«Thus an environmentally enlightened development process necessarily demands a new culture, which will be: egalitarian, with reduced disparities between rich and poor and power equally
shared by men and women;
resource -
sharing;
participatory; frugal, when compared to the current consumption patterns
of the rich; humble, with a respect for the multiplicity
of the world's cultures and lifestyles; and, it will aim at greater self - reliance at all levels
of society.»
As the consumption - based model
of technology integration transitions to a
participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation
of resources, (d) provide venues for student voices through publication and
sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning
of the first principle, the authors did a commendable job
of affording increased value to range
of tools, methods, content, abilities, and varied contexts
of social studies classrooms.
Her work in energy focuses on: advancing energy democracy and community self - determination in regulatory and policy arenas; creating just transition with meaningful collaborative and
participatory management
of shared environmental
resources; and centering frontline community leaders as generators
of transformative policy ideas and governance models.