Technology has changed the socio-cultural environment globally and we, as educators of young children, need to change how we approach social and emotional support for our children. Chapter Preview Top Introduction: Social-Emotional Development When one observes educational environments it is clear that along with academic challenges, social competence issues are concerns that must be effectively addressed in order to promote safe and stimulating learning environments for all children as well as teachers. Findings published in a report by the Commission on Children at Risk report indicate high and increasing rates of depression, conduct, emotional, and behavioral disorders in children.
Wind profilers Other synoptic data or weather instruments, including Earth Simulator which is used to model climate and weather conditions. In Africa, flood is one of the major concerns of farmers.
The International Water Management Institute launched the mobile services for flood management, specifically in East Sudan. These mobile services are considered as a next-generation ICT for weather and water information.
The tool converts complex satellite sensor information to simple text messages which are sent to farmers informing them about the optimum use of flood water for crop production.
The text messages would also warn the farmers about the flood events which would help them prepare their fields and advise on how to mitigate flood damage in estimating the risk of future flood events.
In times of calamities, information and communication technology is needed for disaster management. Various organisations, government agencies and small and large-scale research projects have been exploring the use of ICT for relief operations, providing early warnings and monitoring extreme weather events.
NetHope is another global organization which contributes disaster management and awareness through information technology. CDAC saw the value of communication in responding to the disaster. They emphasized getting accurate and timely information as being crucial to saving lives.
One of the organizations and tools that they tapped was the Digital Humanitarian Network. The Digital Humanitarian Network is a group of organizations with various tools that contribute to crisis mapping.
These tools were used to manage information that are Information technology in social development the about the disaster. The tools they use allow them to monitor media—including social media, create live crisis maps, analyze the data they have, etc.
The website collates information regarding earthquake preparedness. This was created in response to a predicted earthquake, expected to hit Metro Manila with a 7.
Through the use of science and technology and in partnership with the academe and other stakeholders, the DOST through Project NOAH is taking a multi-disciplinary approach in developing systems, tools, and other technologies that could be operationalized by government to help prevent and mitigate disasters.
OpenRDI aims to minimize the effect of disaster in developing countries by encouraging them to open their disaster risk data.
GIS technologies such as satellite imagerythematic maps, and geospatial data play a big part in disaster risk management. One example is the HaitiDatawhere maps of Haiti containing layers of geospatial data earthquake intensity, flooding likelihood, landslide and tsunami hazards, overall damage, etc.
Terrestrial earth, land, soil, waterocean, climate and atmospheric surveillance, data collection, storage and record technologies, remote sensing, telemetric systems, geographic information systems GIS etc.
Different computational and processing tools are required to analyze the data collected from environment. Some of these tools are land, soil, water and atmospheric quality assessment tools, Tool for analyzing atmospheric conditions like GHG emissions and pollutants etc.
Environment planning and policy formulation require analyzed data, information and decision support systems.
Environment management and protection: Information and communication technologies for management and protection of environment include resource and energy conservation and management systems, GHG emission management and reduction systems and controls, pollution control and management systems etc.
ICT can reduce its own environmental impacts by increasing system efficiency which ultimately reduce the overall negative impact on environment.
Impact and mitigating effects of ICT utilization: ICT use can mitigate the environmental impacts directly by increasing process efficiency and as a result of dematerialization, and indirectly by virtue of the secondary and tertiary effects resulting from ICT use on human activities, which in turn reduce the impact of humans on the environment.
ICT is used as a media to increase public awareness, development of environment professionals, and integrating environmental issues into formal education. ICTs would be able to provide education and knowledge in a wider reach, even with a limited amount of resources, unlike conventional systems of education.
The Hole in the Wall also known as minimally invasive education is one of the projects which focuses on the development of computer literacy and the improvement of learning. Other projects included the utilization of mobile phone technology to improve educational outcomes.
By maximizing the use of technology to create a wide range of learning, UPOU promotes lifelong learning in a more convenient way.
It has multiple impacts on student achievements and motivations, including but not limited to: However, it is not without its flaws — ICTs can easily become the focus of a program, in which the technology is given and provided before much thought is given to the application of it.
ICT can improve the quality of education and bring better outcomes by making information easily accessible to students, helping to gain knowledge and skill easily and making trainings more available for teachers.
For example, in India a project titled "Mobile Learning Games for English as Second Language Literacy" aimed to enhance the literacy sub-skills of boys and girls in low-income rural areas and in urban slums via mobile game-based learning of English in non-formal, formal and informal education contexts.
If mobile phones could encourage illiterate traders to become partially literate, how useful would it be to incorporate mobile phones in adult literacy classes?
Participants also made use of digital and visual literacy skills linking mobile phone menu features with visual symbols and signs related to mango picking—a common community livelihood practice. The overall Somali community empowerment programme has been documented as boosting job training and placement for 8, young people women and men.Information and Communication Technology for Social Development An International Symposium Jakarta, 22‐24/May Edited by Jon Baggaley.
The United Nations Research Institute for Social Development (UNRISD) is an autonomous agency engaging in multidisciplinary research on the social dimensions of contemporary problems affecting development.
Its work is guided by the conviction that, for effective development policies to be formulated, an understanding of the social and. Information and communication technologies for development (ICT4D) refers to the application of information and communication technologies (ICT) toward social, economic, and political development, with a particular emphasis on helping poor and marginalized people and communities.
Social workers need to stay current in order to understand how technology affects their clientele. The National Association of Social Workers has professional practice standards for the integration and use of technology that is critical for advanced generalist social workers to integrate in to practice.
Development of information technology as is directly related to daily living will increase social benefits and this in turn will help reduce urbanization. The preference for urban living will disappear with the development of an information . Development and Access to Information (DA2I) is a joint project between the International Federation of Library Associations and Institutions (IFLA) and the Technology & Social Change Group (TASCHA) at the University of Washington Information School that aims to address these questions and demonstrate how access to information and libraries.