information society research institute 1111, hungary, budapest, stoczek u. 2-4. st 108. tel: 06-1...
TRANSCRIPT
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
Robert Pinter
NETIS Segmentation Interview Results in Hungary
NETIS 4th project meeting, London, Middlesex University03 March 2008.
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
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