Technological developments in Central-Eastern Europe: A case study of a computer literacy project in Slovenia

Volcic, Zala and Erjavec, Karmen (2008) Technological developments in Central-Eastern Europe: A case study of a computer literacy project in Slovenia. Information, Communication and Society, 11 3: 326-347. doi:10.1080/13691180802025350

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Author Volcic, Zala
Erjavec, Karmen
Title Technological developments in Central-Eastern Europe: A case study of a computer literacy project in Slovenia
Journal name Information, Communication and Society   Check publisher's open access policy
ISSN 1369-118X
1468-4462
Publication date 2008-01-01
Sub-type Article (original research)
DOI 10.1080/13691180802025350
Open Access Status Not Open Access
Volume 11
Issue 3
Start page 326
End page 347
Total pages 22
Place of publication Oxon, United Kingdom
Publisher Routledge
Subject 200102 Communication Technology and Digital Media Studies
950204 The Media
C1
Abstract Based on in-depth interviews and a political economy analysis, this paper offers an evaluation of a Computer Literacy Project in Slovenia that was created as a part of a larger technological development project in the region. The article is divided into three main parts. The first part offers some critical arguments on the notions of development and technology. The second part contains an analysis of why the Computer Literacy Project received much support from the educational authorities in Slovenia – and it is argued that this is because it falls in line with general political and economic principles promoted by the dominant neoliberal vision in the Central-Eastern European region. In the third part, a case study of the Computer Literacy Project in Slovenia is assessed. We attempt to unveil the discourses of the Computer Literacy teachers that were geared towards creating a specific vision of a Slovene future: a vision that continues to promise economic progress, and democracy through technology and the rise of the Internet. This section explores how their discourses stem from mainstream perspectives of development and technology. We attempt to unravel the paradoxes within the disourses, while showing how this vision sidesteps a morecritical analysis of the Internet’s potential. Entrenched in a technological-deterministic perspective, the study respondents recognize that education and the democratic public sphere can be guaranteed by virtue of a technology access alone. We suggest that education policy-makers everywhere should carefully review their computer literacy policies, and we argue for a course on Information Literacy that would provide an alternative educational experience.
Keyword Development
Computer literacy
Internet
Information literacy
Slovenia
Central-Eastern Europe
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
ERA 2012 Admin Only
Centre for Critical and Cultural Studies Publications
 
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Created: Wed, 01 Apr 2009, 22:14:04 EST by Rebecca Ralph on behalf of Centre for Critical and Cultural Studies