How might Wenger's notions on practice communities relate to Prensky's on education?
Wenger coined the term ‘communities of practice’ to define “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly”. This idea is in contrast to ‘organisational units’ which is a term used for more formal groups, people who have been assigned to be together, rather than chosen.
Prensky’s notions on education are that ‘digital natives’ need new learning concepts due to the technological world they have grown up in. He believes that “today’s teachers have to learn to communicate in the language and style of their students”. Prensky himself favours video games as a method of teaching today’s digital native students.
If you apply Wenger’s idea of an organisational unit to education systems you have the teacher who is in charge of the students; the teacher says what to do and controls the learning content given to the students. However, according to Prensky’s notions the digital native students don’t successfully follow what their digital immigrant teachers are saying; “Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language” (Prensky, 2001).
Therefore, students may create communities of practice away from their teachers in order to learn in their own way, using the internet for example and sharing websites by emailing, instant messaging or texting hyperlinks to each other. If students have friends in other schools who teach in a more ‘digital native’ friendly way, they could create a community of practice to share their ideas.
Prensky, M (2001) “Digital Natives, Digital Immigrants”, On the Horizon, Volume 9 (5), http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Wenger, E (n.d.) “Communities of Practice – A Brief Introduction”, http://www.ewenger.com/theory/
Monday, 23 March 2009
Week Nine - Task 2: The Digital Divide
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?
a) “The digital divide refers to the gap between those who benefit from digital technology and those who do not” (Digital Divide Org). The main focus of the digital divide is not on the fact that some people don’t have access to technology, it focuses on the fact that these people who don’t have access are at a loss in terms of the benefits gained by using technology. Some benefits of having technology, especially the internet are searching for lower priced goods and services, working from home, being more involved in their children’s education, access to e-learning facilities and informed healthcare decisions (Lu, 2001).
Socioeconomic issues within a society can be about the digital divide, as some people within a society will have access to digital technology whereas some will not. This creates a gap between people who have a higher socioeconomic status, and therefore have access to a range of technology and people who have a lower status and no access to technology.
Neil Selwyn points out that it’s also necessary to remember that the ‘digital divide’ is not just about computers and the internet “people’s use of technology extends far beyond the realm of the computer through technologies such as digital television, mobile telephony and games consoles, all constituting important but disparate elements of contemporary techno-culture” (2004: 346).
Children growing up are assumed by Prensky to be “digital natives” – they understand technology, get the ‘language’ and have no problems grasping the literacy needed to use digital technology. However, supposing this child comes from a family or community who are “digitally disengaged” (BT report) the only access to digital technology they will have will be in school and to computers / internet, reducing the chances of this child being a “digital native”. In this case I would say that digital nativism / immigration is a socioeconomically related issue within a society which the digital divide is adding pressure to.
b) “The term Digital Divide is also used to refer to the disparity in Internet access between developed and developing countries” (Lu, 2001). Therefore the digital divide affects global access issues across countries and regions. Similarly to how there is a digital divide in the UK, with some people being ‘technology rich’ and some people being ‘technology poor’, there is also a global digital divide. Developing countries are the ‘technology poor’ and developed countries are the ‘technology rich’.
In developing countries, citizens do not have the disposable income to purchase the necessary equipment for internet access or and digital technology in general. It is not just the equipment; a literacy is also necessary to use it (Lu, 2001).
In terms of Prensky’s notions of “digital immigrant” and “digital native”, I would say that in some countries they are not even applicable yet due to the lack of resources available. Prensky’s ideas are based around cultures which are immersed into a technological environment which I think means they can’t be applied to people who live in cultures that don’t have these advantages. Maybe, in years to come when the digital divide is much smaller and the majority of people, including those in developing countries, have access to a range of technologies, Prensky’s current theory will come into use.
