I have just read an article on the JCMC journal site called ‘IM=Interruption Management? Instant Messaging and Disruption in the Workplace’ It discusses how IM can help disturbance in the workplace, and whether it is effective in reducing the amount of time spent on ‘interruptions’. It is interesting to gain another perspective on how Internet communication can be used. In any workplace, interruptions when completing tasks is a common problem ‘it can significantly hinder productivity by disrupting thought processes and work flows, causing individuals to take longer to complete tasks’ (Gillie & Broadbent, 1989). By using IM, workers can track the availability of others especially if they cannot physically see each other. Rather than phoning, workers can quickly type a message to another co-worker and gain an instant response- or can they? There is no doubt that IM is a brilliant service, however I do wonder how great a help it is when it comes to office disturbances.
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The study shows that the 46-55 age category had the most respondents and also the most IM usage. However, I would suggest it is extremely likely that a majority of these workers (if not all) would be digital immigrants. I have already discussed in previous posts that immigrants do not have the computer skills of natives, because they have not grown up using the technology. Therefore, would using IM prove more of a disturbance than picking up the phone for example? Remember, they have to first understand how to work the IM service before even being able to type messages to people in an instant. I know from personal experience from immigrants I know, when they use IM they cannot keep up with the ‘twitch speed’ (Prensky, 2001) that is expected of IM communication. This makes me think that yes, for those that are more ‘natively’ inclined, it is a good idea as it means they do not have to leave their desks and information can be exchanged within seconds. It would not stop interruptions, that will never be possible in business, but it will reduce the time of the interruption. On the other hand, for those more likely to be immigrants it could be more hassle than it is worth. Then again, maybe once they have got used to the ways of IM they might find it quicker to use computer mediated work communication rather than f2f. This will be done anyway in breaks and after work.
References
Garrett, R. K., & Danziger, J. N. (2007). “IM=Interruption management? Instant messaging and disruption in the workplace”. Journal of Computer-Mediated Communication, Volume 13 Issue 1 article 2. http://jcmc.indiana.edu/vol13/issue1/garrett.html [Accessed 24/03/2009]
Prensky, M (2001) “Digital Natives, Digital Immigrants”, On the Horizon, Volume 9 Issue 5 pp.2
Thursday, 26 March 2009
Wednesday, 25 March 2009
Week 10: Question 1- How might Wenger's notions on practice communities relate to Prensky's on education?
Wenger’s and Prensky’s notions refer to different groups within society, both of which tend to categories people on a generalised basis. Digital natives can interact with each other online using Multi User Environments (MUE). Either intentionally or incidentally, communities of practice will be created as more and more users come together because they have shared interests in technologies.
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One thing that relates the two notions is the idea of the ‘authorised word’. For Wenger, CofPs can be led by a ‘leader’ either someone or an organisation that holds a higher standing in the community hierarchy. Looking at Prensky, he focuses on educators having authority, even if they may be digital immigrants.
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Natives have different methods of thinking and learning to immigrants- many tend to have shorter attention spans and thus can find learning more of a chore in a world where answers can now be found with just a click of a button. The same could be applied between different CofPs; some groups will learn in one way, whereas others may enjoy using other methods in creating/bringing together joint enterprise.
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Finally, the term ‘Community of Practice’ refers to a social phenomenon that goes back for centuries. It has always been there, but it is not until recent years the phenomenon has been recognised, studied and given a name. The digital native/immigrant concept could be considered very similar. Although a much newer phenomenon, is something that has been socially created. The digital divide could not be deemed completely natural as it was provoked by man-made technology; however both have only been able to develop through human interest in particular topics. (I hope that makes sense!)
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One thing that relates the two notions is the idea of the ‘authorised word’. For Wenger, CofPs can be led by a ‘leader’ either someone or an organisation that holds a higher standing in the community hierarchy. Looking at Prensky, he focuses on educators having authority, even if they may be digital immigrants.
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Natives have different methods of thinking and learning to immigrants- many tend to have shorter attention spans and thus can find learning more of a chore in a world where answers can now be found with just a click of a button. The same could be applied between different CofPs; some groups will learn in one way, whereas others may enjoy using other methods in creating/bringing together joint enterprise.
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Finally, the term ‘Community of Practice’ refers to a social phenomenon that goes back for centuries. It has always been there, but it is not until recent years the phenomenon has been recognised, studied and given a name. The digital native/immigrant concept could be considered very similar. Although a much newer phenomenon, is something that has been socially created. The digital divide could not be deemed completely natural as it was provoked by man-made technology; however both have only been able to develop through human interest in particular topics. (I hope that makes sense!)
Week 10: Question 2- What difference might the 'Digital Divide' make?
a) The term ‘Digital Divide’ has always been used to classify society into two specific groups. It has highlights the difference in access rates for computers and the Internet between different socio-economic groups. Those who have more money tend to have higher access rates than those who have very little, and where people live can have a major effect. Living in an urban and industrial environment may mean you have higher access to computers and the Internet more so than those who live in the countryside where there is little demand for that type of technology.
