6) How does it differ from web 3.0?
After conducting some research into the concept of semantic web, it seems like the main difference is, unsurprisingly, do to with meaning. Web 3.0 is merely able to present you with preset information, for example the layout of a web-site, links to other sites, the ability to search and then filter your results. However, it doesn’t have an understanding of the meaning behind the information it is presenting, human agency is required to actually make any useful sense of the information.
Semantic web, on the other hand, it is proposed will be able to understand the information it is telling you. In this way the possibilities from the web are dramatically increased. The article I was reading talks of an “agent” within a handheld web browser, this “agent” is able to search for information and marry it with other variables, the example given being able to search through a doctors schedule, and match it with your own to see when you are free to have an appointment, and further to when traffic is best and so on.
Berners-Lee,T., J. Hendler and O. Lassila (2001) ‘The Semantic Web’, Scientific American Volume 284 (Issue 5): P.28–37.
Wednesday, 25 March 2009
9.5- Semantic Web
5) What is the 'semantic web'?
According to Berners-Lee within Scientific American, ‘The Semantic Web’, semantic web will be the next generation of the Web. However, the key difference is that the semantic web will not merely regurgitate pre-programmed information back to you; it will understand the deeper meaning of the data and be able to use it in a similar way which a human would interpret it. No longer will computers think in terms of lists of 0 and 1, instead it will have a much deeper understanding and be able to help us in ways which were previously impossible.
This therefore opens up lots of new possibilities from the web. Things will be able to be synchronized with each other with a lot more logic than previously possible. However, to me this seems like an extremely large task. How can a computer possibly have the same logic and thinking as a human can? To me it seems like there will inevitably be a number of “holes” with this system, as there are just too many possibilities and variables which go through the human mind which a computer cannot replicate. Maybe this is because such technology seems inconceivable to me given the basic problems of technology at the moment (basic things like being unable to filter search results more specifically or by the required number of fields, I am always being told “your search has generated no results, please edit your search and try again”) Although I am reassured that this technology is on its way, to me it seems a long way off before this ideal is put into useful practice in everyday life.
Berners-Lee,T., J. Hendler and O. Lassila (2001) ‘The Semantic Web’, Scientific American Volume 284 (Issue 5): P.28–37.
According to Berners-Lee within Scientific American, ‘The Semantic Web’, semantic web will be the next generation of the Web. However, the key difference is that the semantic web will not merely regurgitate pre-programmed information back to you; it will understand the deeper meaning of the data and be able to use it in a similar way which a human would interpret it. No longer will computers think in terms of lists of 0 and 1, instead it will have a much deeper understanding and be able to help us in ways which were previously impossible.
This therefore opens up lots of new possibilities from the web. Things will be able to be synchronized with each other with a lot more logic than previously possible. However, to me this seems like an extremely large task. How can a computer possibly have the same logic and thinking as a human can? To me it seems like there will inevitably be a number of “holes” with this system, as there are just too many possibilities and variables which go through the human mind which a computer cannot replicate. Maybe this is because such technology seems inconceivable to me given the basic problems of technology at the moment (basic things like being unable to filter search results more specifically or by the required number of fields, I am always being told “your search has generated no results, please edit your search and try again”) Although I am reassured that this technology is on its way, to me it seems a long way off before this ideal is put into useful practice in everyday life.
Berners-Lee,T., J. Hendler and O. Lassila (2001) ‘The Semantic Web’, Scientific American Volume 284 (Issue 5): P.28–37.
9.4 Education and Cultural/Personal Preferences
4) Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?
I believe that a potential problem in tailoring education to an individual’s specific needs is that what fits one person may not fit another and we may not have the resources to offer each individual a different set of teaching methods. However, I do not believe this problem to be anything new, as at the moment people can be divided into visual, aural or active learners and therefore will find it easier to learn in different ways.
Some people, like me, may have a more traditional view towards education, and believe that actually writing rather than word processing, and having something explained to you face to face holds many benefits to sitting in front of a computer and having information delivered into your inbox.
I believe that this way the process of socialization is lost, which I see as being one of the main problems with the continuing development of technology and its increasing affect on the way we live our day to day lives. If people’s cultural and personal preferences dictate that learning remotely via the computer is best for them, what will happen to the institution of schooling and the ideologies which are installed into us through this? I doubt a computer will be able to offer the same sets of attitudes and values, and you could be much more open to being influenced by all the nasties which exist on the Internet, for instance pro-anorexia web-sites, pro terrorism web-sites, web sites encouraging odd cults etc. etc. This is made all the more worse by the fact that at the age in which education takes places, young people are attempting to find their own sense of self, so being negatively influenced at this stage could potentially be extremely damaging,
Of course this is an extremely cyber-dystopian view point, as I am only pointing out the potential negatives of this. There is a possibility that eLearning could also bring its fair share of benefits for the individual, as it could open people’s eyes to view points they would not be taught in a school environment and encourage cyber democracy. However, in my eyes the potential threats seem to outweigh the potential benefits to the individual.
I believe that a potential problem in tailoring education to an individual’s specific needs is that what fits one person may not fit another and we may not have the resources to offer each individual a different set of teaching methods. However, I do not believe this problem to be anything new, as at the moment people can be divided into visual, aural or active learners and therefore will find it easier to learn in different ways.
Some people, like me, may have a more traditional view towards education, and believe that actually writing rather than word processing, and having something explained to you face to face holds many benefits to sitting in front of a computer and having information delivered into your inbox.
I believe that this way the process of socialization is lost, which I see as being one of the main problems with the continuing development of technology and its increasing affect on the way we live our day to day lives. If people’s cultural and personal preferences dictate that learning remotely via the computer is best for them, what will happen to the institution of schooling and the ideologies which are installed into us through this? I doubt a computer will be able to offer the same sets of attitudes and values, and you could be much more open to being influenced by all the nasties which exist on the Internet, for instance pro-anorexia web-sites, pro terrorism web-sites, web sites encouraging odd cults etc. etc. This is made all the more worse by the fact that at the age in which education takes places, young people are attempting to find their own sense of self, so being negatively influenced at this stage could potentially be extremely damaging,
Of course this is an extremely cyber-dystopian view point, as I am only pointing out the potential negatives of this. There is a possibility that eLearning could also bring its fair share of benefits for the individual, as it could open people’s eyes to view points they would not be taught in a school environment and encourage cyber democracy. However, in my eyes the potential threats seem to outweigh the potential benefits to the individual.
Tuesday, 24 March 2009
9.2- Digital Divides
2) What difference to all this might the 'digital divide' make? a) To socioeconomically related access issues within a society? b) To global access issues across countries and regions?
I think that the assumption is that the digital divide, certain people being able to afford to have the means to access the Internet and other new technologies, in terms of Prensky’s ideas, will result in digital natives having a better understanding of the things they are taught than those who do not have access to such technologies. As Prensky suggests that natives speaking a new language should be taught through this new language of technology.
However, one commentator on this topic, Henry Jenkins, in his blog writes about the way in which the term digital native is all encompassing and does not allow any room for variations. He states that his research suggests that whilst lots of the children he has worked with do use technology, there were variations in the way in which it affected their lives. For example, although lots of the children did not have Internet access or a computer at home, they were still able to use technology to express themselves, for example through computer games or DVD collections.
Therefore, the digital divide, according to Jenkins, will not necessarily mean that those with Internet access will not benefit from learning by using technology, as those without it still have the means by which to experience many of the same benefits, such as expressing themselves, finding information, and communicating with friends.
The result of this, in terms of global issues across countries and regions, will mean that those with access to the technologies will not be any better equipped or learn the content in an easier way, because, as Jenkins suggests, those who do not necessarily have Internet access at home, still do have a means of expressing themselves through technology as it is so ingrained in modern day life.
I think that the assumption is that the digital divide, certain people being able to afford to have the means to access the Internet and other new technologies, in terms of Prensky’s ideas, will result in digital natives having a better understanding of the things they are taught than those who do not have access to such technologies. As Prensky suggests that natives speaking a new language should be taught through this new language of technology.
However, one commentator on this topic, Henry Jenkins, in his blog writes about the way in which the term digital native is all encompassing and does not allow any room for variations. He states that his research suggests that whilst lots of the children he has worked with do use technology, there were variations in the way in which it affected their lives. For example, although lots of the children did not have Internet access or a computer at home, they were still able to use technology to express themselves, for example through computer games or DVD collections.
Therefore, the digital divide, according to Jenkins, will not necessarily mean that those with Internet access will not benefit from learning by using technology, as those without it still have the means by which to experience many of the same benefits, such as expressing themselves, finding information, and communicating with friends.
The result of this, in terms of global issues across countries and regions, will mean that those with access to the technologies will not be any better equipped or learn the content in an easier way, because, as Jenkins suggests, those who do not necessarily have Internet access at home, still do have a means of expressing themselves through technology as it is so ingrained in modern day life.
9.1- Wenger and Prenksy
1) How might Wenger's notions on practice communities relate to Prensky's on education?
