Archive of ‘digital citizenship’ category

The death of the digital native and overselling the ed tech

The death of the digital native: four provocations from Digifest speaker, Dr Donna Lanclos

https://www.jisc.ac.uk/inform-feature/the-death-of-the-digital-native-23-feb-2016

educators need to figure out what they need to do. Are you trying to have a conversation? Are you simply trying to transmit information? Or are you, in fact, trying to have students create something?

Answer those pedagogical questions first and then – and only then – will you be able to connect people to the kinds of technologies that can do that thing.

The ‘digital native’ is a generational metaphor. It’s a linguistic metaphor. It’s a ridiculous metaphor. It’s the notion that there is a particular generation of people who are fundamentally unknowable and incomprehensible.

There are policy implications: if your university philosophy is grounded in assumptions around digital natives, education and technology, you’re presupposing you don’t have to teach the students how to use tech for their education. And, furthermore, it will never be possible to teach that faculty how to use that technology, either on their own behalf or for their students.

A very different paradigm is ‘visitor and resident‘. Instead of talking about these essentialised categories of native and immigrant, we should be talking about modes of behaviour because, in fact, some people do an awful lot of stuff with technology in some parts of their lives and then not so much in other parts.

How much of your university practice is behind closed doors?   This is traditional, of course, gatekeeping our institutions of higher education, keeping the gates in the walled campuses closed. So much of the pedagogy as well as the content of the university is locked away. That has implications not just for potential students but also from a policy perspective – if part of the problem in higher education policy is of non-university people not understanding the work of the university, being open would have really great potential to mitigate that lack of understanding.

 I would like to see our universities modelling themselves more closely on what we should be looking for in society generally: networked, open, transparent, providing the opportunity for people to create things that they wouldn’t create all by themselves.

I understand the rationale for gatekeeping, I just don’t think that there’s as much potential with a gatekept system as there is with an open one.

There are two huge problems with the notion of “student expectations”: firstly, the sense that, with the UK’s new fee model, students’ ideas of what higher education should be now weigh much more heavily in the institutions’ educational planning. Secondly, institutions in part think their role is to make their students “employable” because some politician somewhere has said the university is there to get them jobs.

Students coming into higher education don’t know much about what higher education can be. So if we allow student expectations to set the standard for what we should be doing, we create an amazingly low bar.

The point of any educational system is not to provide citizens with jobs. That’s the role of the economy.

Universities are not vocational

Institutions can approach educational technology in two very different ways. They can have a learning technology division that is basically in charge of acquiring and maintaining educational technology. Or they can provide spaces to develop pedagogy and then think about the role of technology within that pedagogy.

 

digital literacy

digital literacy planning tool

Definition:

Digital literacy = technology use + critical thinking + social awareness

7 characteristics of a digital mindset

https://www.peoplematters.in/article/hr-technology/7-characteristics-digital-mindset-12980

The digital five forces – Social Media, Big Data, Mobility and Pervasive Computing, Cloud, and AI and Robotics – are disintermediating, disrupting and deconstructing the old world order.

Abundance Mindset
Growth Mindset
Agile Approach
Comfort with Ambiguity
Explorer’s Mind
Collaborative Approach
Embracing Diversity

Scientific Studies on Literacy and Digital Literacy Indexed in Scopus: A Literature Review (2000-2013)

http://revistas.lasalle.edu.co/index.php/ap/article/view/3579/2933
Conclusions:
the study of digital tools linked to these new literacies is absolutely necessary, particularly because Web 2.0 allow users to interact and cooperate together as content creators in a virtual community. Although this concept may suggest a new version of the World Wide Web (WWW), it really does not refer to an update of the technical features, but rather to the changes concerning the use and  interaction through the Web.

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More on digital literacy in this blog:

https://blog.stcloudstate.edu/ims/?s=digital+literacy&submit=Search

#digilit

surveillance and privacy

FBI quietly changes its privacy rules for accessing NSA data on Americans

Classified revisions accepted by secret Fisa court affect NSA data involving Americans’ international emails, texts and phone calls

The FBI has quietly revised its privacy rules for searching data involving Americans’ international communications that was collected by the National Security Agency, US officials have confirmed to the Guardian.