The more abundant the digital divide becomes, the larger the divide will become. Those who have access will be able to develop their skills as the technology improves, for example moving to Web 3.0 usage. On the other hand those who have little access (who were at a loss to begin with) will have even more of a struggle at entering today’s digital world because they have a smaller to no skills to begin with. This will certainly have social effects for all ages; children may have to use computers in school, but because they do not have one at home, they cannot understand the work that other children can. Similarly, people at work will have varying levels of I.T skills. It may be OK for some as they can accept they do not understand computers or they do not have to use them. For others it may affect their self esteem and feel degraded because they cannot use something that so many others can with great ease. Both of these examples may mean that different CofP will emerge between users and none users’ or rather digital natives and digital immigrants, as people will naturally bond/come together with those who have the same ideas and who have interests in the same things.
b) Global access issues across countries and regions can link largely with peoples’ socio-economic status. Most countries such as third world LEDCs (less economically developed countries) or LLEDCs will have never had the facilities to even have electricity in many regions, let alone access to the Internet. ‘Third world’ says it all, they are in a completely different world where there is no virtual there is no networking or browsing because of the little development the country has undergone, whether it be through war, government debt or other reasons. The difference the digital divide makes within regions of these countries is none- as they have never seen anything digital for there to be a divide. On a global scale, the divide has created a huge difference. I doubt that poorer countries will ever have the access that wealthier ones do now.
Talking about the digital divide in such a way makes me think- could we live without all this technology to hand? It does sound extremely materialistic but I doubt we could; we use it for social and business use. The way of life would change dramatically, and we would be living as people did before the computer was ever invented for personal and commercial use. I think we are extremely lucky to even have the ability to have a divide.
The more abundant the digital divide becomes, the larger the divide will become. Those who have access will be able to develop their skills as the technology improves, for example moving to Web 3.0 usage. On the other hand those who have little access (who were at a loss to begin with) will have even more of a struggle at entering today’s digital world because they have a smaller to no skills to begin with. This will certainly have social effects for all ages; children may have to use computers in school, but because they do not have one at home, they cannot understand the work that other children can. Similarly, people at work will have varying levels of I.T skills. It may be OK for some as they can accept they do not understand computers or they do not have to use them. For others it may affect their self esteem and feel degraded because they cannot use something that so many others can with great ease. Both of these examples may mean that different CofP will emerge between users and none users’ or rather digital natives and digital immigrants, as people will naturally bond/come together with those who have the same ideas and who have interests in the same things.
b) Global access issues across countries and regions can link largely with peoples’ socio-economic status. Most countries such as third world LEDCs (less economically developed countries) or LLEDCs will have never had the facilities to even have electricity in many regions, let alone access to the Internet. ‘Third world’ says it all, they are in a completely different world where there is no virtual there is no networking or browsing because of the little development the country has undergone, whether it be through war, government debt or other reasons. The difference the digital divide makes within regions of these countries is none- as they have never seen anything digital for there to be a divide. On a global scale, the divide has created a huge difference. I doubt that poorer countries will ever have the access that wealthier ones do now.
Talking about the digital divide in such a way makes me think- could we live without all this technology to hand? It does sound extremely materialistic but I doubt we could; we use it for social and business use. The way of life would change dramatically, and we would be living as people did before the computer was ever invented for personal and commercial use. I think we are extremely lucky to even have the ability to have a divide.
Week 10: Question 4- Potential problems of tailoring education
Potential problems may emerge if ‘education’ is tailored to fit to peoples’ cultural and personal preferences. “Much as one may sometimes deplore it in others, people are different!” (Handy,1995). A person’s environment, background and personality will shape preferences. Even one person will have a range of preferences when it comes to education without even realising it. For example how to write essays, or how they prefer to conduct group work- individualism will always have a large impact. Therefore, if people were allowed to tailor education, there could be no set standard for quality of work or assessments.
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It also would prove a stored problem for those who teach the ‘education’. If all students/learners set their own standards and ways of working, should teachers be allowed too? Although teachers do have preferred teaching methods, they still have to work to specific guides set by academic boards, as the same quality of teaching should be available to all.
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Education is there to help the masses ‘learn’ so it is impossible to cater for everybody’s’ individual needs. This would raise problems in terms of how employers would differentiate between candidates, (as discussed in week seven topic Distance Learning). As how could the quality of an education be defined? It would be extremely difficult, as one person’s preference is another’s worst nightmare.
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It is arguable, how much you would learn if education were tailored to individuals. On the one hand, you could learn a great deal more because it is a subject that interests the individual so they find it motivating. On the other they could learn less if they are not pushed to explore new topics. I know from personal experience, that I have learnt a majority of topics at university that I have found interesting; previous to coming to university, I would not have even thought to learn about some of these things. I think it is important for there to be some guidance rather than making up your own rules-as you could miss out on learning about areas of potential interest to you.
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This has made me also go a little off track and think of religious preferences. There have been a couple of very high profile cases considering Muslim girls wearing burqas and hijabs to school. It is their preference to wear these, but would it be ethically right to stop, say a catholic wearing Rosary Beads, it is their preference to wear them in an educational environment? I think this issue is a complex one, and steers a little off subject, but it does prove what problems could arise through tailored education.
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Another thought about tailoring education is that Prensky suggests education should be tailored to the digital minds of the young. In this sense, a certain level is needed to keep them interested but also able to learn. If they do not understand material being taught to them because of the methods used, then some compromise must be made between the students and the immigrant teacher (if the teacher is an immigrant).