Wenger (2001) came up with the idea of Communities of Practice, referring to the notion that learning benefits from experiencing a sense of community with those around you whom you learn with.
I believe that this related to Prensy’s ideas about education in that it implies that students can benefit by taking advantage of their ability to connect digitally, and so by doing so can form an online Community of Practice which will aid the process of education.
So for example, for digital natives, learning online through online lectures or computer games as Prensky suggests, and having the ability to discuss their thoughts and ideas with peers and tutors remotely through perhaps forums or instant messages, means that they will be able to create an educational community of practice, which according to Wenger, will help them to learn.
Therefore by combining Prenksy’s ideas about digital natives and how to most effectively teach them, and Wenger’s ideas about communities of practice and education, we should, in theory, create an environment which is conjunctive to their learning.
Wenger (2001) came up with the idea of Communities of Practice, referring to the notion that learning benefits from experiencing a sense of community with those around you whom you learn with.
I believe that this related to Prensy’s ideas about education in that it implies that students can benefit by taking advantage of their ability to connect digitally, and so by doing so can form an online Community of Practice which will aid the process of education.
So for example, for digital natives, learning online through online lectures or computer games as Prensky suggests, and having the ability to discuss their thoughts and ideas with peers and tutors remotely through perhaps forums or instant messages, means that they will be able to create an educational community of practice, which according to Wenger, will help them to learn.
Therefore by combining Prenksy’s ideas about digital natives and how to most effectively teach them, and Wenger’s ideas about communities of practice and education, we should, in theory, create an environment which is conjunctive to their learning.
9.1- Wenger and Prenksy Cont.
However, a problem of such a strategy would be plagiarism. Whilst this method would encourage the sharing and discussing of ideas, as the Internet is very much an open resource based on the idea of gift economy and digitality, in that nothing is fixed and is open to be edited and re-edited an infinite number of times with no “owner” as it were.
It does however create problems with grading or marking. If a student were to be graded on their specific contributions to a discussion, would their individual work be being assessed, or would it be more accurate to say that it is their ability to find information on the Internet which was being examined?
It does however create problems with grading or marking. If a student were to be graded on their specific contributions to a discussion, would their individual work be being assessed, or would it be more accurate to say that it is their ability to find information on the Internet which was being examined?
W9. Task c. Person who most threatens the notion of native/immigrant in digital culture
c) A person known to you (could be you, but you don't need to admit it!) who most threatens the notion of native/immigrant in digital culture.
The person I know who most threatens the notion of native/immigrant in digital culture is Mark, as mentioned in a previous post.
I believe this is because technology is so ingrained into his day to day routine, that he would be unable to go about his daily life without it and to remove facebook or his mobile phone from him would leave him completely lost.
I believe him to be a digital native in that the way he uses technology means that he would be unable to return to when he did not use it, both on a professional and a personal level. I don’t see him as having an “accent” as Prensky puts it, in that his use of technology resembles that of someone who has been exposed to it for all of their lives, as opposed to Mark who has only been exposed to it as it began to affect his life, which could not have throughout the duration of his life.
The person I know who most threatens the notion of native/immigrant in digital culture is Mark, as mentioned in a previous post.
I believe this is because technology is so ingrained into his day to day routine, that he would be unable to go about his daily life without it and to remove facebook or his mobile phone from him would leave him completely lost.
I believe him to be a digital native in that the way he uses technology means that he would be unable to return to when he did not use it, both on a professional and a personal level. I don’t see him as having an “accent” as Prensky puts it, in that his use of technology resembles that of someone who has been exposed to it for all of their lives, as opposed to Mark who has only been exposed to it as it began to affect his life, which could not have throughout the duration of his life.
W9. Task b. Youngest digital immigrant
b) The youngest digital immigrant you know.
The youngest digital immigrant I know is a friend from home Natasha. Although she tries to use technology to communicate, like on facebook or on MSN, she doesn’t quite have the same attitude towards it as I think the rest of us digital natives do.
For instance, if something isn’t working the first way she attempts to do it, like trying to change her display picture on facebook, or forwarding an e-mail to me, and she cannot think of any other way to do it, as she will only use the one way she can remember doing it before. If it isn’t working for some reason, she will not attempt to find out why and fix it, instead she’ll just give up and not think of finding an alternative way to do what she wants.
However, I think that the main thing which makes me think she is a digital immigrant is her attitude towards technology. Whilst I will happily sit on facebook or MSN and have a casual conversation with friends about nothing in particular, she will only use these mediums when she has something specific to say or ask, and when she has got this information she’ll log out. In this way I think she sees technology as there for when she needs it, whereas I will use technology as more ingrained in my everyday life, rather than an additional extra.
The youngest digital immigrant I know is a friend from home Natasha. Although she tries to use technology to communicate, like on facebook or on MSN, she doesn’t quite have the same attitude towards it as I think the rest of us digital natives do.
For instance, if something isn’t working the first way she attempts to do it, like trying to change her display picture on facebook, or forwarding an e-mail to me, and she cannot think of any other way to do it, as she will only use the one way she can remember doing it before. If it isn’t working for some reason, she will not attempt to find out why and fix it, instead she’ll just give up and not think of finding an alternative way to do what she wants.
However, I think that the main thing which makes me think she is a digital immigrant is her attitude towards technology. Whilst I will happily sit on facebook or MSN and have a casual conversation with friends about nothing in particular, she will only use these mediums when she has something specific to say or ask, and when she has got this information she’ll log out. In this way I think she sees technology as there for when she needs it, whereas I will use technology as more ingrained in my everyday life, rather than an additional extra.
W9. Task a. Oldest digital native
a) The oldest digital native you know.
I have struggled to think of anyone I would consider “old” who would fall into Marc Prenksy’s definition of a digital native. The only example I can think of is someone who I worked with, Mark, who worked in the I.T. department of an office I was working in over the Summer.
Mark is 26 and would always be on facebook. His primary means of communication was online, through e-mails, facebook or MSN. However, as Mark worked in the I.T. department and his skills lied within computers and other uses of modern technology, I think this would be expected as he has be taught and encouraged, both by himself and in his line of work, to keep up to date with technology and therefore it would be logical for him to use it to the best of his ability.
In this way, surely his ‘digital nativeness’ would have developed along the same lines as a “real” digital natives would be (those who were born after 1980) in that he has learnt his skills through having a need to use them fairly frequently, he would not be able to do his job efficiently if he were not au fait with this technologies.
I have struggled to think of anyone I would consider “old” who would fall into Marc Prenksy’s definition of a digital native. The only example I can think of is someone who I worked with, Mark, who worked in the I.T. department of an office I was working in over the Summer.
Mark is 26 and would always be on facebook. His primary means of communication was online, through e-mails, facebook or MSN. However, as Mark worked in the I.T. department and his skills lied within computers and other uses of modern technology, I think this would be expected as he has be taught and encouraged, both by himself and in his line of work, to keep up to date with technology and therefore it would be logical for him to use it to the best of his ability.
In this way, surely his ‘digital nativeness’ would have developed along the same lines as a “real” digital natives would be (those who were born after 1980) in that he has learnt his skills through having a need to use them fairly frequently, he would not be able to do his job efficiently if he were not au fait with this technologies.
Wednesday, 18 March 2009
W9. Task e. Technophile student in 2020
e) Describe the experience of a fictional technophile student in 2020.
It is difficult to image what the world will be like in 2020, I assume their will be new technology I can’t even conceive at the moment. However, a part of me would like to see it as being not too far removed from today’s lifestyle. It makes me uncomfortable to think of a world where people no longer communicate face-to-face and everything is done electronically.
My prediction is that people will get sick of living electronically after it becomes even more ingrained into everyday life and a breaking point will occur. I predict a typical student will wake up, check their e-mails and Facebook, quickly check the news and their favourite blogs for updates as they wait for their first lecture to arrive on their computer. This will consist of an alert from the computer when a video file arrives, with a lecturer lecturing remotely, they will then transfer this over to their ipod. They will watch the file on the train or bus whilst on their way to actually meat their friends face-to-face as this is something I imagine will still occur. In this way I see technology as giving us increased flexibility, as opposed to the cyber-dystopian view that it will result in us all being social recluses, communicating exclusively through online medias.
Although technology has the potential to make meeting in “meet space” un-necessary, I think humans have a natural instinct to socialise, it is something which separates us from animals; we need physical interaction to feel fulfilled and I don’t think there will be a time when this doesn’t occur on a large scale. In general I think, or is it hope? That technology will enhance our social interactions as opposed to replacing them. I think technological advances will result in a greater amount of choice and ways to work which will result in more freedom to socialize rather than eliminating the need to.
It is difficult to image what the world will be like in 2020, I assume their will be new technology I can’t even conceive at the moment. However, a part of me would like to see it as being not too far removed from today’s lifestyle. It makes me uncomfortable to think of a world where people no longer communicate face-to-face and everything is done electronically.
