ICT in the service of multiculturalism

In our global reality, living together and accepting differences while building on commonalities has become crucial to everyday life. Yet in many places in the world, galloping globalization is accompanied by a growing trend toward cultural, national, and religious individuation and separatism. 

The OICH Model
The online inter- group contact hypotesis model is based on an extension of the contact.
 The online inter-group contact hypothesis (OICH) model is based on an extension of the contact hypothesis (Allport, 1954). Its aim is to adapt the original contact hypothesis for online connections between groups in conflict. The model is applicable to various levels of professional/project-oriented collaboration among culturally diverse groups: academic staff at teaching colleges; trainees in the teaching colleges; teachers in schools, who are program graduates; and pupils in schools who collaborate on educational projects.

In order for the model to work, the project must meet a number of conditions, which are outlined below:

• be fully supported by each participating institution,
• involve collaboration among groups rather than among individuals,
• deal with general subjects and not with conflicts,
• be based on a need for participant collaboration rather than competition,
• ensure  participants have equal status,
• progress gradually over a period of at least one year, beginning with exchanges via the Internet followed by text and voice exchange and finally, after a positive online experience, by face-to-face encounters among the partners, and
• employ teachers who themselves come from the different cultural groups and who “team teach” the course in a collegial environment.

Course content areas reflect subjects taught within the formal education system. The tasks are relevant to the teachers educations and to students' needs.

THE ROLE OF COMPUTER SKILLS IN THE FORMATION OF MODERN TRANSLATOR’S PROFESSIONAL COMPETENCE

The use of ICT and dedicated translation software in teaching students of translation specializations at institutions of higher education.

Translation tools
Machine Translation (MT):  MT performs simple substitution of words in one language for words in another, but that alone usually cannot produce a good translation of a text because recognition of whole phrases and their closest counterparts in the target language is needed. Solving this problem with corpus statistical, and neural techniques is a rapidly growing field that is leading to better translations, handling differences in linguistic typology, translation of idioms, and the isolation of anomalies

Computer Assisted Translation (CAT): is a form of language translation in which a human translator uses computer software to support and facilitate the translation process, Computer-assisted translation is sometimes called machine-assisted, or machine-aided, translation and must be not confused with Machine translation

Terminology management systems
The benefits of using TMS-systems include the following:

1) they enhance and encourage terminological consistency and thus improve quality of translated texts;

2) prevent translators from undertaking the same terminological searches every now and again;

3) translation process is accelerated due to reuse of previously translated terminology

ICT Education Transformation and Economic Development

Ict are made about the availability and access of all teachers and students trough traditional Internet devices , software and digital resources for research

Five sorts of research are reviewed in this article

• Macroeconomic
• Microeconomic
• Labor market
• Studies showing patterns of the everyday ICT use in American life
• Studies showing American schools are not using Ict

   

Microeconomic Trends changes in business organization and practices

Ict has contributed to economic change not just through the growth of the information product services sectors.

As a result of networked collaboration, companies are defining and solving problems.

The internet was cited as an information  source.                                                    

SERVICES WITH EVERYTHING

SERVICES WITH EVERYTHING

The Services Spectrum.

The ICT-Enabled Digital transformation of services

The Services Transformations Unfolding

The transformation of services with ICT tools is dramatic, pervasive, and far-reaching. Activities are transformed, firms are turning to services in pursuit of value, and traditional boundaries are breaking down between products and services, manufacturing and services, and traditional industrial sectors.

The Algorithmic Revolution Transforms Activities

With the Algorithmic Revolution, tasks underlying services can be transformed into formalizable, codifiable, computable processes with clearly defined rules for their execution.
Bank ATMs
Existing activities, when converted into computable processes, often take on new purposes and create new forms of value.

Repositioning Services to Avoid Commoditization

Many products face intense price competition.
Firms see services as the solution to creating defensible positions in markets. They use them in a variety of ways:
Firms’ hardware offerings are increasingly enhanced in value by ICT-enabled services offerings.
Some firms go further, shifting their core businesses from selling products towards offering services, often delivered via ICT networks: IBM, for example, transformed itself from a product company in which services support provided competitive advantage, to a services company embodying products in its offerings.

Products themselves can be transformed into services when delivered via ICT networks.
Products can become portals to services, or are embedded in services.
Conventional sectoral distinctions are collapsing into “value domains.”

Translation and Technology

TRANSLATION AND TECHNOLOGY.

 Adoption of information and communication technologies.

1° Document production activities:
 Smaller numbers of respondents  (25%) used graphical or presentation software (e.g. Microsoft PowerPoint), and 17% used desktop publishing  packages.
Web publishing software, such as Dreamweaver or FrontPage, was used by only 13% of the freelancers.

2° Information search and retrieval activities: 
A high proportion of respondents (79%) consulted online dictionaries and / or glossaries, and 59% made use of multilingual terminology databanks.

Including text / document archives (51%)
Oline encyclopaedias (38%)
Academic journals available online (30%)
 

3° Translation creation activities:
Computer – aided translation (CAT) tools: 28% of the translators
Machine translation systems: 5 % of the sample
A very small number of translators 2% were using localisations tools, such as Alchemy Catalyst and Passolo.

4° Communication activities: Electronic mail was in widespread use (93% of the translators used it).
The majority of respondents (68%) relied on dial up conections and only 26% used broadband.
6% dial up and broadband. 

5° Marketing and work procurement activities:
Productivity levels (measured in terms of volumen of work undertaken) were generally higher.
33% used online translation marketplaces for marketing and / or for work procurement (e.g. ProZ.com, TranslatorsCafé.com, Aquarius).

6° Business management activities: 
Many respondents (79%) used spreadsheet packages.
Database packages were used by 25% of the sample.

Only 13% used dedicated accounting / financial management packages.
A very small minority of translator (2%).

UNESCO ICT

USING ICT EFECTIVELY

Information and Communication Technologies (ICTs) play an increasingly important role in the way we communicate, learn and live.
The challenge is to effectively harness these technologies in a way that serves the interests of learners and the larger teaching/learning community.
UNESCO considers that ICTs can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers’ professional development as well as improve education management, governance and administration provided the right mix of policies, technologies and capacities are in place.

THE APROACHES OF THE FRAMEWORK
-TECHNOLOGY lITERACY
-KNOWLEDGE DEPENDING
-KNOWLEDGE CREATION

THE SIX ASPECTS OF A TEACHER'S WORK
- Undertandin ICT education
- Curriculum and assesment
- Pedagogy
- ICT
- Administration and organization
- Teacher professional


EDUCATION REFORM
THE USE OF NEW TECHNOLOGIES IN EDUCATION IMPLIES THE TEACHER ROLOES, NEW PEDAGOGIES AND APROACHES TO TEACHERS EDUCATION.

TEACHER SHOULD
-INCORPORATE TECHNOLOGY
-CHANGE PEDAGOGICAL PRACTICES.