References
Handy, C.B (1995) 4th edition, Gods of Management: The changing work of organisations, USA: Oxford University Press
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It also would prove a stored problem for those who teach the ‘education’. If all students/learners set their own standards and ways of working, should teachers be allowed too? Although teachers do have preferred teaching methods, they still have to work to specific guides set by academic boards, as the same quality of teaching should be available to all.
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Education is there to help the masses ‘learn’ so it is impossible to cater for everybody’s’ individual needs. This would raise problems in terms of how employers would differentiate between candidates, (as discussed in week seven topic Distance Learning). As how could the quality of an education be defined? It would be extremely difficult, as one person’s preference is another’s worst nightmare.
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It is arguable, how much you would learn if education were tailored to individuals. On the one hand, you could learn a great deal more because it is a subject that interests the individual so they find it motivating. On the other they could learn less if they are not pushed to explore new topics. I know from personal experience, that I have learnt a majority of topics at university that I have found interesting; previous to coming to university, I would not have even thought to learn about some of these things. I think it is important for there to be some guidance rather than making up your own rules-as you could miss out on learning about areas of potential interest to you.
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This has made me also go a little off track and think of religious preferences. There have been a couple of very high profile cases considering Muslim girls wearing burqas and hijabs to school. It is their preference to wear these, but would it be ethically right to stop, say a catholic wearing Rosary Beads, it is their preference to wear them in an educational environment? I think this issue is a complex one, and steers a little off subject, but it does prove what problems could arise through tailored education.
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Another thought about tailoring education is that Prensky suggests education should be tailored to the digital minds of the young. In this sense, a certain level is needed to keep them interested but also able to learn. If they do not understand material being taught to them because of the methods used, then some compromise must be made between the students and the immigrant teacher (if the teacher is an immigrant).
References
Handy, C.B (1995) 4th edition, Gods of Management: The changing work of organisations, USA: Oxford University Press
Tuesday, 24 March 2009
Week 10: Question 6- How does it differ from Web 3.0?
After hours of researching I still find the differences between Web 3.0 and Semantic Web a little confusing. However, I found that the main difference between the two is that Web 3.0 uses Semantic Web (see picture).
http://www.computer.org/portal/cms_docs_computer/computer/homepage/Jan09/r1web.pdf
“We are going from a web of connected documents to a web of connected data” (Spivack in Markoff, 2006). Web 3.0 uses a mix of Web 2.0, Semantic and other data technology. Semantic web search technology will help Web 3.0 to ‘mine’ the web more effectively, leaving no need for Web 3.0 to rely on the likes of comments and keywords to share and find information.
It is still in the development stages so the name is really a commercial term for advancements. There is no exact definition of what Web 3.0 is at present but experts say it will probably be with us in the next two to three years.
“You don’t need to apologize for calling it Web 3.0. Of course the Web does not upgrade in one go like a company switching to Vista. But there is a definite phase transition from current technologies. My personal Web 3.0 definition is ‘the combination of Web 2.0 mass collaboration with structured databases’…If you don't like the Web 3.0 title, just call it the semantic web, no one really knows what that means either." (Abraham, 2008).
Therefore there is a difference, but it is not very clear, even to experts in the field. Web 3.0 could be classified as just a name for a discussion, as we users have not seen any changes to Internet services. However, in saying this, will we notice when Web 3.0 is used or will it be a smooth transition we won’t realise we were apart of until many years time?
References:
Markoff, J (2006) “Entrepreneurs See a Web Guided by Common Sense” New York Times, 12/11/06 www.nytimes.com/2006/11/12/business/12web.html [Accessed 21/03/09]
Abraham, S (2008) “Semantic Web-Web 3.0” Stephen’s Lighthouse. http://stephenslighthouse.sirsidynix.com/archives/2008/02/ [Accessed 21/03/09]
Week 10: Question 5- What is the 'Semantic Web'?
The semantic web is the next generation of Internet and the World Wide Web. The word semantic is very similar to that of syntax- sentence structure, but rather than showing what is said, semantics are the meanings behind what is said. Semantic web has been around for a while, but this development is only just stepping out into the limelight.
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The technology basically hopes to enhance the user experience and will help computers ‘understand’ the likes of web pages that we ‘ask’ them to visit, as at present they only recognise web pages themselves and not the content on/in them. By using this on a range of computers it will lead to a universal medium, a framework that makes data sharing across many online communities far more accurate and quicker ‘a knowledge intended structure’ (www.internetrevolution.com, 2009). It could be thought of as an extension of the Internet, as it uses the basics of what it has now, but develop it into a much more user and computer friendly structured system. It is led by the W3C (World Wide Web Consortium) along with partners such as the RDFA and researchers.
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This was a term I had never come across before researching for this week. However, I found this site to be extremely useful. Visit the YouTube page-Intro to the Semantic Web. I also found the W3C website very informative. Visit the W3C Homepage.
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The technology basically hopes to enhance the user experience and will help computers ‘understand’ the likes of web pages that we ‘ask’ them to visit, as at present they only recognise web pages themselves and not the content on/in them. By using this on a range of computers it will lead to a universal medium, a framework that makes data sharing across many online communities far more accurate and quicker ‘a knowledge intended structure’ (www.internetrevolution.com, 2009). It could be thought of as an extension of the Internet, as it uses the basics of what it has now, but develop it into a much more user and computer friendly structured system. It is led by the W3C (World Wide Web Consortium) along with partners such as the RDFA and researchers.