My prediction is that people will get sick of living electronically after it becomes even more ingrained into everyday life and a breaking point will occur. I predict a typical student will wake up, check their e-mails and Facebook, quickly check the news and their favourite blogs for updates as they wait for their first lecture to arrive on their computer. This will consist of an alert from the computer when a video file arrives, with a lecturer lecturing remotely, they will then transfer this over to their ipod. They will watch the file on the train or bus whilst on their way to actually meat their friends face-to-face as this is something I imagine will still occur. In this way I see technology as giving us increased flexibility, as opposed to the cyber-dystopian view that it will result in us all being social recluses, communicating exclusively through online medias.
Although technology has the potential to make meeting in “meet space” un-necessary, I think humans have a natural instinct to socialise, it is something which separates us from animals; we need physical interaction to feel fulfilled and I don’t think there will be a time when this doesn’t occur on a large scale. In general I think, or is it hope? That technology will enhance our social interactions as opposed to replacing them. I think technological advances will result in a greater amount of choice and ways to work which will result in more freedom to socialize rather than eliminating the need to.
W9. Task d. Neo-Luddite
d) Describe the daily frustrations of a fictional neo-luddite at university now in the UK.
I think a neo-luddite would massively struggle in a modern university environment.
Firstly the entire application process and UCAS I believe is only available online, so this would be vastly complicated if he opposed to even doing this digitally! I think the main consequence would be that he wouldn’t be able to benefit from the immediacy of the Internet. For example, if he has a problem he wouldn’t be able to e-mail a tutor and get an immediate response, instead he’d have to go to their office, they might be busy, and of course he wouldn’t have a permanent record of their answer.
Another advantage he would be missing out on is digitality, the ability to continuously edit and re-edit work. Instead he’d have to even write out essays by hand, something which I can barely comprehend! Cross it out if it were wrong, re-write it if it weren’t neat enough, have a first and second draft, something I’m not used to since school given the convenience of being able to re-word and re-arrange an essay as I go.
However, the problems wouldn’t only be limited to academic issues; I believe they would intrude into his social life as well. How would he know what his friends were doing and where they were going for a drink that evening if it weren’t for Facebook? If he wanted to arrange a group meeting and went as far as to not approve of even mobile phones, how would someone let him know that they’d changed the date, time, place, or that they were going to be late? Or how would he ask his peers if a lecture were cancelled if he weren’t allowed to change his status? Or even let the girl he fancies know about it by poking her?!
Having considered the different ways which being a neo-luddite would hold someone back in a modern university environment, it has lead to me taking a more techno-determinist viewpoint. It is almost as if it is a force of nature, in that it is impossible to resist in today’s society, and actively doing so, as in the case of the neo-luddist, would lead to you missing out as a great deal of features of modern day life are dependant upon technology. It seems as if resisting the effects of technology does you more harm than good. I personally can’t see any logic behind being a neo-luddite!
I think a neo-luddite would massively struggle in a modern university environment.
Firstly the entire application process and UCAS I believe is only available online, so this would be vastly complicated if he opposed to even doing this digitally! I think the main consequence would be that he wouldn’t be able to benefit from the immediacy of the Internet. For example, if he has a problem he wouldn’t be able to e-mail a tutor and get an immediate response, instead he’d have to go to their office, they might be busy, and of course he wouldn’t have a permanent record of their answer.
Another advantage he would be missing out on is digitality, the ability to continuously edit and re-edit work. Instead he’d have to even write out essays by hand, something which I can barely comprehend! Cross it out if it were wrong, re-write it if it weren’t neat enough, have a first and second draft, something I’m not used to since school given the convenience of being able to re-word and re-arrange an essay as I go.
However, the problems wouldn’t only be limited to academic issues; I believe they would intrude into his social life as well. How would he know what his friends were doing and where they were going for a drink that evening if it weren’t for Facebook? If he wanted to arrange a group meeting and went as far as to not approve of even mobile phones, how would someone let him know that they’d changed the date, time, place, or that they were going to be late? Or how would he ask his peers if a lecture were cancelled if he weren’t allowed to change his status? Or even let the girl he fancies know about it by poking her?!
Having considered the different ways which being a neo-luddite would hold someone back in a modern university environment, it has lead to me taking a more techno-determinist viewpoint. It is almost as if it is a force of nature, in that it is impossible to resist in today’s society, and actively doing so, as in the case of the neo-luddist, would lead to you missing out as a great deal of features of modern day life are dependant upon technology. It seems as if resisting the effects of technology does you more harm than good. I personally can’t see any logic behind being a neo-luddite!
W9. Task 3. Should Education Stretch a person?
Yes, I agree that education should stretch someone. By stretch I mean that you should be encouraged to reach your full potential, and if technology is the best way to do this, I think it should be embraced.
For example, lots of people find it difficult to engage with material in certain forms, this may be done to their individual interests, or a genetic disposition like ADHD or simply because they perceive something as not worth learning. If, as Prensky suggests, material were to be presented in a more digestible format for example through computer games, and it was found that this was successful in encouraging people to engage I think it is worth considering.
Within the journal article, ‘Designing and testing a web-based board game for teaching information literacy skills and concepts’ it was found that students who were taught literacy skills via a computer game had accuracy levels 20 points higher than they would have been if the answers were guessed, so there is evidence to suggest that learning via the Internet has merit in teaching students information literacy skills and concepts.
However, a danger of this approach would be that students would come to become reliant upon this type of learning, which would not be helpful for them in their general lives, as it leaves me thinking that people may come to find it impossible to simply sit down with a book and take in information. If education were to do this it would be in no way ‘stretching’ the pupils, rather it would be increasing the effects of the digital divide, in that we’d be left with half of the population learning through traditional methods, and half learning through web based methods.
Marky, K. (2008) “Designing and testing a web-based board game for teaching information literacy skills and concepts” Library Hi Tech, Vol. 26 (Issue 4) P.663-681
For example, lots of people find it difficult to engage with material in certain forms, this may be done to their individual interests, or a genetic disposition like ADHD or simply because they perceive something as not worth learning. If, as Prensky suggests, material were to be presented in a more digestible format for example through computer games, and it was found that this was successful in encouraging people to engage I think it is worth considering.
Within the journal article, ‘Designing and testing a web-based board game for teaching information literacy skills and concepts’ it was found that students who were taught literacy skills via a computer game had accuracy levels 20 points higher than they would have been if the answers were guessed, so there is evidence to suggest that learning via the Internet has merit in teaching students information literacy skills and concepts.
However, a danger of this approach would be that students would come to become reliant upon this type of learning, which would not be helpful for them in their general lives, as it leaves me thinking that people may come to find it impossible to simply sit down with a book and take in information. If education were to do this it would be in no way ‘stretching’ the pupils, rather it would be increasing the effects of the digital divide, in that we’d be left with half of the population learning through traditional methods, and half learning through web based methods.
Marky, K. (2008) “Designing and testing a web-based board game for teaching information literacy skills and concepts” Library Hi Tech, Vol. 26 (Issue 4) P.663-681
Tuesday, 17 March 2009
W8. Abstract: Internet and School Satisfaction
Liu, X. and Robert, L. (2008) “Does using the internet make people more satisfied with their lives? The Effects of the Internet on College Students’ School Life Satisfaction” CyberPsychology & Behaviour, Vol. 11 (Issue 3), p310-320
This research investigates the relationship between Internet use and college students’ level of satisfaction with their school lives. 195 college students took part in the study which accessed their use of the Internet and their resulting school life satisfaction. It was found that Internet use had a direct relationship with levels of self efficacy- your perceived ability to achieve what you want- your level of extroversion and how satisfied the individuals claimed they were with their school lives. This is in line with social cognitive theory, that is, your perceived ability to engage in social interactions will directly affect your ability to maintain social relationships and therefore an implication of this study is that Internet use dictates satisfaction in school. However, we are not able to say they same of general life satisfaction levels.
This research investigates the relationship between Internet use and college students’ level of satisfaction with their school lives. 195 college students took part in the study which accessed their use of the Internet and their resulting school life satisfaction. It was found that Internet use had a direct relationship with levels of self efficacy- your perceived ability to achieve what you want- your level of extroversion and how satisfied the individuals claimed they were with their school lives. This is in line with social cognitive theory, that is, your perceived ability to engage in social interactions will directly affect your ability to maintain social relationships and therefore an implication of this study is that Internet use dictates satisfaction in school. However, we are not able to say they same of general life satisfaction levels.
W8. Abstract: Teenage blogs
Huffaker, D.A. and Calvert S.L. (2005) “Gender, identity, and language use in teenage blogs” Journal of Computer-Mediated Communication, Vol. 10 (Issue 2), http://jcmc.indiana.edu/vol10/issue2/huffaker.html [Accessed 11/03/09]
This study explores the way in which adolescents use the Internet, in particular blogs, in order to express themselves as well as investigating gender differences on this topic. After conducting a content analysis of 184 randomly selected blogs and looking at them in terms of disclosure of personal information, sexual identity, emotive features and semantic themes, it was found that for the most part males and females conducted themselves similarly through their blogs. Both sexes often revealed personal information such as full names, ages and locations. Males however, in line with traditional gender roles, used more active and purposeful language whereas females did not use passive or accommodating language as expected. Males were also more likely to make use of emoticons and were more likely to openly state that they were gay. The implications of these findings suggest that teenagers stay closer to their real life selves than previously suggested when presenting them online.
