Curriculum Internationalization in the Digital Age: A Networked Approach

• In Event: Digital Internationalization in Higher Education: Beyond Virtual Exchange

Proposal

This chapter is devoted to the implications of digital information and communication technologies (ICTs) for the design of internationalized higher education curricula. Digital ICT is an umbrella term that encompasses a wide range of tools that allow people to access, store, transmit, understand, and manipulate information, such as hardware, software, computing networks, telecommunications signals, applications, and databases (ICTs, 2021). The curriculum entails “(i) why; (ii) what; (iii) when; (iv) where; (v) how; and (vi) with whom” students learn (Laurue et al., 2006, p. 10). Teachers have been using digital ICTs since the 1970s to achieve a variety of curricular goals. Email, videoconferencing, learning management systems, and data and word processing applications increase work productivity. Multimedia authoring and presentation systems enhance instructional relevance, and modeling, simulation, and drill and practice software facilitate active learning (Majumdar, 2013). This chapter addresses a fourth curricular goal—internationalization—and explores how three structural attributes of globally networked digital ICTs can enable teachers to design environments in which students reconceptualize their positioning and activities as consumers and producers of knowledge in a diverse and interconnected world.

Author

• Stephanie Doscher, Florida International University