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This was a term I had never come across before researching for this week. However, I found this site to be extremely useful. Visit the YouTube page-Intro to the Semantic Web. I also found the W3C website very informative. Visit the W3C Homepage.
Friday, 20 March 2009
Week 9: Education 'stretching' a person
I consider ‘stretch’ to be challenging or to push someone. To ‘stretch’ someone’s mental abilities allows for new skills to be made and strengths to be heightened. Education needs to be challenging in order for the student to learn. It will never work unless the student has to work towards a goal that cannot be reached before they enter into the education. It broadens the mind and in turn creates new opportunities.
Week 9: A- The oldest digital native I know
I find this extremely hard to answer as the more I consider the ‘Digital Divide’, the more the edges are blurred between natives and immigrants. However, the oldest native I know is a woman who is 25 years old. Every day she works with a range of technology and never seems to have trouble using it. When she returns home at night she will check her Facebook and IM friends (if she has time). She will use a range of other technologies with ease such as the microwave and oven for dinner and the television to watch her favourite drama series. Constantly the phone or her mobile will be to hand. Using these is just second nature to her, and never has to think of how to use them- she instinctively knows! The only problem occurs is when a piece of technology breaks. It is only at this time she realises how simple technology can make tasks, and how much we consume in our everyday lives for both entertainment and general living.
Week 9: B- The youngest digital immigrant I know
The youngest immigrant I know is a man who is in his early 30’s. This does make me think about where the cut-off point between natives and immigrants. Between the oldest native and the youngest immigrants I know, there are approximately six years or so difference- a long time in terms of how much technology may have developed. For the purposes of this question though, I find it strange that actually there is little difference between what the eldest native and the youngest immigrant does with technology. The one main difference is the extra time it takes for the immigrant to use certain applications. For example the immigrant finds it hard to navigate round web 2.0 sites because they use more complex software. What would seem simple to a native can bamboozle an immigrant! He very rarely engages in technology he does not know or has had had to become accustomed to, as he feels its far too demanding and complex for him to understand.
Week 9: C- A person that threatens the digital native/immigrant notion
I can think of one immigrant straight away who defies the native/immigrant discourses. He is 45 years old and knows a great deal more about digital culture than the immigrant in his early 30’s, and about the same amount as myself. One main reason is that I do not think he realises himself just how habituated to the digital world he really is. When looking at common characteristics of the two groups, this would seem a trait of a native. Another point is that he is always eager to learn new things and will happily ask those who are obviously natives (from seeing them use technology) how to do things, for example how to use Skype. In this sense, is he a native or an immigrant? Do immigrants want to learn or is it a case of having to learn for the likes of the modern workplace? The notion that natives want ‘instant gratification’ can also be applied to immigrants; as in this man’s case, he learns skills so he can do tasks easier and quicker in the long run.
Week 9: D- A Fictional Neo-luddite
More and more universities are using technology to help aid the learning and development of their students. For my neo-luddite student (Jo) it must be frustrating how much technology is relied upon for the completion of university work. A vast majority of referencing and research for most is done primarily on the Internet. Although there are the library resources for Jo to use and facilities to set up individual tutor sessions/ discussions with her lectures, there is still a heavy dominance of technology on the way syllabuses are taught. To hand in assignments, everything must be typed up rather than handwritten which she prefers.
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It is not just in the classroom that is influenced by the technology of today. Jo goes back to her flat and finds that all her mates are sitting in the kitchen and in their rooms glued to their laptop screens. They all use the likes of social networking sites, produser sites etc like many students. This could make the neo-luddite Jo feel a little bit of an outcast. She would begin to wonder whether it is worth leaving her beliefs and try to integrate into this new and intimidating world of ‘the online’.
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It is not just in the classroom that is influenced by the technology of today. Jo goes back to her flat and finds that all her mates are sitting in the kitchen and in their rooms glued to their laptop screens. They all use the likes of social networking sites, produser sites etc like many students. This could make the neo-luddite Jo feel a little bit of an outcast. She would begin to wonder whether it is worth leaving her beliefs and try to integrate into this new and intimidating world of ‘the online’.
Week 9: E- A Fictional Technophile
The year is 2020 and a society that was deliberating whether or not it was techno-determinist just 10 years ago- now definitely is! By no means is all the world made of chrome (like some theories of yester year). For the generation that were once digital natives, they are now immigrants, as more technology has emerged and a whole new generation has grown up with it, and this includes Ben.
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University life is not a breeze, but is much simpler than it once was. No more does the student (Ben) need to go to f2f/ meatspace lectures, and really does not need to leave his room to be a part of the university, as all lectures are conducted online and interaction with fellow students is done through web cam. The students of today (2020) have many more resources than those who studied in 2009. There is the library for Ben to use, but to be honest, he does not really know how to find the articles he wants in there- it’s far too big!
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University life is not a breeze, but is much simpler than it once was. No more does the student (Ben) need to go to f2f/ meatspace lectures, and really does not need to leave his room to be a part of the university, as all lectures are conducted online and interaction with fellow students is done through web cam. The students of today (2020) have many more resources than those who studied in 2009. There is the library for Ben to use, but to be honest, he does not really know how to find the articles he wants in there- it’s far too big!
Thursday, 19 March 2009
Week 8 Red Questions: 4) Academic articles abstracts
Bayne, S and Ross J (2007) "A Dangerous Opposition", presented at the Annual Conference of the Society for Research into Higher Educatin (SRHE), University of Edinburgh.