This study explores the way in which adolescents use the Internet, in particular blogs, in order to express themselves as well as investigating gender differences on this topic. After conducting a content analysis of 184 randomly selected blogs and looking at them in terms of disclosure of personal information, sexual identity, emotive features and semantic themes, it was found that for the most part males and females conducted themselves similarly through their blogs. Both sexes often revealed personal information such as full names, ages and locations. Males however, in line with traditional gender roles, used more active and purposeful language whereas females did not use passive or accommodating language as expected. Males were also more likely to make use of emoticons and were more likely to openly state that they were gay. The implications of these findings suggest that teenagers stay closer to their real life selves than previously suggested when presenting them online.
W8. Abstract: Identity experimentation online
Valkenburg P.M. et al. (2005) “Adolescents’ identity experiments on the internet” New Media & Society, Vol. 7 (Issue. 3) P383-402
This article examines the prevalence of teenagers conducting internet-based identity experiments, the motives behind this and the methods used. 600 adolescents filled in a questionnaire which assessed their level of introversion, and the methods they used to masquerade as someone else online, if they stated that they had. The most popular ways in which the teenagers adapted themselves was to be older, to be pretend to be an acquaintance, to be more flirtatious and to have an elaborated, fantasy personality. It was found that the largest motive for doing so was to investigate how others would react, followed by attempting to overcome shyness and to facilitate relationship formation. The findings therefore imply that the Internet can facilitate identity formation amongst younger teenagers, which is in line with adolescent identity formation and friendship theories.
This article examines the prevalence of teenagers conducting internet-based identity experiments, the motives behind this and the methods used. 600 adolescents filled in a questionnaire which assessed their level of introversion, and the methods they used to masquerade as someone else online, if they stated that they had. The most popular ways in which the teenagers adapted themselves was to be older, to be pretend to be an acquaintance, to be more flirtatious and to have an elaborated, fantasy personality. It was found that the largest motive for doing so was to investigate how others would react, followed by attempting to overcome shyness and to facilitate relationship formation. The findings therefore imply that the Internet can facilitate identity formation amongst younger teenagers, which is in line with adolescent identity formation and friendship theories.
W8. Abstract: Teenage Internet Use
Gross, E.F. (2004) “Adolescent Internet use: What we expect, what teens report” Applied Developmental Psychology, Vol. 25 (Issue 6), P.633-649
This study discusses previous expectations about teenage internet use and then investigates these to discover the degree to which they predict reality. 261 teenagers in the 7th and 10th grade in California public schools completed end of day reports about how they had used the Internet that day. The findings diffused myths that boys spend more time online than girls, particularly playing violent games as it was found that male and female usage was becoming increasingly similar. The idea that adolescents used the Internet for anonymous identity experimentation was also disproved, as it was found that use was mainly limited to private settings with friends who are also part of their daily offline lives and was about ordinary topics, such as mutual friends and gossip. In addition, no link was found between Internet usage and general well being, questioning previous research that the Internet causes depression and social isolation amongst teenagers.
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This study discusses previous expectations about teenage internet use and then investigates these to discover the degree to which they predict reality. 261 teenagers in the 7th and 10th grade in California public schools completed end of day reports about how they had used the Internet that day. The findings diffused myths that boys spend more time online than girls, particularly playing violent games as it was found that male and female usage was becoming increasingly similar. The idea that adolescents used the Internet for anonymous identity experimentation was also disproved, as it was found that use was mainly limited to private settings with friends who are also part of their daily offline lives and was about ordinary topics, such as mutual friends and gossip. In addition, no link was found between Internet usage and general well being, questioning previous research that the Internet causes depression and social isolation amongst teenagers.
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W8. Abstract: Comparison of adult and adolescent gamers.
Griffiths M.D. et al. (2004) “Online Computer Gaming: A Comparison of Adolescent and Adult Gamers” Journal of Adolescence, Vol. 27 (Issue 1), P.87-96
This study focuses upon adult and adolescent players on the popular online game, Everquest. Through a questionnaire, gaming frequency, their opinion about the game and how they played (alone, with friends, as a male character, as a female character etc.) was assessed. Out of 540 players who took part, it was found that females were more likely to be in the adult than the adolescent demographic, and adolescents were more likely to sacrifice education or work in favour of the game. In addition, adolescents were significantly more likely than adults to cite their favourite aspect of the game to be the violence. Findings also showed addictive behaviour towards the game, possibly because it incorporates co-operative and competitive play, which make it more susceptible to addiction, however, this would benefit from further research.
This study focuses upon adult and adolescent players on the popular online game, Everquest. Through a questionnaire, gaming frequency, their opinion about the game and how they played (alone, with friends, as a male character, as a female character etc.) was assessed. Out of 540 players who took part, it was found that females were more likely to be in the adult than the adolescent demographic, and adolescents were more likely to sacrifice education or work in favour of the game. In addition, adolescents were significantly more likely than adults to cite their favourite aspect of the game to be the violence. Findings also showed addictive behaviour towards the game, possibly because it incorporates co-operative and competitive play, which make it more susceptible to addiction, however, this would benefit from further research.
W8. Task 1. What general attitudes have been based on Digital Immgration?
In terms of general attitudes based on the idea of digital immigration, to me it seems as if digital natives only know the digital generation and are only able to conduct their lives online and offline, in that the offline is merged with the online seamlessly and there is no distinction between to two. They are equally as comfortable when offline as when online.
Conversely, a digital immigrant is very aware when they are online that this is separate to offline activities. For example, a digital native might not think twice about conducting their lives on a multiplicity of different formats, arranging an outing on facebook, e-mailing a tutor about not understanding something, texting someone to tell them you’re going to be late. Conversely, a digital immigrant might find conducting their lives in such a way to be completely foreign, preferring a more streamlined existence, using the telephone, looking up a word in a dictionary, reading something to the end before moving on. In this way it is much more linear, and organized, processing one thing before moving onto another.
As a digital native, I prefer things more simultaneously, writing a blog, listening to music, downloading a song, instant messaging someone, all done at the same time. However this does raise the question: am I writing to my best ability if doing so many things at the same time? Maybe a digital immigrant would be inclined to say no, if I were to work on only one thing at a time I’d be better able to concentrate and do it in half the time. But for me, I tend to think, “Why do one thing at a time when you can do four??”
Conversely, a digital immigrant is very aware when they are online that this is separate to offline activities. For example, a digital native might not think twice about conducting their lives on a multiplicity of different formats, arranging an outing on facebook, e-mailing a tutor about not understanding something, texting someone to tell them you’re going to be late. Conversely, a digital immigrant might find conducting their lives in such a way to be completely foreign, preferring a more streamlined existence, using the telephone, looking up a word in a dictionary, reading something to the end before moving on. In this way it is much more linear, and organized, processing one thing before moving onto another.
As a digital native, I prefer things more simultaneously, writing a blog, listening to music, downloading a song, instant messaging someone, all done at the same time. However this does raise the question: am I writing to my best ability if doing so many things at the same time? Maybe a digital immigrant would be inclined to say no, if I were to work on only one thing at a time I’d be better able to concentrate and do it in half the time. But for me, I tend to think, “Why do one thing at a time when you can do four??”
W8. Task 1. Who cares about Digital Immigration? (2)
Another context in which digital immigration was mentioned was by Rupert Murdoch in a speech in 2005.
He made the point that digitality is changing the face of journalism. There is a whole generation who access news in a completely different way, preferring online methods as they are deemed to be more entertaining, flexible and even trustworthy. This is bad news for owners of traditional paper newspapers, like Murdoch himself, as readership is rapidly falling.
To combat this trend Murdoch suggests that digital natives,
His main priority seems to be the re-dsistrubution of advertising revenues, with it now increasingly going to web-sites rather than newspapers. Murdoch has obviously noted this, and true to his reputation as a savvy businessman, will be the first to get his hands on the cash potential that is news online through taking advantage of people’s need to create a cyber society in which thoughts and information can be shared instantaneously across vast distances. (Steve Jones)
He made the point that digitality is changing the face of journalism. There is a whole generation who access news in a completely different way, preferring online methods as they are deemed to be more entertaining, flexible and even trustworthy. This is bad news for owners of traditional paper newspapers, like Murdoch himself, as readership is rapidly falling.
To combat this trend Murdoch suggests that digital natives,
“…want to be able to use the information in a larger community – to talk about, to debate, to question, and even to meet the people who think about the world in similar or different ways.” (http://www.newscorp.com/news/news_247.html)
His main priority seems to be the re-dsistrubution of advertising revenues, with it now increasingly going to web-sites rather than newspapers. Murdoch has obviously noted this, and true to his reputation as a savvy businessman, will be the first to get his hands on the cash potential that is news online through taking advantage of people’s need to create a cyber society in which thoughts and information can be shared instantaneously across vast distances. (Steve Jones)
W8. Task 1. Who cares about Digital Immigration?