BT Report, (2004) “The Digital Divide in 2025”, http://www.btplc.com/societyandenvironment/pdf/digitaldivide2025.pdf
Digital Divide Org, (n.d.) “The Digital Divide: What it is and why it matters”, http://www.digitaldivide.org/dd/digitaldivide.html
Selwyn, N (2004) “Reconsidering political and popular understandings of the digital divide”, New Media and Society, Volume 6 (3), pp. 341 – 362, http://nms.sagepub.com/cgi/reprint/6/3/341
Lu, M (2001) “Digital Divide in Developing Countries” Journal of Global Information Technology Management, Volume 4 (3), pp. 1 – 4, http://proquest.umi.com/pqdweb?index=0&did=83155528&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1237463068&clientId=57096
a) To socioeconomically related access issues within a society?
b) To global access issues across countries and regions?
a) “The digital divide refers to the gap between those who benefit from digital technology and those who do not” (Digital Divide Org). The main focus of the digital divide is not on the fact that some people don’t have access to technology, it focuses on the fact that these people who don’t have access are at a loss in terms of the benefits gained by using technology. Some benefits of having technology, especially the internet are searching for lower priced goods and services, working from home, being more involved in their children’s education, access to e-learning facilities and informed healthcare decisions (Lu, 2001).
Socioeconomic issues within a society can be about the digital divide, as some people within a society will have access to digital technology whereas some will not. This creates a gap between people who have a higher socioeconomic status, and therefore have access to a range of technology and people who have a lower status and no access to technology.
Neil Selwyn points out that it’s also necessary to remember that the ‘digital divide’ is not just about computers and the internet “people’s use of technology extends far beyond the realm of the computer through technologies such as digital television, mobile telephony and games consoles, all constituting important but disparate elements of contemporary techno-culture” (2004: 346).
Children growing up are assumed by Prensky to be “digital natives” – they understand technology, get the ‘language’ and have no problems grasping the literacy needed to use digital technology. However, supposing this child comes from a family or community who are “digitally disengaged” (BT report) the only access to digital technology they will have will be in school and to computers / internet, reducing the chances of this child being a “digital native”. In this case I would say that digital nativism / immigration is a socioeconomically related issue within a society which the digital divide is adding pressure to.
b) “The term Digital Divide is also used to refer to the disparity in Internet access between developed and developing countries” (Lu, 2001). Therefore the digital divide affects global access issues across countries and regions. Similarly to how there is a digital divide in the UK, with some people being ‘technology rich’ and some people being ‘technology poor’, there is also a global digital divide. Developing countries are the ‘technology poor’ and developed countries are the ‘technology rich’.
In developing countries, citizens do not have the disposable income to purchase the necessary equipment for internet access or and digital technology in general. It is not just the equipment; a literacy is also necessary to use it (Lu, 2001).
In terms of Prensky’s notions of “digital immigrant” and “digital native”, I would say that in some countries they are not even applicable yet due to the lack of resources available. Prensky’s ideas are based around cultures which are immersed into a technological environment which I think means they can’t be applied to people who live in cultures that don’t have these advantages. Maybe, in years to come when the digital divide is much smaller and the majority of people, including those in developing countries, have access to a range of technologies, Prensky’s current theory will come into use.
BT Report, (2004) “The Digital Divide in 2025”, http://www.btplc.com/societyandenvironment/pdf/digitaldivide2025.pdf
Digital Divide Org, (n.d.) “The Digital Divide: What it is and why it matters”, http://www.digitaldivide.org/dd/digitaldivide.html
Selwyn, N (2004) “Reconsidering political and popular understandings of the digital divide”, New Media and Society, Volume 6 (3), pp. 341 – 362, http://nms.sagepub.com/cgi/reprint/6/3/341
Lu, M (2001) “Digital Divide in Developing Countries” Journal of Global Information Technology Management, Volume 4 (3), pp. 1 – 4, http://proquest.umi.com/pqdweb?index=0&did=83155528&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1237463068&clientId=57096
Week Nine - Task 4: Potential Problems with Education Tailoring
Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?
I think that if education is tailored to fit into peoples cultural and personal preferences, then yes, there is a problem being stored up. Relating back to the ‘should education stretch a person’ question, I believe that education should broaden peoples horizons in terms of learning about different cultures. Although this is not a key aspect of education, I think it should take some part in it. If each educational institute, particularly primary and secondary schools, only taught students about their own country and their own culture they would leave with no knowledge of people from foreign countries, and even worse people who live in their own country. The U.K has a population of people from a variety of different countries and religions, and therefore their cultures are very different. If students aren’t taught about this then it could lead to problems such as bullying due to uninformed judgements.