This examines the assumptions about the 'Digital Native' discourse. It investigates the hierarchical violence between natives and immigrants and states that one term will always dominate over another, or rather 'occupy the commanding position'. Attention is drawn to 'professional development' agendas where skills are now developed through the usage of technologies such as E-Learning. It also brings the argument that students do not necessarily desire more technologically driven approaches to teaching and learning. It discusses the metaphor of the immigrant and how it relates to current socio-economic issues. Overall it argues that yes, we should be rethinking how people are taught, however old methods shouldn't be dismissed altogether.
Robinson, M (2008) "Digital nature and digital nurture: libraries, learning and the digital native" Library Management Vol 29 Issue 1/2 pp. 67-76
This study focuses on the library resources available to today's digital natives. It explores the role academic librarians have in helping students-the first generation of digital natives to learn. Although the need for changes in teaching and service provision have been recognised, have they been implemented? It uses Hong Kong academic libraries as case studies to further discussion. Libraries shouldn't try to compete with the likes of the Internet, but should look at the design of the services they offer. If this is done, students will be less tempted to rely on and research with web 2.0 applications.
Clark L.S, Demont-Heinrich C and Webber S.A, (2004) "Ethnographic Interviews on the Digital Divide", New Media and Society Vol 6 Issue 4 pp. 529-547
The article argues that individualism acts as a filter that can manipulate the digital divide. It includes a range of interviews with users and non-users of technology from varying socio-economic backgrounds in the USA. Those who are at an economic disadvantage are more likely to be immigrants even if young. The article reflects the corporate interests and social policies regarding the technology of today.
Prensky, M (2001) "Digital Natives, Digital Immigrants", On the Horizon, Vol 9 Issue 5
The article highlights that those who use the education system are now not those who the system was originally made to teach. Digital immigrants retain accents and think much differently to natives. Different experiences lead to different brain structures and as a result natives thrive on instant gratification. Therefore if immigrants want to teach natives, they need to adopt or adapt more to modern methods of learning and modern methods of thinking.
Livingston, S (2007) "Internet Literacy: Young People's Negotiation of New Online Opportunities" The John D and Catherine T McArthur Foundation series on Digital Young, Innovation, and the Unexpected Vol 1 pp. 101-122
Based on a series of case studies, the article challenges how much youngsters expertise extends on using the likes on the Internet. Critical analysis should be made to help educators understand what the young need to learn. It draws comparisons between traditional and Internet literacy. Overall we should not estimate the youngs' literacy skills as it could potentially be hazardous.
This examines the assumptions about the 'Digital Native' discourse. It investigates the hierarchical violence between natives and immigrants and states that one term will always dominate over another, or rather 'occupy the commanding position'. Attention is drawn to 'professional development' agendas where skills are now developed through the usage of technologies such as E-Learning. It also brings the argument that students do not necessarily desire more technologically driven approaches to teaching and learning. It discusses the metaphor of the immigrant and how it relates to current socio-economic issues. Overall it argues that yes, we should be rethinking how people are taught, however old methods shouldn't be dismissed altogether.
Robinson, M (2008) "Digital nature and digital nurture: libraries, learning and the digital native" Library Management Vol 29 Issue 1/2 pp. 67-76
This study focuses on the library resources available to today's digital natives. It explores the role academic librarians have in helping students-the first generation of digital natives to learn. Although the need for changes in teaching and service provision have been recognised, have they been implemented? It uses Hong Kong academic libraries as case studies to further discussion. Libraries shouldn't try to compete with the likes of the Internet, but should look at the design of the services they offer. If this is done, students will be less tempted to rely on and research with web 2.0 applications.
Clark L.S, Demont-Heinrich C and Webber S.A, (2004) "Ethnographic Interviews on the Digital Divide", New Media and Society Vol 6 Issue 4 pp. 529-547
The article argues that individualism acts as a filter that can manipulate the digital divide. It includes a range of interviews with users and non-users of technology from varying socio-economic backgrounds in the USA. Those who are at an economic disadvantage are more likely to be immigrants even if young. The article reflects the corporate interests and social policies regarding the technology of today.
Prensky, M (2001) "Digital Natives, Digital Immigrants", On the Horizon, Vol 9 Issue 5
The article highlights that those who use the education system are now not those who the system was originally made to teach. Digital immigrants retain accents and think much differently to natives. Different experiences lead to different brain structures and as a result natives thrive on instant gratification. Therefore if immigrants want to teach natives, they need to adopt or adapt more to modern methods of learning and modern methods of thinking.
Livingston, S (2007) "Internet Literacy: Young People's Negotiation of New Online Opportunities" The John D and Catherine T McArthur Foundation series on Digital Young, Innovation, and the Unexpected Vol 1 pp. 101-122
Based on a series of case studies, the article challenges how much youngsters expertise extends on using the likes on the Internet. Critical analysis should be made to help educators understand what the young need to learn. It draws comparisons between traditional and Internet literacy. Overall we should not estimate the youngs' literacy skills as it could potentially be hazardous.