Pro Domo Sua: Are We Puppets in a Wired World? Surveillance and privacy revisited…

More on privacy in this IMS blog:
https://blog.stcloudstate.edu/ims/page/2/?s=privacy&submit=Search

more on surveillance in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=surveillance&submit=Search

Code for Humanity

Santa Clara U Students Code for Humanity

come up with apps to help two organizations serving the poorest people. Santa Clara University’s Association for Computing Machinery chapter held its third annual hackathon, “Hack for Humanity.”

The 24-hour event brought together participants from area colleges studying not just computer science or engineering but also business, biotech, communications and graphic design. Students worked individually or in teams of four to develop applications for either of two recipients.

One is Catholic Charities, where coders were encouraged to improve one of its many services and programs for “very low income people.” For example, the students could come up with apps for improving the organization’s existing job skills training, immigration test training or nutrition information programs.

The other is VillageTech, a company that has created Looma, a low-power, affordable portable computer and projector box for classroom use in schools in developing countries. There, the hackers are supposed to come up with apps for use by students in Nepal, such as creating a content management and navigation system, to build an on-screen keyboard, to add to the maps available for Looma, to improve the speech capability, to create a tool for managing the webcam and related functions.

interactive world map

How We Share the World

http://metrocosm.com/how-we-share-the-world/

data visualization of different trends around the world, such as GDP, debt, population etc.

The Housing Value of Every County in the U.S.

A Striking Perspective on New York City Property Values.

The Shape of the US Economy

more interesting maps in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=map&submit=Search

Two Ways to Explore the News Through Maps

interactive map of Europe

rate ur technology

UNC Gives Professors a Way to Rate Classroom Technologies Across Campuses

February 19, 2016
Yelp-like review site for teaching tools, where it is asking professors to review and comment on how useful various digital services were in their classrooms
The online platform, known as the UNC Learning Technology Commons.
The hope, said Mr. Rascoff, is to reduce the unnecessary bureaucracy and effort that each campus goes through to purchase new technologies — and to streamline the process of obtaining the right tools by asking the faculty to weigh in.
The biggest advantage of the learning-technology commons, Ms. Martin said, is that she will be able to connect with professors in similar disciplines on other campuses and more easily find tools to use in her classroom.
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What are your thoughts? Would you like such service on your campus?

Mindfulness and contemplative practices for educational purposes

Calming the teenage mind in the classroom

Why More Western Doctors Are Now Prescribing Yoga Therapy

http://www.yogajournal.com/article/health/western-doctors-prescribing-yoga-therapy/

More on contemplative practices and mindfulness in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=contemplative&submit=Search

https://blog.stcloudstate.edu/ims/?s=mindfulness&submit=Search

10 Dangerous Apps

Parents, If Your Kids Have Any of These 10 Dangerous Apps, It’s Time to Hit “Delete”

Sex educator Megan Maas has the scoop on 10 apps that can be very dangerous for your kids, and what you need to know about them.

http://www.foreverymom.com/parents-kids-10-dangerous-apps-time-hit-delete/

You may be thinking your kids are downloading apps because they are just a simple way for them to keep in contact with their friends. This is certainly true for most kids, but unfortunately, even innocent use of most of these apps can land a kid in a situation he/she never intended to be in. Here are some potentially dangerous apps that are popular among kids:

1. 
Tinder

2. Snapchat: This app allows a user to send photos and videos to anyone on his/her friend list.

3. Blendr: A flirting app used to meet new people through GPS location services.
4. Kik Messenger: An instant messaging app with over 100 million users that allows users to exchange videos, pics and sketches.

5. Whisper: Whisper is an anonymous confession app. It allows users to superimpose text over a picture in order to share their thoughts and feelings anonymously.
6. Ask.fm: Ask.fm is one of the most popular social networking sites that is almost exclusively used by kids.

7. Yik Yak: An app that allows users to post text-only “Yaks” of up to 200 characters.

8. Poof

9. Omegle: This app is primarily used for video chatting. When you use Omegle, you do not identify yourself through the service.

10. Down: This app, which used to be called Bang With Friends, is connected to Facebook

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