Julia (2000: 281), believes that employing a multicultural curriculum is essential as this will encourage “willingness to expose oneself to one's cultural biases and vulnerabilities” and that “to become informed about other cultures forms the basis of receptiveness to multicultural education and to feel the need to search for and become open to examine multicultural knowledge”. I agree with this as knowing about different cultures is the only way of understanding ‘different’ people.
In terms of education being related to work culture, I think this is also a reason for education not to be tailored for individual’s cultural and personal preferences. After education, people typically find a job. “The lowering of trade and political barriers and the exponential technical advances of the digital revolution have made it possible to do business instantaneously with millions of people across the planet” (Prasad, 2006). This is another reason for people to understand other people and cultures; the jobs and workplaces they have may involve doing business with people from all around the globe.
Similarly, jobs which include working with the public mean working with culturally diverse people. In this case, education is related to ‘work culture’, so students need to be prepared by their education to enter a workplace which is culturally diverse. Work culture is no-ones culture; it will vary from workplace to workplace and include each individual employee.
Julia, M (2000) “Student perceptions of culture: an integral part of social work practice” International Journal of Intercultural Relations, Volume 24, pp. 279-298, http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6V7R-3YVDBFT-7-1&_cdi=5849&_user=7880563&_orig=search&_coverDate=03%2F01%2F2000&_sk=999759997&view=c&wchp=dGLbVzz-zSkzS&md5=b8ca48a62e80aba883d23966b71fcf06&ie=/sdarticle.pdf
Prasad, S (2006) “Ethnic communities and work ethos: how to create culturally competent firms”, COS Round Table, http://209.85.229.132/search?q=cache:dgKiP9g786AJ:www.cosbcn.com/documentsCos/S.PrasadEthnicCommunitiesandWorkEthos.doc+is+there+a+problem+if+education+is+tailored+to+fit+peoples+cultural+and+personal+preferences+-health,+-diet,+-medical,+-nutrition&cd=10&hl=en&ct=clnk&gl=uk
I think that if education is tailored to fit into peoples cultural and personal preferences, then yes, there is a problem being stored up. Relating back to the ‘should education stretch a person’ question, I believe that education should broaden peoples horizons in terms of learning about different cultures. Although this is not a key aspect of education, I think it should take some part in it. If each educational institute, particularly primary and secondary schools, only taught students about their own country and their own culture they would leave with no knowledge of people from foreign countries, and even worse people who live in their own country. The U.K has a population of people from a variety of different countries and religions, and therefore their cultures are very different. If students aren’t taught about this then it could lead to problems such as bullying due to uninformed judgements.
Julia (2000: 281), believes that employing a multicultural curriculum is essential as this will encourage “willingness to expose oneself to one's cultural biases and vulnerabilities” and that “to become informed about other cultures forms the basis of receptiveness to multicultural education and to feel the need to search for and become open to examine multicultural knowledge”. I agree with this as knowing about different cultures is the only way of understanding ‘different’ people.
In terms of education being related to work culture, I think this is also a reason for education not to be tailored for individual’s cultural and personal preferences. After education, people typically find a job. “The lowering of trade and political barriers and the exponential technical advances of the digital revolution have made it possible to do business instantaneously with millions of people across the planet” (Prasad, 2006). This is another reason for people to understand other people and cultures; the jobs and workplaces they have may involve doing business with people from all around the globe.
Similarly, jobs which include working with the public mean working with culturally diverse people. In this case, education is related to ‘work culture’, so students need to be prepared by their education to enter a workplace which is culturally diverse. Work culture is no-ones culture; it will vary from workplace to workplace and include each individual employee.