Week 8 Red Questions: 2) Website Urls
1) The Times Online: http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
2) Webpage from the University of Wisconsin-Madison:
http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm
3) Webpage from National Communications and Informations Administration, U.S Department of Commerce:
http://www.ntia.doc.gov/ntiahome/fttn99/contents.html
4) Webpage on Blogscholar:
http://www.blogscholar.com/content/view/72/2/
5) A Declaration of the Independence of Cyberspace:
http://homes.eff.org/~barlow/Declaration-Final.html
2) Webpage from the University of Wisconsin-Madison:
http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm
3) Webpage from National Communications and Informations Administration, U.S Department of Commerce:
http://www.ntia.doc.gov/ntiahome/fttn99/contents.html
4) Webpage on Blogscholar:
http://www.blogscholar.com/content/view/72/2/
5) A Declaration of the Independence of Cyberspace:
http://homes.eff.org/~barlow/Declaration-Final.html
Week 8 Red Questions: 1) Digital Immigration
No one can agree on an exact definition of a 'Digital Immigrant'. However, generally speaking they are considered to be those who once never used technology such as computers or the Internet, but now do; whether they have been influenced or not, and to what degree they use the technology (arguably) doesn't matter as everyone is put into one of the two categories-there is no 'middle ground'.
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Some academics in the field care that immigrants have been forced by our modern techno-determinist society to use technology, others want to understand the different attitudes between immigrants and 'Digital Natives'. The general attitude shared is that it is older generations that are more likely to be immigrants and the young to be natives. The idea behind this is that the young have grown up with technology around them.
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Some academics in the field care that immigrants have been forced by our modern techno-determinist society to use technology, others want to understand the different attitudes between immigrants and 'Digital Natives'. The general attitude shared is that it is older generations that are more likely to be immigrants and the young to be natives. The idea behind this is that the young have grown up with technology around them.
Friday, 13 March 2009
Week 8-Article 1
This is a very detailed article, however lengthy and in places very monotonous. It challenges the claims of the expertise that the youth of today has online. At the beginning of the article it says youths are ‘conscious’ that they are the first generation to grow up with the Internet. In contrast, I would suggest that many of these youths would not think about it. Due to growing up with it, they do not think of times past when it was not there, unless asked by older immigrants. The author herself would not know whether all youngsters are consciously aware, because she is an older immigrant herself. To ask youngsters if they are aware would be pointless, as it would make them consciously think about it so accurate results could never be gained (if that makes sense!) The author also suggests that Internet literacy could be different from other written literacy in books etc. She is correct, but in disagreement with her point, I think they could be the same; written literature will always be alike- a formation of symbols in a pattern that society recognises as words, regardless of how it is viewed.
Week 8-Article 2
The article again like many of the others focuses on students, and seems to forget that there are other young users who are not students of the same age and others of different ages. At least it uses a different country as its study! The article states that studies showed that students thought search engines were more reliable sources of information than libraries. I would agree that is usually one of the first ports of call with any research students do, but for many that I know, the library proves to be more of a reliable source of published information.
Week 8-Article 3
There is little I can disagree with in this article, but it does just focus on the USA. It suggests that the dissemination of digital technology can be seen as one event-I would question whether this can be so, unless it is an event that has lasted several decades. It goes on to state that all students nowadays are all Digital Natives. There may be those who have little access such as distance learners or those in LEDCs for example. Students should not be grouped like that and academics should know not to generalise in such a way. One major point is that the author gives characteristic examples of Digital Immigrants. However, two of these ‘characteristics’ I would possibly do myself, and I’d consider myself to be a Digital Native.
Week 8-Article 4
Although this online journal navigates away from the search item of ‘digital immigrant’ it is an interesting read that demonstrates the impact of individualisation on the Digital Divide and how it represents the social divide in meatspace. Again it was published a few years ago and studies the USA rather than the UK that could be seen as a negative part to the journal page. It relates to the findings of scholars, but does have a tendency to keep referring back to the same ones over and over, which decreases the usability in terms of people citing its own ideas in academic writing. It describes studies made by a ‘research team’, though no mention is made as to who the members are- how do we know they are reliable and are practicing the studies they say they are? The study also focuses more on one economic status group than another, which will inevitably gage biased results. (A stronger focus on the one group was intended but for the reader, it leaves them wondering about the possible results of the other group to compare the two.
Week 8- Article 5
It examines the presumptions made by other scholars about Digital Immigrants and Digital Natives, and says there isn’t a great deal of writing that offers alternative perspectives on the often over-simplified discourses. However, through this research I have found numerous pieces of literature- highlighting that although it was only published in 2007, this article is already becoming out of date. In one section it explores the reasons why immigrants cannot be natives and will never be as good as them. I would argue the point that many people have been born into the native ‘generation’ but are not computer literate or just do not like using digital technology. It is also a hypercritical point, as now this author is categorising and generalising when it was previously arguing against another cited author for doing the same.
They refer to another author who was ‘constructing immigrants as Asylum Seekers’ because they cannot go back to their original ways and are not prepared to use the technology offered to them. However, I feel that in some- not all cases, people have the choice. If someone wants to use ‘legacy’ methods of communication for example snail mail, they can do. They do not need to research on the Internet, they can look in newspapers, in libraries etc. Yes, it would be difficult in such a modern techno-determinist society, but the methods are there is people wish to use them instead.
