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Smart Learning in Smart CitiesMulticultural Perspective on Smart Learning in Smart Cities

Smart Learning in Smart Cities: Multicultural Perspective on Smart Learning in Smart Cities [Although we have been able to develop a list of indicators that can measure the “smartness of a city”, the vision for each city must be different. It has to be created in a dialog with the local community, and take into consideration cultural and socio-economic context, including cultural traditions, local definition of well being, and governance style. The future of smart cities depends on whether we can educate a new generation of governmental, corporate, and community leaders who will know how to utilize information technology in implementation of said vision. It is important though to consider the fact that just equipping the schools with advanced technology is not enough. As the parameters for smart learning environment will be different for Beijing then for a small city in rural China, we need to build smart schools, with the model of such a school varying for different locations, is necessary. In this chapter we review some opinions on the role of multicultural perspectives on smart cities and smart learning expressed by scientists, government officials teachers, and students. This brief analysis may allow the reader not only to better understand the specificity of Chinese perspective on these concepts, but also the need of teachers training focused on cultural diversity, sustainable development and the role of ICT in governance of the school and smart city.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Smart Learning in Smart CitiesMulticultural Perspective on Smart Learning in Smart Cities

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References (8)

Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-4342-0
Pages
217 –232
DOI
10.1007/978-981-10-4343-7_9
Publisher site
See Chapter on Publisher Site

Abstract

[Although we have been able to develop a list of indicators that can measure the “smartness of a city”, the vision for each city must be different. It has to be created in a dialog with the local community, and take into consideration cultural and socio-economic context, including cultural traditions, local definition of well being, and governance style. The future of smart cities depends on whether we can educate a new generation of governmental, corporate, and community leaders who will know how to utilize information technology in implementation of said vision. It is important though to consider the fact that just equipping the schools with advanced technology is not enough. As the parameters for smart learning environment will be different for Beijing then for a small city in rural China, we need to build smart schools, with the model of such a school varying for different locations, is necessary. In this chapter we review some opinions on the role of multicultural perspectives on smart cities and smart learning expressed by scientists, government officials teachers, and students. This brief analysis may allow the reader not only to better understand the specificity of Chinese perspective on these concepts, but also the need of teachers training focused on cultural diversity, sustainable development and the role of ICT in governance of the school and smart city.]

Published: Apr 14, 2017

Keywords: Smart cities; Smart schools; China; Cultural diversity; Teachers training; Education; ICT; UNSD goals

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