Julia, M (2000) “Student perceptions of culture: an integral part of social work practice” International Journal of Intercultural Relations, Volume 24, pp. 279-298, http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6V7R-3YVDBFT-7-1&_cdi=5849&_user=7880563&_orig=search&_coverDate=03%2F01%2F2000&_sk=999759997&view=c&wchp=dGLbVzz-zSkzS&md5=b8ca48a62e80aba883d23966b71fcf06&ie=/sdarticle.pdf
Prasad, S (2006) “Ethnic communities and work ethos: how to create culturally competent firms”, COS Round Table, http://209.85.229.132/search?q=cache:dgKiP9g786AJ:www.cosbcn.com/documentsCos/S.PrasadEthnicCommunitiesandWorkEthos.doc+is+there+a+problem+if+education+is+tailored+to+fit+peoples+cultural+and+personal+preferences+-health,+-diet,+-medical,+-nutrition&cd=10&hl=en&ct=clnk&gl=uk
Week Nine - Task 5: Semantic Web
What is the 'semantic web'?
“The Semantic Web provides a common framework that allows data to be shared and reused across application, enterprise, and community boundaries. It is a collaborative effort led by W3C with participation from a large number of researchers and industrial partners” (Herman, I). The W3C is the World Wide Web Consortium.
The idea behind the Semantic Web is to extend the standard web to enable better searching, processing and integration. It “seeks to enable the Web to intelligently interpret what people are seeking when they search the Net” (Espiner). Its aim is to make better use of the web as it is at the moment.
The technologies of the Semantic Web can be used for many different things. ‘Data integration’ which means different sets of data from different places and formats can be seen together in one application rather than multiple. ‘Resource discovery and classification’ which mans the semantic web technologies can provide better search engines techniques. The technologies can be used by ‘intelligent software agents’ to smooth the progress of information sharing and exchanging.
The Semantic Web isn’t something which is trying to replace the Web, it’s improving it. The way browsers look doesn’t change, the Semantic Web works behind the scenes, cataloguing and organising. The W3C’s organisation of the Semantic Web is to provide the Web with “the order that libraries have and the Web does not – a consistent structure by which people can access materials” (Marshall C and Shipman F). Many large businesses such as IBM, Adobe and Yahoo have started to use the semantic web technologies.
One of the issues with the Semantic Web is privacy. This is due to sets of information being combined and shared. Berners-Lee, a pioneer of the Web, said that the architecture of the Semantic Web will be designed to ensure it can be seen where data is from and where it is going. One option designers are looking at is users being able to set their own privacy options.
In their conclusion, Marshall and Shipman suggest that in the short term there may be “semantic webs” rather than “The Semantic Web”. From what I have read and researched I agree with this. I think it will take a long time to develop as although it’s not a completely new type of Internet, there are many issues to over come, particularly privacy, file sharing and copyright problems. I think the Semantic Web is part of the future of the Web, as like all forms of media we have looked at in New Media Cultures, technology advances and improves to create ‘new media’.
Espiner, T. (2009) “Berners-Lee: Semantic Web will build in privacy”, Cnet News, http://news.cnet.com/8301-1023_3-10195902-93.html?part=rss&subj=news&tag=2547-1023_3-0-5
Herman, I (2008) “W3C Semantic Web Frequently Asked Questions”, W3C Semantic Web, http://www.w3.org/2001/sw/SW-FAQ
Marshall, C and Shipman, F. (2003) “Which Semantic Web?”, http://www.ht03.org/papers/pdfs/7.pdf
“The Semantic Web provides a common framework that allows data to be shared and reused across application, enterprise, and community boundaries. It is a collaborative effort led by W3C with participation from a large number of researchers and industrial partners” (Herman, I). The W3C is the World Wide Web Consortium.
The idea behind the Semantic Web is to extend the standard web to enable better searching, processing and integration. It “seeks to enable the Web to intelligently interpret what people are seeking when they search the Net” (Espiner). Its aim is to make better use of the web as it is at the moment.
The technologies of the Semantic Web can be used for many different things. ‘Data integration’ which means different sets of data from different places and formats can be seen together in one application rather than multiple. ‘Resource discovery and classification’ which mans the semantic web technologies can provide better search engines techniques. The technologies can be used by ‘intelligent software agents’ to smooth the progress of information sharing and exchanging.
