Archive of ‘digital divide’ category
The death of the digital native: four provocations from Digifest speaker, Dr Donna Lanclos
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.
Our opinion: both!
Don’t Swap Coding Classes for Foreign Language
The whole problem is rooted in the abuse of the key term, language. In foreign languages the term language refers to “the system of words or signs that people use to express thoughts and feelings to each other” (Merriam-Webster) while in programming languages the term language means “a formal system of signs and symbols including rules for the formation and transformation of admissible expressions“ (Merriam-Webster). To equate foreign languages with programming languages reduces learning a foreign language to the mere acquisition of a set of tokens or words that are semantically and syntactically glued together. It fundamentally ignores the societal, cultural and historical aspects of human languages.
Should Coding be the “New Foreign Language” Requirement?
Stalin, Siberia and salt: Russian recluse’s life story made into film
When I finally met Agafia, what surprised me was that rather than feeling like a primitive situation, it felt like arriving in the future – to a world with no technology, the vast forest littered with discarded space junk. It is an incredible and beautiful place
Millennials Spend More Than 3 Hours a Day on Mobile Phones
The study also looked at U.S. millennials’ consumption of various media and technologies, finding that 76 percent watch online video on a daily basis; 71 percent use social media; and 55 percent use instant messaging. They spend nearly 3 hours a day watching on-demand video and TV shows on the Internet.
some of the changes in childhood environmental behaviours I explore children and parent relationships, in particular, the phenomena of ‘bubble‐wrapping’ children to appease the anxieties of some middle class parents.
more on Generation Z in this IMS blog
A Dozen Differences between You and the Class of 2019
Are you feeling old yet?
Does social media make room for critical thinking?
Sinprakob, S., & Songkram, N. (2015). A Proposed Model of Problem-based Learning on Social Media in Cooperation with Searching Technique to Enhance Critical Thinking of Undergraduate Students. Procedia – Social And Behavioral Sciences, 174(International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France), 2027-2030. doi:10.1016/j.sbspro.2015.01.871
Bailey, A. (2014). Teaching Alice Walker’s The Color Purple: Using Technology and Social Media To Foster Critical Thinking and Reflection. Virginia English Journal, 64(1), 17.
Eales-Reynolds, L., Gillham, D., Grech, C., Clarke, C., & Cornell, J. (2012). A study of the development of critical thinking skills using an innovative web 2.0 tool. Nurse Education Today, 32(7), 752-756. doi:10.1016/j.nedt.2012.05.017
Baldino, S. (2014). The Classroom Blog: Enhancing Critical Thinking, Substantive Discussion, and Appropriate Online Interaction. Voices From The Middle, 22(2), 29.
Ravenscroft, A., Warburton, S., Hatzipanagos, S., & Conole, G. (2012). Designing and evaluating social media for learning: shaping social networking into social learning?. Journal Of Computer Assisted Learning, 28(3), 177-182. doi:10.1111/j.1365-2729.2012.00484.x
Education is clearly a social process but it is probably much closer to an ongoing discussion or debate than an extended celebration with an ever-expanding network of friends (p. 179, Ravenscroft et al.)
6 Storytelling Apps That Get English Language Learners Talking
Kid in Story Book Maker
Tell About This
More on digital storytelling in this blog:
Digitised Necrophilia: Technology and Psychosocial Orientations in the Age of ISIS and Drone Strikes
If ISIS’s images and drone strikes are symptoms of a necrophilous orientation in human-computer interaction today, what implications are there for those of us who maintain that digital technologies should be advanced toward a biophilous orientation that“ wish[es] to further growth, whether in a person, a plant, an idea, or a social group” (Fromm, 1973, p.365)?
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