Who cares about it?
One of the main things which have resulted from this difference between two generations is that it has changed the way in which people process information.
The term ‘Digital Immigrant’ was first coined by Marc Prency in an article written in 2001 about the effects of this change upon the teaching and learning processes which can be assessed here.
Within this article he makes the point that if digital natives are being taught through digital immigrant methods, they aren’t going to learn as effectively as if they were being taught in a language they are more likely to relate to, the language of digital natives.
For example, he states that,
This raises the issue of the effects of the digital divide. If those who are digital natives have a different way of processing information to those who do not have regular access to the Internet, does this mean that different methods of teaching will be needed for different classes of people as lower class families are less likely to have a family P.C. on which to access the Internet?
One of the main things which have resulted from this difference between two generations is that it has changed the way in which people process information.
The term ‘Digital Immigrant’ was first coined by Marc Prency in an article written in 2001 about the effects of this change upon the teaching and learning processes which can be assessed here.
Within this article he makes the point that if digital natives are being taught through digital immigrant methods, they aren’t going to learn as effectively as if they were being taught in a language they are more likely to relate to, the language of digital natives.
For example, he states that,
“…there is no reason that a generation that can memorize over 100 Pokémon characters with all their characteristics, history and evolution can’t learn the names, populations, capitals and relationships of all the 101 nations in the world. It just depends on how it is presented.”(p. 5)
This raises the issue of the effects of the digital divide. If those who are digital natives have a different way of processing information to those who do not have regular access to the Internet, does this mean that different methods of teaching will be needed for different classes of people as lower class families are less likely to have a family P.C. on which to access the Internet?
Monday, 16 March 2009
W8. Task 1. What Is Digital Immigration?
After doing some research on the topic online, one of the main things which I’ve discovered about digital immigration is that goes hand in hand with digital natives, who are almost the opposite of digital immigrants.
I’ve found that the main thing about digital immigration is that it refers to those people who have learned skills when it comes to conducting themselves online, rather than it being something which is natural, as it is for digital natives. A few sources have told me that the line where you become a native or an immigrant is 1980. If you’re born before this you’ve had to learn skills when it comes to new technologies, whereas if you’re born after 1980 you have these skills naturally as a result of being surrounded by them throughout your life.
I’ve found that the main thing about digital immigration is that it refers to those people who have learned skills when it comes to conducting themselves online, rather than it being something which is natural, as it is for digital natives. A few sources have told me that the line where you become a native or an immigrant is 1980. If you’re born before this you’ve had to learn skills when it comes to new technologies, whereas if you’re born after 1980 you have these skills naturally as a result of being surrounded by them throughout your life.
Week 8. Task 4. Article References
4) In the Harvard manner, name five different academic articles dealing with the notion of young people's facility with the new world of converged media.
1. Liu, X. and Robert, L. (2008) “Does using the internet make people more satisfied with their lives? The Effects of the Internet on College Students’ School Life Satisfaction” CyberPsychology & Behaviour, Vol. 11 (Issue 3), p310-320
2. Huffaker, D.A. and Calvert S.L. (2005) “Gender, identity, and language use in teenage blogs” Journal of Computer-Mediated Communication, Vol. 10 (Issue 2), http://jcmc.indiana.edu/vol10/issue2/huffaker.html [Accessed 11/03/09]
3. Valkenburg P.M. et al. (2005) “Adolescents’ identity experiments on the internet” New Media & Society, Vol. 7 (Issue. 3), P383-402
4. Gross, E.F. (2004) “Adolescent Internet use: What we expect, what teens report” Applied Developmental Psychology, Vol. 25 (Issue 6), P.633-649
5. Griffiths M.D. et al. (2004) “Online Computer Gaming: A Comparison of Adolescent and Adult Gamers” Journal of Adolescence, Vol. 27 (Issue 1), P.87-96
1. Liu, X. and Robert, L. (2008) “Does using the internet make people more satisfied with their lives? The Effects of the Internet on College Students’ School Life Satisfaction” CyberPsychology & Behaviour, Vol. 11 (Issue 3), p310-320
2. Huffaker, D.A. and Calvert S.L. (2005) “Gender, identity, and language use in teenage blogs” Journal of Computer-Mediated Communication, Vol. 10 (Issue 2), http://jcmc.indiana.edu/vol10/issue2/huffaker.html [Accessed 11/03/09]
3. Valkenburg P.M. et al. (2005) “Adolescents’ identity experiments on the internet” New Media & Society, Vol. 7 (Issue. 3), P383-402
4. Gross, E.F. (2004) “Adolescent Internet use: What we expect, what teens report” Applied Developmental Psychology, Vol. 25 (Issue 6), P.633-649
5. Griffiths M.D. et al. (2004) “Online Computer Gaming: A Comparison of Adolescent and Adult Gamers” Journal of Adolescence, Vol. 27 (Issue 1), P.87-96
Week 8. Task 2. Web-site URLs
2) Identify five different websites/five-pages-on-different sites dealing with digital immigration and its counterpart. Give their urls.
1. http://www.borndigitalbook.com/excerpt.php
2. http://www.ascd.org/authors/ed_lead/el200512_prensky.html
3. http://www.newscorp.com/news/news_247.html
4. http://www.digitalnative.org/wiki/Main_Page
5. http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
1. http://www.borndigitalbook.com/excerpt.php
2. http://www.ascd.org/authors/ed_lead/el200512_prensky.html
3. http://www.newscorp.com/news/news_247.html
4. http://www.digitalnative.org/wiki/Main_Page
5. http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
Friday, 13 March 2009
W8. Task 6. Disagreements no. 5 Adult Gamers
My next article deals with game playing online, particularly the differences in attitudes towards playing MMORPGs (Massively Multi-player Online Role Playing Games) of adult and adolescent gamers. Results showed that adults were more likely to play as a different gender then were the adolescent players.
My criticism of this would be that rather than the game being completely interactive as the article suggests, perhaps it shows more signs of interpassitivity, that is, the enhanced freedom to choose rather than the freedom to create. In this way, the game is rather a combination of choices than a complete blank slate, and maybe choosing to be a character of the opposite gender is just a representation of this, rather than an indication of the psyche of the player who chooses to do so. I am not familiar with the game but maybe a female character has a set of characteristics which would be beneficial to the game and the same may be true of female players who chose to play as males?
Article: Griffiths M.D. et al. (2004) “Online Computer Gaming: A Comparison of Adolescent and Adult Gamers” Journal of Adolescence, Vol. 27 (Issue 1), P.87-96
My criticism of this would be that rather than the game being completely interactive as the article suggests, perhaps it shows more signs of interpassitivity, that is, the enhanced freedom to choose rather than the freedom to create. In this way, the game is rather a combination of choices than a complete blank slate, and maybe choosing to be a character of the opposite gender is just a representation of this, rather than an indication of the psyche of the player who chooses to do so. I am not familiar with the game but maybe a female character has a set of characteristics which would be beneficial to the game and the same may be true of female players who chose to play as males?
Article: Griffiths M.D. et al. (2004) “Online Computer Gaming: A Comparison of Adolescent and Adult Gamers” Journal of Adolescence, Vol. 27 (Issue 1), P.87-96
W8. Task 6. Disagreements no. 4 Isolation
This article discusses the idea that prolonged use of the Internet by teenagers will result in them becoming isolated from other people, with the research conducted providing strong evidence to the contrary, as it showed that the majority of the time adolescents spent online was spent talking to people they knew offline, about friends and gossip. This therefore implies that online relationships are used to maintain and to build on existing relationships, rather than for identity play and this is something I would agree with.
My criticism of this would be the date that the data was gathered. In 2004, although only five years ago, personally my internet use was much different, perhaps because of my age but also because of the technology available. It is possible that now, after the use of social networking sites such as facebook and myspace has really taken off, and it has therefore become easier to connect with strangers, maybe the evolution of the technology has made it easier for teenagers to spend more of their time online. As a result it is possible that teenagers could become isolated from IRL friends and be more likely to have more online social interactions with strangers as it is more socially acceptable now.
Article: Gross, E.F. (2004) “Adolescent Internet use: What we expect, what teens report” Applied Developmental Psychology, Vol. 25 (Issue 6), P.633-649
My criticism of this would be the date that the data was gathered. In 2004, although only five years ago, personally my internet use was much different, perhaps because of my age but also because of the technology available. It is possible that now, after the use of social networking sites such as facebook and myspace has really taken off, and it has therefore become easier to connect with strangers, maybe the evolution of the technology has made it easier for teenagers to spend more of their time online. As a result it is possible that teenagers could become isolated from IRL friends and be more likely to have more online social interactions with strangers as it is more socially acceptable now.
