Gygi, K., Wei, C., and Kolko, B. (Accepted). A case study of digitally emergent society: Information technology and educational practice in Uzbekistan. Central Eurasian Studies Society 6th Annual Conference, Boston, MA, September 29-October 2, 2005.

Abstract

This paper reports results from the first year of a longitudinal study of secondary teachers in Uzbekistan and their perceptions and uses of computers and the Internet. This study contextualizes how computers and the Internet are transforming pedagogical practices in Uzbekistan. Semistructured interviews with twenty teachers were conducted during summer 2004 in Karshi and Termez. Teachers from schools with Internet connectivity and computer labs were interviewed as well as teachers from unconnected schools. A number of themes surfaced regarding the effect of the Internet on teachers’ professional practice, ranging from classroom techniques to professional status. Analysis of teacher and school Web sites and popular Internet chats and online forums will be used to further investigate possible changes in teachers’ identity and roles as educators.

This work is part of a larger regional study of the adoption of information and communication technologies (ICTs) in Central Asia. Uzbekistan is a digitally emergent state; it has existing but not fully digital or pervasive telecommunication systems. In addition, the social infrastructure and human capital are not in place to take full advantage of ICT applications. This work informs understanding of how technology is used in digitally emergent societies.

In its effort to become a market economy, the government of Uzbekistan has invested in building a digital telecommunications backbone and programs to train information technology workers, targeting education. Secondary schools are being outfitted as public access points and as incubators for skilled knowledge workers. Teachers and students are being trained as champions for new technologies. Also, educational reforms intended to promote active and student-centered learning instead of rote learning are being instituted and supported by technology. This moment provides the opportunity to triangulate how culture and available infrastructure influence actual use and adaptation of technologies such as the Internet by specific populations such as teachers.