set of dimensions inherent in Taiwan general education that can appropriately define a globally literate individual shall be proposed and the role of technology analyzed. This study shall utilize the qualitative process of structured conceptualization method of concept mapping. Structured conceptualization method can be used as both a descriptive and interpretive tool for understanding results (Caracelli, 2002). Concept mapping is a type of structured conceptualization which can be used by groups to develop a conceptual framework which can guide evaluation or planning (Trochim, 1989; Trochim & Kane, 2005). The current objective is to develop a set of dimensions inherent in Taiwan general education that can appropriately define a globally literate individual. In order to accomplish such a difficult task, it is essential both to work across a wide variety of disciplines and to include a diverse collaboration of stakeholders at all levels of the academic system including the experts in the field (non-academic), school administrators, policymakers, and the academic research community. These challenges place considerable burdens on the academic system and require processes and methods that can address the complexity and the demanding requirements of such work. Therefore, to address the challenges of this nature, educational policy researchers have over the past three decades developed a methodology called structured conceptualization (Trochim & Linton, 1986). The term structured conceptualization refers to any process which can be described as a sequence of concrete operationally-defined steps and which yields a conceptual representation (Trochim & Linton, 1986). In the typical case, six steps are involved: 1. Preparation (including selection of participants and development of focus for the conceptualization); 2. the Generation of statements; 3. the Structuring of statements; 4. the Representation of statements in the form of a concept map (using multidimensional scaling and cluster analysis); 5. the Interpretation of maps; and, 6. the Utilization of maps. In essence, concept mapping encourages the group to stay on task; results relatively quickly in an interpretable conceptual framework; expresses this framework entirely in the language of the participants; yields a graphic or pictorial product which simultaneously shows all major ideas and their interrelationships; often improves group or organizational cohesiveness and morale (Trochim & Linton, 1986). Findings The 20 participants mentioned a total of 18 dimensions that are considered to be important competencies for future graduates. A list is given below and their meaning and function described: 1. 2. 3. 4. 5. 6. 7. Cross-cultural skills - be able to adapt, understand, and give the benefit of the doubt when encountering a foreign culture Localization know who we are and who we represents; Nationalism, love of country Language skills being able to communicate with a person who speaks a different language; can speak and understand at least two languages, good communication skills Social justice justice, righteousness, care for common good, respect for individuals right Gender equality respect for individual differences, equal opportunity for all, knows the boundary (sexual harassment) Humanitarianism respect in life, existence, all race are created equal, welfare of other people Respect for others privacy (including copyright/infringement) knows the boundary (using internet),

8. 9. 10. 11.

12. 13. 14. 15.

16. 17. 18.

technological etiquette, knows how to credit source of information Care for society service learning, service in mind, care for society in general Conservation ecology, save energy, green living, save our resources Creativity appreciate beauty, be able to appreciate arts, music, and so on Team player being able to work with other people of different background (including different fields of specialization), function well in group collaboration and cooperation, know what is your responsibility, good follower and good leader (if the opportunity arises) Emotional intelligence be objective in decision making, knows how to control ones temper (and emotion) Integrity honesty, trustworthy Virtues respect for elderly, kind, benevolent Practical intelligence knows important relevant information, knows how to navigate around (subway station, airport,), knows how to seek help and ask for information, dont easily get fooled (using the internet), knows how to use the basic technology (cell-phone, internet,) Time management includes keeping meeting on schedules, and know when to have leisure time Life-long learning good learning attitude, knows the value of knowledge Multi-literacies (technological skills) know how to operate electronics, etiquette in using the internet

As for the role of technology, it is said the technology affects in almost half of the dimensions collected. Such results indeed merit the additional studies in the future of the in-depth details of the implications of technology for the future graduates. Conclusions This study shall provide an overview of the complex multi-dimension indicators that shape a globally literate individual. Within the different indicators, the importance and the feasibility of attainment of the various dimensions shall provide not only educators in the academia, but also the other stakeholders, such as parents and students, the much needed information and know-how in the development of a holistic individual. Furthermore, various strategies geared towards the development of a globally literate individual shall be proposed to better improve the learning experiences of the students, which can therefore provide the potential of contributing to the persistent improvement of students. References Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher education: Tracking an academic revolution. Paris: United Nations Educational, Scientific and Cultural Organization. Banks, J. (2000). Citizenship education, diversity, and curriculum transformation. Paper presented at the Twentieth Symposium of the Intercultural Education Society, Japan. Canagarajah, A. S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91(5), 923-939. Caracelli, V. J. (2002). Structured conceptualization: A framework for interpreting evaluation results. Evaluation and Program Planning, 12(1), 45-52. Council of Europe's North-South Centre. (2002). Maastricht Global Education Declaration. Retrieved December 25, 2010, from http://www.coe.int/t/dg4/nscentre/ge/GE-Guidelines/GEgs-app1.pdf Fisher, S., & Hicks, D. (1985). World studies 8-13: A teacher's handbook. Edinburgh: Oliver & Boyd. Global Literacy Foundation. (2010). About. December 27, 2010, from http://globalliteracy.org/content/about Gutek, G. L. (1993). American education in a global society: Internationalizing teacher education. New York: Longman Publishing Group. Harris, G., & Taylor, S. (1997). Escaping the box: Using a new process model to support participation and improve coordination. Center for Quality of Management Journal, 6(3), 25-42. Nakamura, K. (2002). Cultivating global literacy through English as an international language (EIL) education in Japan: A New paradigm for global education. International Education Journal, 3(5), 64-74. Noddings, N. (2005). Educating citizens for global awareness. New York and London: Teachers College Press. Trochim, W. (1989). An introduction to concept mapping for planning and evaluation. A Special Issue of Evaluation

and Program Planning, 12, 1-16. Trochim, W., & Kane, M. (2005). Concept mapping: An introduction to structured conceptualization in health care. International Journal for Quality in Health Care, 17(3), 187-191. Trochim, W., & Linton, R. (1986). Conceptualization for planning and evaluation. Evaluation and Program Planning, 9, 289-308.