The Semantic Web isn’t something which is trying to replace the Web, it’s improving it. The way browsers look doesn’t change, the Semantic Web works behind the scenes, cataloguing and organising. The W3C’s organisation of the Semantic Web is to provide the Web with “the order that libraries have and the Web does not – a consistent structure by which people can access materials” (Marshall C and Shipman F). Many large businesses such as IBM, Adobe and Yahoo have started to use the semantic web technologies.
One of the issues with the Semantic Web is privacy. This is due to sets of information being combined and shared. Berners-Lee, a pioneer of the Web, said that the architecture of the Semantic Web will be designed to ensure it can be seen where data is from and where it is going. One option designers are looking at is users being able to set their own privacy options.
In their conclusion, Marshall and Shipman suggest that in the short term there may be “semantic webs” rather than “The Semantic Web”. From what I have read and researched I agree with this. I think it will take a long time to develop as although it’s not a completely new type of Internet, there are many issues to over come, particularly privacy, file sharing and copyright problems. I think the Semantic Web is part of the future of the Web, as like all forms of media we have looked at in New Media Cultures, technology advances and improves to create ‘new media’.
Espiner, T. (2009) “Berners-Lee: Semantic Web will build in privacy”, Cnet News, http://news.cnet.com/8301-1023_3-10195902-93.html?part=rss&subj=news&tag=2547-1023_3-0-5
Herman, I (2008) “W3C Semantic Web Frequently Asked Questions”, W3C Semantic Web, http://www.w3.org/2001/sw/SW-FAQ
Marshall, C and Shipman, F. (2003) “Which Semantic Web?”, http://www.ht03.org/papers/pdfs/7.pdf
Week Nine - Task 6: Web 3.0
How does it (semantic web) differ from web 3.0?
The Internet began as Web 1.0, the basis internet providing access to a lot of information, but little interaction. Then Web 2.0 was developed, introducing to the Internet to much interaction; social networking, produsage, file sharing, you tube, blogging, wiki’s. Web 3.0 therefore is the next fundamental change to the Internet.
It is speculated that the next phase of the web will be based around artificial intelligence, meaning the Internet will be able to separate the good from the bad when using a search engine (Nations, D). “In other words, the web is becoming smart” (Richards, J). It’s also suggested that an example of the web 3.0 is ‘natural-language search’ meaning search engines will have the ability to answer full questions.
The Semantic Web can be integrated into Web 3.0; it will be part of the next phase of the Internet. Web 3.0 will include web 2.0, the Semantic Web and linked data (See image). ‘Linked data’ is an expression used to describe the growing RDF (Resource Description Framework) development space and ‘Semantic Web’ is a term being used to describe coupling linked data with RDF’s and OWL (Web Ontology Language). In turn, the phrase ‘Web 3.0’ describes the use of these capabilities which are essentially a large scale web application including Web 2.0 technologies (Hendler, J).
The Internet began as Web 1.0, the basis internet providing access to a lot of information, but little interaction. Then Web 2.0 was developed, introducing to the Internet to much interaction; social networking, produsage, file sharing, you tube, blogging, wiki’s. Web 3.0 therefore is the next fundamental change to the Internet.
It is speculated that the next phase of the web will be based around artificial intelligence, meaning the Internet will be able to separate the good from the bad when using a search engine (Nations, D). “In other words, the web is becoming smart” (Richards, J). It’s also suggested that an example of the web 3.0 is ‘natural-language search’ meaning search engines will have the ability to answer full questions.
The Semantic Web can be integrated into Web 3.0; it will be part of the next phase of the Internet. Web 3.0 will include web 2.0, the Semantic Web and linked data (See image). ‘Linked data’ is an expression used to describe the growing RDF (Resource Description Framework) development space and ‘Semantic Web’ is a term being used to describe coupling linked data with RDF’s and OWL (Web Ontology Language). In turn, the phrase ‘Web 3.0’ describes the use of these capabilities which are essentially a large scale web application including Web 2.0 technologies (Hendler, J).
(http://libresproxy.lincoln.ac.uk/nph-proxy.pl/010100A/http/www2.computer.org/portal/web/csdl/abs/html/mags/co/2009/01/mco2009010111.htm)
The way the semantic web differs from web 3.0 is that it is a part of what is predicted to be web 3.0.