Article: Gross, E.F. (2004) “Adolescent Internet use: What we expect, what teens report” Applied Developmental Psychology, Vol. 25 (Issue 6), P.633-649
W8. Task 6. Disagreements no. 3 Identity Experimentation
My criticism of this article is that it does not mention the wider implications of adolescents pretending to be someone else online; instead it focuses on the reasons in terms of identity formation. Whilst I would agree that creating an alter-ego for yourself online can help to facilitate social relationships, to overcome shyness and to see others reactions, if we are lied to online what does this mean for our trust levels in terms of our internet use? Will the amount of adolescents taking part in this type of identity exploration mean that no one is who they say they are online and lead to an even greater lack of trust in the Internet?
Therefore, the message of this article, that the Internet is the ideal place for identity play, to the extent of pretending to be someone completely different to who you actually are, not just in terms of personality (confident when you are really shy) but in terms of the fundamentals of who you are (man when you’re a woman, adult when you’re a child) is in contrast to ideas by Rheingold, that the internet is an ideal place for the exchange of opinions, ideas and support.
In this way the article paints a picture of the internet in a cyber-utopian manner, that there cannot possibly be any problem with identity experimentation if it helps adolescents discover “who they really are”, when this opinion lacks an acknowledgement of the problems which this could result in.
Article: Valkenburg P.M. et al. (2005) “Adolescents’ identity experiments on the internet” New Media & Society, Vol. 7 (Issue. 3) P383-402
Therefore, the message of this article, that the Internet is the ideal place for identity play, to the extent of pretending to be someone completely different to who you actually are, not just in terms of personality (confident when you are really shy) but in terms of the fundamentals of who you are (man when you’re a woman, adult when you’re a child) is in contrast to ideas by Rheingold, that the internet is an ideal place for the exchange of opinions, ideas and support.
In this way the article paints a picture of the internet in a cyber-utopian manner, that there cannot possibly be any problem with identity experimentation if it helps adolescents discover “who they really are”, when this opinion lacks an acknowledgement of the problems which this could result in.
Article: Valkenburg P.M. et al. (2005) “Adolescents’ identity experiments on the internet” New Media & Society, Vol. 7 (Issue. 3) P383-402
W8. Task 6. Disagreements no. 2 Youth blogging
A criticism I have of my second article is that lack of acknowledgement of the risks associated with online communities. The article seems to suggest that creating a blog and then creating a network of blogs with online peers to form a community is nothing but beneficial to the user, suggesting that it allows them to “foster peer group relationships.” However, there is little to no acknowledgement of the problems that this could create, such as the trust you put into others in the community.
The article uses the statistic that 92% of blog users provide a name on their blog and 54% of bloggers provide more detailed information about themselves such as age, occupation or geographical location on the home page of their blogs. (Herring et al., 2004a) exclusively as evidence for the argument that blogs create a sense of empowerment as you are revealing your thoughts and feelings without a mask. Nowhere is there any recognition of the problems that this could bring in terms of sharing very specific information about you with an infinite amount of people online and the trust that they are therefore placing in the hands of strangers.
Article Huffaker, D.A. and Calvert S.L. (2005) “Gender, identity, and language use in teenage blogs” Journal of Computer-Mediated Communication, Vol. 10 (Issue 2), http://jcmc.indiana.edu/vol10/issue2/huffaker.html [Accessed 11/03/09]
The article uses the statistic that 92% of blog users provide a name on their blog and 54% of bloggers provide more detailed information about themselves such as age, occupation or geographical location on the home page of their blogs. (Herring et al., 2004a) exclusively as evidence for the argument that blogs create a sense of empowerment as you are revealing your thoughts and feelings without a mask. Nowhere is there any recognition of the problems that this could bring in terms of sharing very specific information about you with an infinite amount of people online and the trust that they are therefore placing in the hands of strangers.
Article Huffaker, D.A. and Calvert S.L. (2005) “Gender, identity, and language use in teenage blogs” Journal of Computer-Mediated Communication, Vol. 10 (Issue 2), http://jcmc.indiana.edu/vol10/issue2/huffaker.html [Accessed 11/03/09]
W8. Task 6. Disagreements no. 1 Satisfaction and Internet Use
Whilst for the most part I agree with the points that are made in my first article, one criticism I would add is that I think it is based on the assumption that offline personality and online personality are one in the same. However, as suggested by the work of Sherry Turkle, this is not necessarily the case as online we feel safe to carry out “identity play” where we try out personalities online which are extremely removed to our offline selves. This may be because of the safety which comes from the perception that interactions we have online aren’t as “real” as the ones we have offline, as they aren’t as tangible as a face to face conversation would be.
In arguing for the hypothesis that those who use the internet more will demonstrate a greater degree of satisfaction with their school lives, it suggests that those who have an extroverted personality offline will bring this to their online selves. However, there is little recognition of theories such as Turkle’s that suggest that the Internet provides a safe forum on which people can try out different personalities in the process of identity formation for adolescents. I would argue that an alternative way of looking at it would be to suggest that those who use the Internet to create a second personality for themselves which is a stark contrast to their offline selves may very well experience less satisfaction with their offline school life, as they may feel that the persona and life they have created for themselves online is far superior and more rewarding, perhaps if they have built up a network of online friends. These obviously are not able to be transferred to the individual’s offline life, which may create dissatisfaction to the offline live, and a favouring of the online one. I would suggest that this is evidenced in the case of Stewart I mentioned in a past blog.
Article: Liu, X. and Robert, L. (2008) “Does using the internet make people more satisfied with their lives? The Effects of the Internet on College Students’ School Life Satisfaction” CyberPsychology & Behaviour, Vol. 11 (Issue 3), p310-320
In arguing for the hypothesis that those who use the internet more will demonstrate a greater degree of satisfaction with their school lives, it suggests that those who have an extroverted personality offline will bring this to their online selves. However, there is little recognition of theories such as Turkle’s that suggest that the Internet provides a safe forum on which people can try out different personalities in the process of identity formation for adolescents. I would argue that an alternative way of looking at it would be to suggest that those who use the Internet to create a second personality for themselves which is a stark contrast to their offline selves may very well experience less satisfaction with their offline school life, as they may feel that the persona and life they have created for themselves online is far superior and more rewarding, perhaps if they have built up a network of online friends. These obviously are not able to be transferred to the individual’s offline life, which may create dissatisfaction to the offline live, and a favouring of the online one. I would suggest that this is evidenced in the case of Stewart I mentioned in a past blog.
Article: Liu, X. and Robert, L. (2008) “Does using the internet make people more satisfied with their lives? The Effects of the Internet on College Students’ School Life Satisfaction” CyberPsychology & Behaviour, Vol. 11 (Issue 3), p310-320
Thursday, 12 March 2009
W8. Task 4. Criticism No. 5 Newspaper
As this particular article was placed in the entertainment section of the web site of a popular daily newspaper, entertainment values would therefore play a role in the way in which it is written. I believe this is evident in the way that it name drops more popular and everyday examples that the reader would be able to relate to, such as mentioning Big Brother, 24, and the England World Cup game.
Moreover, whole research papers and academic articles are summarized down to one or two sentences to represent the whole thing, so this implies to me that we are losing some of the finer detail, in favour of a reductionist statement. Whilst this may be easier for the typical reader of the newspaper to comprehend, it also inevitably means that some of the more complex arguments of the articles are omitted.
URL: http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
Moreover, whole research papers and academic articles are summarized down to one or two sentences to represent the whole thing, so this implies to me that we are losing some of the finer detail, in favour of a reductionist statement. Whilst this may be easier for the typical reader of the newspaper to comprehend, it also inevitably means that some of the more complex arguments of the articles are omitted.
URL: http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
W8. Task 3. Criticism No. 5 Newspaper (cont.)
Whilst in general the site does practice what it is preaching, it has an almost overwhelming amount of hyperlinks taking you to different places, not all of which are even vaguely related to the article. I believe that this represents the way in which our needs from the news are changing: a shift from picking up the newspaper and physically reading it, to a restructure of this format, getting all of our news online and tailoring it to our specific needs, interests and daily routine. Sharing is also encouraged with the ability to bookmark and share on other networking sites. In this way it does practice what it preaches for the digital natives.
However, for the digital immigrants I would think that perhaps it is a bit too over complicated. Initially it seems quite complicated and difficult to use, in that the actual article is surrounded by advertisements, as well as hundreds of other hyperlinks which are organized quite sporadically. In this way it is itself a representation of the different ways in which digital immigrants and digital natives take in information and changes in the way information is presented as a result of this. Whilst a native might read it for a bit, and then move on to a different hyperlink, taking in information quickly until something else which took their interest came along, an immigrant might want to read it through in its entirely, read through all the hyperlinks, and then decide where they want to head off next.
URL: 5. http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
However, for the digital immigrants I would think that perhaps it is a bit too over complicated. Initially it seems quite complicated and difficult to use, in that the actual article is surrounded by advertisements, as well as hundreds of other hyperlinks which are organized quite sporadically. In this way it is itself a representation of the different ways in which digital immigrants and digital natives take in information and changes in the way information is presented as a result of this. Whilst a native might read it for a bit, and then move on to a different hyperlink, taking in information quickly until something else which took their interest came along, an immigrant might want to read it through in its entirely, read through all the hyperlinks, and then decide where they want to head off next.