They refer to another author who was ‘constructing immigrants as Asylum Seekers’ because they cannot go back to their original ways and are not prepared to use the technology offered to them. However, I feel that in some- not all cases, people have the choice. If someone wants to use ‘legacy’ methods of communication for example snail mail, they can do. They do not need to research on the Internet, they can look in newspapers, in libraries etc. Yes, it would be difficult in such a modern techno-determinist society, but the methods are there is people wish to use them instead.
Week 8- Website 1
This is the most unconventional page I found, and implies the differences between Digital Immigrants and Digital Natives in rather a striking manner. It defiantly practices what it preaches and could be an interesting (not necessarily a reliable) source to quote in academic writing. The page itself is over a decade old, therefore for this topic probably not the best source to use. The large criticism I have is the tone in which the author’s opinions are expressed; it is very overbearing to read on the Internet (but in certain social situations it could be deemed extremely empowering for natives).
Week 8- Website 2
This website is more of a blog, though the thoughts of an educated individual. I looked at the second part of the discussion about the generation gap in the Digital Divide, and although I was prepared to disagree with his counter arguments of another academic’s ideas, I found myself agreeing with a lot of what he said. My one criticism would be that all his sources used were now very old and that he possibly specifies terms too much just to further his argument more.
Week 8- Website 3
This site is extremely easy in terms of usability, and probably the simplest one I found. The main disadvantage is that the site is made up of blogs of those who the user cannot tell is an academic or not. The ideas of those are not as usable as published ideas or the beginnings of a study say, because they are fairly vague in their discussion. However, it does serve its purpose and on the other hand could be considered useful as the starting point for research into the field.
Week 8- Website 4
This is a fairly complex site that holds a report relating to the Digital Divide. When it comes to usability, it is reasonably simple but lacks a great deal in character; The main aim is to show data and to study society, however people will not read it if it isn’t attractive, and consequently reduces its odds of being used as a reliable source of information.
Week 8- Website 5
This is a page on a popular website, and could be argued that the company and author are dependable sources. It is a few years out of date which slightly compromises its reliability, however extremely easy to use and navigate. The main issue on this page is the restraints of generation determining whether someone is a Digital Immigrant or Digital Native.
At the beginning of the text, it has set ideas about what determines the category a person may be in; however, the further into the article, the more the writer’s ideas are challenged and to such an extent it does not come to a satisfactory conclusion. It touches upon the effects of digitality on business and discrimination. It also uses an interesting case study (but could be very biased and unreliable for some) but suggests the minds of natives are physically different to immigrants’. I would disagree with this, as all human life has the same physical brain, it is the environment it is subjected to that changes its function and the way it processes information. I do understand what the page is saying in this case, but it could be phrased a little better.
At the beginning of the text, it has set ideas about what determines the category a person may be in; however, the further into the article, the more the writer’s ideas are challenged and to such an extent it does not come to a satisfactory conclusion. It touches upon the effects of digitality on business and discrimination. It also uses an interesting case study (but could be very biased and unreliable for some) but suggests the minds of natives are physically different to immigrants’. I would disagree with this, as all human life has the same physical brain, it is the environment it is subjected to that changes its function and the way it processes information. I do understand what the page is saying in this case, but it could be phrased a little better.
Friday, 6 March 2009
Week 7: E-Learning for farmers in Africa
The practicality of E-Learning is very important in Africa, as although it may sound a little extreme, it can mean the difference between life and death. This has been the case for children who have to go to school in areas prone to cholera outbreaks. Similarly it can have a positive effect on the livelihoods of Kenyan farmers as they can learn new ways to grow crops ‘rural farmers in Kenya face huge constraints on a daily basis due to an inability to access information that would boost proper crop and livestock husbandry’ (http://www.elearning-africa.com/newsportal/english/news163.php).
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The site and web page content has a community feel, because it details a range of issues debated at the 4th International Conference on ICT for Development, Education and Training. It could even be said it is a community of practice as a group of people share a concern for something, and learn how to make it better by interacting regularly (Wegner circa 2007). The BioVision Foundation is the ‘expert’ of the CofP and leads the way in producing free information relevant to farmers needs (http://www.infonet-biovision.org). Although the article on the website says there has been a ‘mobile phone penetration in rural areas’ (ibid), it does question the accessibility of this portal and its information for poorer, remote farmers; surely not all farmers that need the information have access to the Internet or a mobile? Hopefully, it will spur produsage between supporting foundations and farmers, eventually opening communication channels and getting the word to those without access. This should also reduce the digital divide between RL and the virtual.
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Another discrepancy with E-Learning is that it involves ‘educational elitism’ (Lecture slide 12) where a majority of online education is written and delivered in English- which for a majority of Africans will not be their first language; It would prove difficult for them to read and cost a lot for website translation facilities. In terms of quality, it is an environment whereby people are to an extent free to provide information, but all that is published is quality controlled so the foundation is shown to provide truthful and reliable information.
XXXXX
The site and web page content has a community feel, because it details a range of issues debated at the 4th International Conference on ICT for Development, Education and Training. It could even be said it is a community of practice as a group of people share a concern for something, and learn how to make it better by interacting regularly (Wegner circa 2007). The BioVision Foundation is the ‘expert’ of the CofP and leads the way in producing free information relevant to farmers needs (http://www.infonet-biovision.org). Although the article on the website says there has been a ‘mobile phone penetration in rural areas’ (ibid), it does question the accessibility of this portal and its information for poorer, remote farmers; surely not all farmers that need the information have access to the Internet or a mobile? Hopefully, it will spur produsage between supporting foundations and farmers, eventually opening communication channels and getting the word to those without access. This should also reduce the digital divide between RL and the virtual.