Nations,D (n.d.) “What is Web 3.0?”, About.com, http://webtrends.about.com/od/web20/a/what-is-web-30.htm
Hendler, J. (2009) “Web 3.0 Emerging”, Computer, Volume 42 (1) pp. 111-113, http://libresproxy.lincoln.ac.uk/nph-proxy.pl/010100A/http/www2.computer.org/portal/web/csdl/abs/html/mags/co/2009/01/mco2009010111.htm Richards, J (2007) “Web 3.0 and Beyond: The Next 20 Years of the Internet”, The Times Online, http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article2726190.ece
Wednesday, 18 March 2009
Week Nine - Task 7a: The oldest digital native
Without giving references to articles or websites, write five blog entries which creatively describe the digital technologically imbricated world (or not) of:
The oldest digital native you know.
A digital native is someone who has grown up in the technological world, which is presumed as someone who was born after 1980, someone who is 29 or younger now. However, the oldest person I know who I would class as a digital native due to their ability and ease with technology is 49 years old.
I think of this person as a digital native as they have more knowledge about technology than I do, they use the internet many things including shopping and communication via a blog and social networking page, have the latest technological gadgets such as a BlackBerry and iPod, and have a very good knowledge about computers. In fact, I think this person couldn’t live without technology even though they have experienced life without the things they have now.
The oldest digital native you know.
A digital native is someone who has grown up in the technological world, which is presumed as someone who was born after 1980, someone who is 29 or younger now. However, the oldest person I know who I would class as a digital native due to their ability and ease with technology is 49 years old.
I think of this person as a digital native as they have more knowledge about technology than I do, they use the internet many things including shopping and communication via a blog and social networking page, have the latest technological gadgets such as a BlackBerry and iPod, and have a very good knowledge about computers. In fact, I think this person couldn’t live without technology even though they have experienced life without the things they have now.
Week Nine - Task 7b: The youngest digital immigrant
The youngest digital immigrant you know.
A digital immigrant is the counterpart to a digital native; it’s somebody who has had to learn about technology, rather than it coming naturally to them. The youngest digital immigrant I know is 23 years old. She has only just become used to technology, the internet, social networking and mobile phones despite the fact she has been living in a world with them nearly her whole life.
I think this is because her family are all quite similar, they never had a computer, the internet or digital television in their house until very recently. I would class this person as a digital immigrant because she is not as comfortable with technology as theorists of digital nativism suggest she should be for her age, but she learns and tries to adapt to our technologically saturated world and ‘immigrate’ into the digital culture.
A digital immigrant is the counterpart to a digital native; it’s somebody who has had to learn about technology, rather than it coming naturally to them. The youngest digital immigrant I know is 23 years old. She has only just become used to technology, the internet, social networking and mobile phones despite the fact she has been living in a world with them nearly her whole life.
I think this is because her family are all quite similar, they never had a computer, the internet or digital television in their house until very recently. I would class this person as a digital immigrant because she is not as comfortable with technology as theorists of digital nativism suggest she should be for her age, but she learns and tries to adapt to our technologically saturated world and ‘immigrate’ into the digital culture.
Week Nine - Task 7c: A person who threatens the notion of digital immigrant / native
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.
A digital native is a young person who was brought up in a technological world. A person I know who threatens this notion the most is someone who is 20 years old, born in 1988, yet is not very ‘technology friendly’. They have basic skills of the internet and has a social networking page, although this is used very rarely, but doesn’t shop online as to them it is a radical concept. They can very basically use a computer, but would rather not and owns a mobile phone and mp3 player, only they are incapable of putting music onto their mp3 player and don’t have any interest in their mobile phone apart form to call and text.
I think that this person most threatens the notion of digital native and digital immigrant as, according to the ideas behind digital nativism, they should be comfortable with digital technology to the point of having knowledge about web 2.0 concepts and using digital technology in their everyday lives. However, this person seldom uses the internet and is just generally not comfortable using technology.
