1. ICT in Palestinian education maria Fragkaki
مشروع البحث الإجرائي لتعزيز التعلم الإلكتروني
في المدارس الفلسطينية
ICT in Palestinian education maria Fragkaki

2. ABSTRACT
Palestinians 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.

3. land- time Land: PALESTINE Time: Winter 2013- Summer 2015
Key: Critical Education
Weapons: ICT
Enemy: Walls
Barriers: scaffolding the gates utilizing critically our weapons.

4. schools

5. STUDENTS

6. students

7. teachers

8. RESEARCHERS

9. WHAT WAS THE PROBLEM- our aims

10. What was the problem- our aims
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?
For the policy makers
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;
Ending Academic Apartheid;
ICT integration against Israelis techno- elite;
Professional Development of the Teachers;
Dissemination- Integration;
Other reasons that we will never know

11. What was the problem- our aims
In order students
In order Teachers
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;
Become 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

12. Pedagogical framework

13. epistemology- theory-pedagogy
Emancipatory Research Interest;
Social & Critical Constructivism;
…as much as we could
Critical 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)

14. methodology
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

15. EDUCATION ACTIONS- social & POLITICAL BARRIERS

16. actions- SOCIAL- POLITICAL BARRIERS
Every- day facebook collaboration (group: ICT Critical Learners); barriers;
Conferences (participation in one International Conference)-Publications (? )- Social Media (radio, newspapers)- barriers
TRAINING- RESEARCH- TEACHING PROCESS
Critical 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;
SUSTAINABILITY
Pilot Teleconferences among teachers and students from GAZA (4), West Bank (4)- Athens (2)- Astypalaia island (1)- Volos (2), Limasol (1)

17. RESULTS

18. Results
Teachers 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

19. 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

20. IMAGINE all the people…

21. LEARNING ACTIVITY TMPLATES

22. Learning activity templates

23. LEARNING ACTIVITIES

24. Research material

25. Future cafe

26. TEACHERS DIARIES

27. Facebook croup among teachers- researchers

28. Social networking

29. MOEHE’S PORTAL

30. TRAINING WORKSHOPS

31. TRAINING WORKSHOPS

32. BOYS & GIRLS SCHOOL

33. Teaching- learning

34. REFLECT- TRANSFORM- RECONSTRUCT

35. RESEARCH-ORGANIZE-ANALYZE

36. CRITICIZE- CREATE

37. COLLABORATION- CREATION

38. teleconferences’ team

39. Teleconferences among GAZA-WEST BANK-GREECE-CYPRUS

40. BAD MEMORIES

41. GOOD MEMORRIES

42. In Praise of the High Shadow
لك أن تكون – ولا تكونْ -  
لك أن تُكَوِّنْ.
أو لا تُكَوِّنْ . كل أسئلة الوجودِ وراء ظِلَّكَ مهزلهْ .,
والكونُ دفترك الصغيرُ ,
وأنت خالقُهُ
فدوِّنْ فيه فردوس البداية , يا أبي .
أو لا تُدَوِّنْ
أنت ..أنت َ المسأله ْ.  
ماذا تريدُ ؟
Mahmoud Darwish