URL: 5. http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
W8. Task 3. Criticism No. 4 Wiki
The next web site I am looking at is a wiki abut the concept of digital natives. In this way, it most certainly practices what it preaches in that wikis are a prime example of the way in which digital natives use the internet, allowing them to take part in prod usage, sharing information collaboratively and allowing anyone to edit or develop it without expecting money or any other payment in return.
To me this seems like the perfect way to discuss digital natives and the ways in which the new generation are making use of digital technology in order to communicate, as it is speaking in the same language as it were as the digital natives. In addition, as you can share the pages and sync them with your other networking sites, facebook, Wikipedia twitter etc. and take part in discussion, it seems like by adopting the practices of digital natives, digital immigrants hope to better understand them.
However, one irony is that the site claims to be for teachers and members of the older generation to get together and share ideas about different ways to teach and communicate with the generation of digital natives. This seems ironic in that digital immigrants probably would not initially think of sharing information in this way, perhaps they would prefer to gather information from a book, a reliable source they can trust, rather than anyone who decides to add their two cents to the wiki page. In this way would they really be willing to contribute to a wiki on the subject? From the amount of content there is on the site, and from the fact that it seems as if the majority of the hyperlinks are external rather than internal, it seems not.
URL: http://www.digitalnative.org/wiki/Main_Page
To me this seems like the perfect way to discuss digital natives and the ways in which the new generation are making use of digital technology in order to communicate, as it is speaking in the same language as it were as the digital natives. In addition, as you can share the pages and sync them with your other networking sites, facebook, Wikipedia twitter etc. and take part in discussion, it seems like by adopting the practices of digital natives, digital immigrants hope to better understand them.
However, one irony is that the site claims to be for teachers and members of the older generation to get together and share ideas about different ways to teach and communicate with the generation of digital natives. This seems ironic in that digital immigrants probably would not initially think of sharing information in this way, perhaps they would prefer to gather information from a book, a reliable source they can trust, rather than anyone who decides to add their two cents to the wiki page. In this way would they really be willing to contribute to a wiki on the subject? From the amount of content there is on the site, and from the fact that it seems as if the majority of the hyperlinks are external rather than internal, it seems not.
URL: http://www.digitalnative.org/wiki/Main_Page
W8. Task 3. Criticism No. 3 Speech
As my third web-site is a corporate site, it’s main priority is with giving information and of course I would expect it to have a bias towards the company it represents, and I would not expect it to mention anything negative about this company.
The particular page I am looking at is a transcript of a speech on the topic of what the immergence of the digital native generation means for the newspaper industry. One of the main criticisms I have for the page is the lack of hyperlinks and the formality of it. This is in strike contrast to the web site number 3 I have described in a previous blog, in that there is hardly any hypertextuality at all. For me this means that rather than being directed to something else more relevant, or to something else I am interested in, there is a very low degree of interactivity, put simply you are on your own!
I would consider this very surprising as the company itself I have the impression of being extremely forward thinking and to be the first to encourage more interactivity, this is certainly the impression I get from the speech as it implies that all journalists should jump on the online bandwagon in order to make profits from this new generation.
URL: http://www.newscorp.com/news/news_247.html
The particular page I am looking at is a transcript of a speech on the topic of what the immergence of the digital native generation means for the newspaper industry. One of the main criticisms I have for the page is the lack of hyperlinks and the formality of it. This is in strike contrast to the web site number 3 I have described in a previous blog, in that there is hardly any hypertextuality at all. For me this means that rather than being directed to something else more relevant, or to something else I am interested in, there is a very low degree of interactivity, put simply you are on your own!
I would consider this very surprising as the company itself I have the impression of being extremely forward thinking and to be the first to encourage more interactivity, this is certainly the impression I get from the speech as it implies that all journalists should jump on the online bandwagon in order to make profits from this new generation.
URL: http://www.newscorp.com/news/news_247.html
W8. Task 3. Criticism No. 3. Speech (cont.)
Moreover, the speech was written in 2005, although this was only 4 years ago, given the rapidly increasing pace of the development of technology, 4 years can mean a lot of change in this field, and the statistics he refers to may no longer be the case, Perhaps the trends described have lost momentum, or have taken a completely different direction by now.
In sum, the way message of the speech and the way in which it is presented seem to juxtapose to one another to create an extremely contradictory message. One the one hand the speech suggests repacking and rebranding of information, with humour and gossip, to make it more digestible by the digital native generation. On the other is an extremely basic web site, which seems to have no much of message to put across other than the surface text.
URL: http://www.newscorp.com/news/news_247.html
In sum, the way message of the speech and the way in which it is presented seem to juxtapose to one another to create an extremely contradictory message. One the one hand the speech suggests repacking and rebranding of information, with humour and gossip, to make it more digestible by the digital native generation. On the other is an extremely basic web site, which seems to have no much of message to put across other than the surface text.
URL: http://www.newscorp.com/news/news_247.html
W8. Task 3. Criticism No. 2 Teaching Digital Natives
Here the author describes the problems faced as a result of teachers who are digital immigrants using the types of teaching methods they were taught by in order to teach digital natives. He argues that as a result of this shift digital natives learn in a different way to the previous generation, so teaching methods equally need to change.
My problem with this is that the suggestions the author makes are inevitably flawed in that he himself is a digital immigrant. It is all very well suggesting that digital natives will learn more effectively if they are taught by a video game, and this seems to go with the logic he is describing, but does this necessarily mean that we ought to be using this method to teach spelling, geography, or chemistry? I am tempted to think not, in that school is an environment which lends itself to learning and education, having a teacher stand at the front of the classroom is something I associate with learning, and taking in information. On the other hand, sitting on the Internet is something I associate with my free time, and socializing ahead of taking in facts. I think a clear distinction and set of cultural practices are needed for both in order to prevent learning becoming trivialized.
And in this case, surely to put across his argument in a format which is more relevant to the digital natives, his article should have instead been represented through a “shoot ‘em up” style video game rather than an uninspiring black text on white background with no images?
URL: http://www.ascd.org/authors/ed_lead/el200512_prensky.html
My problem with this is that the suggestions the author makes are inevitably flawed in that he himself is a digital immigrant. It is all very well suggesting that digital natives will learn more effectively if they are taught by a video game, and this seems to go with the logic he is describing, but does this necessarily mean that we ought to be using this method to teach spelling, geography, or chemistry? I am tempted to think not, in that school is an environment which lends itself to learning and education, having a teacher stand at the front of the classroom is something I associate with learning, and taking in information. On the other hand, sitting on the Internet is something I associate with my free time, and socializing ahead of taking in facts. I think a clear distinction and set of cultural practices are needed for both in order to prevent learning becoming trivialized.
And in this case, surely to put across his argument in a format which is more relevant to the digital natives, his article should have instead been represented through a “shoot ‘em up” style video game rather than an uninspiring black text on white background with no images?
URL: http://www.ascd.org/authors/ed_lead/el200512_prensky.html
W8. Task 3. Criticisim No. 1 Book excerpt
This particular web-site is concerned with a book about the subject of digital natives. In order to sell the product they have published a lengthy excerpt of the book on the web-site promoting it.
In terms of up-to-dateness, as the book was published in August of 2008, and having read the excerpt, for the most part the information is up to date and extremely relevant, which I see as a strength given the rapid development of the technology it mentions. Of course, it shouldn’t be very long before even this is out of date and not reflective of the way in which the digital natives use technology.
A criticism I would make of the web-site is the irony in that the excerpt describes the way in which digital natives are able to share information digitally, by posting it to a blog, sharing a URL, e-mailing an online recommendation. However, no where on the site does it enable any of these things to happen. I would have expected a hyperlink, such as in the image I have posted, to share it via facebook, twitter, delicious, myspace or any of the other ways to bookmark or recommend it embedded into the site in order to take advantage of hypertextuality which is a fundamental part of the digital natives understanding of new technologies. However, here it seems that the reader will have to externally log into any of these sites
to be able to tell their friends about it, which to me seems ironic for a book which describes the different, new ways in which the digital natives can easily share information and how important this is. Maybe this was overlooked by the digital immigrants who produced the information!
URL: http://www.borndigitalbook.com/excerpt.php
In terms of up-to-dateness, as the book was published in August of 2008, and having read the excerpt, for the most part the information is up to date and extremely relevant, which I see as a strength given the rapid development of the technology it mentions. Of course, it shouldn’t be very long before even this is out of date and not reflective of the way in which the digital natives use technology.
A criticism I would make of the web-site is the irony in that the excerpt describes the way in which digital natives are able to share information digitally, by posting it to a blog, sharing a URL, e-mailing an online recommendation. However, no where on the site does it enable any of these things to happen. I would have expected a hyperlink, such as in the image I have posted, to share it via facebook, twitter, delicious, myspace or any of the other ways to bookmark or recommend it embedded into the site in order to take advantage of hypertextuality which is a fundamental part of the digital natives understanding of new technologies. However, here it seems that the reader will have to externally log into any of these sites
to be able to tell their friends about it, which to me seems ironic for a book which describes the different, new ways in which the digital natives can easily share information and how important this is. Maybe this was overlooked by the digital immigrants who produced the information!URL: http://www.borndigitalbook.com/excerpt.php
Thursday, 5 March 2009
Week 7- The World’s Cleverest Child and Me
I think an interesting example of distance learning comes from a documentary on Channel 4 called The World’s Cleverest Child and Me (Broadcast 28/01/09). A youtube link is here.