A digital native is a young person who was brought up in a technological world. A person I know who threatens this notion the most is someone who is 20 years old, born in 1988, yet is not very ‘technology friendly’. They have basic skills of the internet and has a social networking page, although this is used very rarely, but doesn’t shop online as to them it is a radical concept. They can very basically use a computer, but would rather not and owns a mobile phone and mp3 player, only they are incapable of putting music onto their mp3 player and don’t have any interest in their mobile phone apart form to call and text.
I think that this person most threatens the notion of digital native and digital immigrant as, according to the ideas behind digital nativism, they should be comfortable with digital technology to the point of having knowledge about web 2.0 concepts and using digital technology in their everyday lives. However, this person seldom uses the internet and is just generally not comfortable using technology.
Week Nine - Task 7d: A neo-luddite at university now
Describe the daily frustrations of a fictional neo-luddite at university now in the UK. Luddite – opponent of new technology
A neo-luddite is somebody who doesn’t like new technology. I think that a neo-luddite at university now would have many daily frustrations. Many university’s, like Lincoln, have a ‘Portal’ or ‘Blackboard’ (or similar) where students can access exam timetables, general information, lecture slides, seminar programmes, download unit hand books; pretty much everything to do with the academic side of their student life. Similarly, students are contacted by the university via email, meaning all students must access their email accounts regularly to be kept up to date by their tutors. Some university’s and courses have ‘online submission’ of assignments meaning this neo-luddite would have to use technology to simply hand in their assignment, let alone researching using online journals and e-books and also typing it up. All of these digital aspects of university academic life would mean a neo-luddite would have many daily frustrations.
This student would also suffer socially, as the majority of students have Facebook pages and mobile phones which they use to arrange socials, generally chat and also to organise group work. This student therefore would find it difficult to be surrounded by ‘digital natives’ who use technology for every aspect of their university life.
A neo-luddite is somebody who doesn’t like new technology. I think that a neo-luddite at university now would have many daily frustrations. Many university’s, like Lincoln, have a ‘Portal’ or ‘Blackboard’ (or similar) where students can access exam timetables, general information, lecture slides, seminar programmes, download unit hand books; pretty much everything to do with the academic side of their student life. Similarly, students are contacted by the university via email, meaning all students must access their email accounts regularly to be kept up to date by their tutors. Some university’s and courses have ‘online submission’ of assignments meaning this neo-luddite would have to use technology to simply hand in their assignment, let alone researching using online journals and e-books and also typing it up. All of these digital aspects of university academic life would mean a neo-luddite would have many daily frustrations.
This student would also suffer socially, as the majority of students have Facebook pages and mobile phones which they use to arrange socials, generally chat and also to organise group work. This student therefore would find it difficult to be surrounded by ‘digital natives’ who use technology for every aspect of their university life.
Week Nine - Task 7e: A technophile student in 2020
Describe the experience of a fictional technophile (technology fan) student in 2020.
I would imagine that a technophile student in 2020 would be enjoying being a student as in 11 years time technology will presumably have taken an even bigger part in education than it does now. The internet in 2020 will be in web 3.0, possibly moving into web 4.0 phase, making it even more useful for students as the Semantic Web which is meant to be a part of web 3.0 will make researching much easier and efficient.
E-learning in the UK may have become an even bigger concept, so this student may even undertake their whole course via technology; lecture slides, online seminars, using email or a forum for all contact and online submission. Similarly, units such as this one, New Media Cultures, may be the norm for most subjects meaning work is completed via blogging or another technological platform.
The experience of a student who loves technology in 2020 would be a positive one, with technology being a key part of the education system.
I would imagine that a technophile student in 2020 would be enjoying being a student as in 11 years time technology will presumably have taken an even bigger part in education than it does now. The internet in 2020 will be in web 3.0, possibly moving into web 4.0 phase, making it even more useful for students as the Semantic Web which is meant to be a part of web 3.0 will make researching much easier and efficient.
E-learning in the UK may have become an even bigger concept, so this student may even undertake their whole course via technology; lecture slides, online seminars, using email or a forum for all contact and online submission. Similarly, units such as this one, New Media Cultures, may be the norm for most subjects meaning work is completed via blogging or another technological platform.
The experience of a student who loves technology in 2020 would be a positive one, with technology being a key part of the education system.
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