Transcript ppt
Robert Pinter NETIS Segmentation Interview Results in Hungary NETIS 4th project meeting, London, Middlesex University 03 March 2008. Information Society Research Institute 1111, Hungary, Budapest, Stoczek u. 2-4. St 108. • tel: 06-1 463-2526 • fax: 06-1 463-2547 • web: www.ittk.hu Introduction Research introduces the viewpoints of teachers and researchers in the topic of information society. In-depth interviews between May and August 2007 in Hungary. 7 interviewees: researchers and teachers at different institutions (sociologists, economists, teachers), all of them are information society experts. Personal backgrounds and milestones One group of the interviewees consisted young people teaching and researching information society (PhD students with a degree in sociology). They have started their carrier as IS researchers. Other group consisted of older interviewees who did not start their careers by researching information society (but became pioneers in the field). Personal milestones differ from person to person. Role of T-group (Matáv at that time), facilitating their being able to study this area before the turn of the millennium. Vital IS issues in Hungary Individual interest of interviewees varied from person to person (hence they regarded different topics as the most important) We also asked the interviewees about the most vital issues effecting Hungary and the discipline itself: 1. Evangelization – bridge-building 2. Utilization of existing technologies in society (role of communities) 3. Utilization of intellectual capacity available (role of tangible research and networking, knowledge sharing). 4. Information society in the area of education and adult education (role of information literacy). Comments on Course Book The interviewees liked the holistic approach of the Course Book. Interviewees all have their own particular approach, which of course sometimes differs from the approach of the Course Book. Instead of highlighting and repeating the opinions that agree with the concept of the Course Book, we concentrates here on pointing out the differences: 1. Missing or under-represented areas: technology, (tele)work, attention economy. 2. Overemphasized topics: e-learning and life-long learning. 3. Role of time: book concentrates on recent and future trends, we need the historical background as well. 4. Fast changes in topic: terminology and focus of the European Union change quite frequently (need of regular reviews of materials and need of online format). These critics are mainly vanishing if one opens the final version of Course Book or check the online version. Teaching/researching IS Information society as such should appear in education in Hungary. Recent situation: rare examples, non-standardized solutions, lack of high quality and conscious education in the area. Similarly to the business sphere, evangelists are needed here as well. It is surely no exaggeration to say that teaching information society should be a part of primary school education (as an integrative part of every field). Teaching and researching information society should have tangible benefits. The discipline of information society should help in an understanding of the overall coherence of our everyday lives. Information society should be taught as a compulsory subject for students participating in higher education in Hungary (conflicts of views: separated or integrated solutions). In Hungary, the national network of Information Society Education and Research Groups (ISERGs), serves as the basis for teaching information society. Advices for Country Reports Interviewees interpreted the role and possible structure of Country Reports in different ways. Often mentioned the importance of basic data regarding development and preparedness. Introducing the evolutionary progress of the individual countries might be interesting, since “there is no identical information society”. Many interviewees have mentioned best practices, in other words, examples that can really be applied. Conclusions Interviewees those teaching and researching information society generally liked the Course Book in progress. Although, similarly to other fundamental issues in the discipline, emphasis falls on different areas according to individual interest. It draws attention to the fact that researching information society is in the early stages. The Course Book serves as an important initiative. Thank you for your attention! Robert Pinter BME-ITTK scientific and strategic director [email protected] http://www.ittk.hu http://netisproject.eu Skype: probesz Mobile: +36-30-9996595 BME – Information Society Research Institute (ITTK) 1111, Budapest, Sztoczek u. 2-4 St. building 108. Telephone: +36-1-4632526 Fax: +36-1-4632547