Adora, one of the children mentioned on the programme, follows an online curriculum, I am assuming because she would be too advanced to be in a school with others her age. It therefore provides her with the opportunity to learn at a more appropriate pace for her intelligence. In this way, the dispersal of the concept of education through the Internet allows her to access the materials she needs to learn as much as she can through virtuality, as she is able to be physically in one place but remotely accessing information from another which I see as a large benefit of eLearning.
I believe that this is achieved through gift economy, in that lots of the information online is published without expecting anything in return, and I also suspect that removing her from school and learning exclusively online would mean that she doesn’t have to cope with some of the difficulties which she may face in a traditional school environment, for example feeling like she’s different to everyone else and possibly being bullied. Something which she mentions in the clip, although claiming that she likes being different.
In this way it seems as if online learning works in her favour, in that she is able to get the education she would lack if she were to be placed in the traditional schooling system. However, I would dispute this cyber-utopian view if eLearning as being removed from school might also come with it’s own set of problems, as school is where we learn a great deal about ourselves, and functions to shape who we become as adults, but removing this her family and the Internet are the only way she has to learn about the outside world. Which I would argue does not result in a healthy mental development in terms of social skills.
Adora, one of the children mentioned on the programme, follows an online curriculum, I am assuming because she would be too advanced to be in a school with others her age. It therefore provides her with the opportunity to learn at a more appropriate pace for her intelligence. In this way, the dispersal of the concept of education through the Internet allows her to access the materials she needs to learn as much as she can through virtuality, as she is able to be physically in one place but remotely accessing information from another which I see as a large benefit of eLearning.
I believe that this is achieved through gift economy, in that lots of the information online is published without expecting anything in return, and I also suspect that removing her from school and learning exclusively online would mean that she doesn’t have to cope with some of the difficulties which she may face in a traditional school environment, for example feeling like she’s different to everyone else and possibly being bullied. Something which she mentions in the clip, although claiming that she likes being different.
In this way it seems as if online learning works in her favour, in that she is able to get the education she would lack if she were to be placed in the traditional schooling system. However, I would dispute this cyber-utopian view if eLearning as being removed from school might also come with it’s own set of problems, as school is where we learn a great deal about ourselves, and functions to shape who we become as adults, but removing this her family and the Internet are the only way she has to learn about the outside world. Which I would argue does not result in a healthy mental development in terms of social skills.
Week 7- The World’s Cleverest Child and Me Cont.
In addition, Adora also teaches online lessons to schools in America about writing poetry. In this way she is able to share her knowledge and teach children in a way which they might be able to understand better as it comes from one of their peers. However, I would argue for a more cyber-distopian view of this as much of the motives behind charging for these online lessons are monetary rather than being for the joy of passing on knowledge, working off the gimmick that she is a children genius and it merely being used as a way to make her family more money.
Whilst it does mean that she’s able to teach a larger amount of people, and those who she wouldn’t be able to reach in person through virtuality, I also think that the fact that the Adora “brand” is represented through her web-site, which she coincidentally sells her book via, suggests to me that her parents are almost “cashing in” on her intelligence and the online tutorials she does (from her basement come T.V. studio) are being used to make a profit from her behind the guise of distance learning, the emphasis being on money rather than sharing knowledge with those who wouldn’t be able to have the same opportunities because of location.
Whilst it does mean that she’s able to teach a larger amount of people, and those who she wouldn’t be able to reach in person through virtuality, I also think that the fact that the Adora “brand” is represented through her web-site, which she coincidentally sells her book via, suggests to me that her parents are almost “cashing in” on her intelligence and the online tutorials she does (from her basement come T.V. studio) are being used to make a profit from her behind the guise of distance learning, the emphasis being on money rather than sharing knowledge with those who wouldn’t be able to have the same opportunities because of location.
Week 7- eLearning Africa
From looking at the eLearning Africa web-site it seems that one of the main issues affecting distance learning is problems with the technology “going down”. This is discussed in an interview with the CEO of Fronter, the company which provides the technology for the eLearning programme found here.
If the technology were to be unreliable, and not work effectively, obviously the project would not work, in that students would not be able to effectively get an education. One way in which this is prevented is by providing tools which, although they are taken from schemes in Europe, they have been thoroughly researched to be adapted to be useful for the African ways of learning. In addition, back ups are provided so that students are able to have offline materials they can access when they aren’t able to have access to the Internet for one reason or another.
I personally get the impression that the project has been thoroughly researched in order to allow people with a range of different situations to get the most out of the technology through cultural democratisation. For example, solving the problem of a lack of teachers by taking successful training from other countries and applying it to the situation in Africa, therefore meaning that the chances of the students getting an education are drastically increased, as well as an education which is relevant to their individual situation and needs which they would not be able to receive in such a high quality if it weren’t for online methods. Students are also able to actively participate in discussion of their education so Steve Jones concept of a cybersociety, where people are able to share thought and information instantaneously across vast distances, has here resulted in the technodeterminist, cyber-utopian view that people will get a better education as a result.
http://www.elearning-africa.com/newsportal/english/index.php [Accessed 05/03/09]
If the technology were to be unreliable, and not work effectively, obviously the project would not work, in that students would not be able to effectively get an education. One way in which this is prevented is by providing tools which, although they are taken from schemes in Europe, they have been thoroughly researched to be adapted to be useful for the African ways of learning. In addition, back ups are provided so that students are able to have offline materials they can access when they aren’t able to have access to the Internet for one reason or another.
I personally get the impression that the project has been thoroughly researched in order to allow people with a range of different situations to get the most out of the technology through cultural democratisation. For example, solving the problem of a lack of teachers by taking successful training from other countries and applying it to the situation in Africa, therefore meaning that the chances of the students getting an education are drastically increased, as well as an education which is relevant to their individual situation and needs which they would not be able to receive in such a high quality if it weren’t for online methods. Students are also able to actively participate in discussion of their education so Steve Jones concept of a cybersociety, where people are able to share thought and information instantaneously across vast distances, has here resulted in the technodeterminist, cyber-utopian view that people will get a better education as a result.
http://www.elearning-africa.com/newsportal/english/index.php [Accessed 05/03/09]
Week 7- China: Its Distance Higher-Education System by Zhao Yuhui
One issue which struck me when reading this article was the selection of the presenters who are used to televise lectures over China. The article reads:
Whilst a solid academic background it can be assumed will mean that the presenter has a sound knowledge of their topic, and “knows their stuff”, as it were, does this necessarily justify the numbers of students to whom the lectures are transmitted to given the lack of interactivity, students aren't really able to engage more powerfully with the information which is being presented to them.
I would suggest that although there are opportunities for teachers and students to meet face to face, to ask questions and to have homework marked, in this case as there is a lack of people who are able to actually teach, and there seemed to be a rush to educate people in order to have a thriving economy, using TVU seemed like a perfect way to solve this problem in a temporary way until more individuals who were able to teach others came out the other side of the system.
Whilst I do not personally think that having one person teach masses of people is at all ideal, in the way in which ideologies are encouraged through institutions, the way in which China had dealt with it, for example by providing that face-to-face tuition that the televised lectures lacked, overcome many of the instant problems of it, and therefore allowed education to continue, in circumstances where is possibly would have not.
Zhao Yuhui, China: Its Distance Higher-Education System, http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html [Accessed 05/03/09]
“Presenters are chosen from key universities all over China. In its initial, it is necessary for TVUs to adopt textbooks used in conventional universities and to choose academics with a sound university teaching back-ground as presenters, so that a high standard of tuition can be guaranteed. These two measures have proved to be effective.”
Whilst a solid academic background it can be assumed will mean that the presenter has a sound knowledge of their topic, and “knows their stuff”, as it were, does this necessarily justify the numbers of students to whom the lectures are transmitted to given the lack of interactivity, students aren't really able to engage more powerfully with the information which is being presented to them.
I would suggest that although there are opportunities for teachers and students to meet face to face, to ask questions and to have homework marked, in this case as there is a lack of people who are able to actually teach, and there seemed to be a rush to educate people in order to have a thriving economy, using TVU seemed like a perfect way to solve this problem in a temporary way until more individuals who were able to teach others came out the other side of the system.
Whilst I do not personally think that having one person teach masses of people is at all ideal, in the way in which ideologies are encouraged through institutions, the way in which China had dealt with it, for example by providing that face-to-face tuition that the televised lectures lacked, overcome many of the instant problems of it, and therefore allowed education to continue, in circumstances where is possibly would have not.
Zhao Yuhui, China: Its Distance Higher-Education System, http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html [Accessed 05/03/09]
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