XXXXX
Another discrepancy with E-Learning is that it involves ‘educational elitism’ (Lecture slide 12) where a majority of online education is written and delivered in English- which for a majority of Africans will not be their first language; It would prove difficult for them to read and cost a lot for website translation facilities. In terms of quality, it is an environment whereby people are to an extent free to provide information, but all that is published is quality controlled so the foundation is shown to provide truthful and reliable information.
Week 7: China RTVU since 1960s- who knew?
It was surprising to read on the World Bank link, just how developed some RTVU actually are. I thought the Open University was one of the pioneers of alternative education- how wrong was I! I never even thought that there would be anything such as this in the 1960’s. After reading the article, the Chinese seem to have a very well organised and structured system in place; however it will have its limitations and disadvantages like any other method of distance learning e.g. the article mentions limited transmission times.
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I found the part interesting where it stated RTVUs ‘share their responsibilities on the basis of balancing centralisation and decentralisation’. It got me thinking about the topic of digital democratisation we talked about in week 5. It gives the 28 PRTVUs and branch school an element of power to enable them to provide what they would deem to be educational (as long as they abide to regulations set by the CRTVU). I would imagine different areas of China to have more scholars learning certain subjects e.g. agriculture in rural areas and mechanical engineering in the more industrious areas? I may be a bit presumptuous there but if so, the lecturers providing/creating these broadcasts can focus learning on these areas more.
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The article also made me question the differences of this new media literacy offered and the traditional. Ofcom define media literacy as ‘the ability to access, understand and create communications in a variety of contexts…Media literacy has parallels with traditional literacy; the ability to read and write text’. However, in terms of education the traditional can cost substantially more for tuition fees etc. New media is able to reach a mass population and in turn provide mass education using just one piece of teaching material ‘over 1 million audio-visual copies of teaching materials are produced and duplicated each year’, which has obviously helped with the success of the RTVUs.
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I doubt that the Chinese would have provided this ‘free information’ had they not wanted to boost their education system to the standards of the developed world. Nevertheless, it seems that there is still a lot we do not know about when it comes to distance learning. It has had a very positive impact on the Chinese education, so do you think in years to come the UK will be providing university-level education TV and radio transmissions?
http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html
http://www.ofcom.org.uk/advice/media_literacy/
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I found the part interesting where it stated RTVUs ‘share their responsibilities on the basis of balancing centralisation and decentralisation’. It got me thinking about the topic of digital democratisation we talked about in week 5. It gives the 28 PRTVUs and branch school an element of power to enable them to provide what they would deem to be educational (as long as they abide to regulations set by the CRTVU). I would imagine different areas of China to have more scholars learning certain subjects e.g. agriculture in rural areas and mechanical engineering in the more industrious areas? I may be a bit presumptuous there but if so, the lecturers providing/creating these broadcasts can focus learning on these areas more.
XXXXX
The article also made me question the differences of this new media literacy offered and the traditional. Ofcom define media literacy as ‘the ability to access, understand and create communications in a variety of contexts…Media literacy has parallels with traditional literacy; the ability to read and write text’. However, in terms of education the traditional can cost substantially more for tuition fees etc. New media is able to reach a mass population and in turn provide mass education using just one piece of teaching material ‘over 1 million audio-visual copies of teaching materials are produced and duplicated each year’, which has obviously helped with the success of the RTVUs.
XXXXX
I doubt that the Chinese would have provided this ‘free information’ had they not wanted to boost their education system to the standards of the developed world. Nevertheless, it seems that there is still a lot we do not know about when it comes to distance learning. It has had a very positive impact on the Chinese education, so do you think in years to come the UK will be providing university-level education TV and radio transmissions?
http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html
http://www.ofcom.org.uk/advice/media_literacy/
General Musings of Distance Learning
It is quite ironic that distance learning is this week’s topic, as it is only now that I have started to realise how much I took going to IRL lectures and seminars for granted (as most of you know I am on placement). There are many advantages to distance learning but there are also many disadvantages. From my experience so far it is an interesting and I would say innovative (rather than being ‘radical’) learning domain and experience, compared to that of the traditional f2f lectures we are used to as students. However, I would agree with Rachael Foster’s comments in her post ‘Blogging 6 weeks later’ http://rachaelfoster.blogspot.com/ whose blog I was looking at earlier; I wouldn’t choose to learn this way again, or ever do a full distance course like those at TVUs in China for a number of reasons. Although I know I have chosen to go on placement, I do miss having direct f2f communication with tutors and peers, and I need to keep my motivation up to do NMC work- even if it is in an evening after work. It is self paced learning, but there are still deadlines to meet and it is still difficult to juggle the work between other organized working hours- I’m sure most of you will feel the same having to work round the scattered lecture slots, plus doing all the work for other units.
It must be remembered though, that this is only my view of distance learning from the experience I have had so far, and others may have different views. I would imagine it to be of great use to a stay at home parent who wants to further themselves or a mature student for example. It all depends on the individual I guess.
It must be remembered though, that this is only my view of distance learning from the experience I have had so far, and others may have different views. I would imagine it to be of great use to a stay at home parent who wants to further themselves or a mature student for example. It all depends on the individual I guess.
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