Digital Culture and Educational Practice
Digital Culture and
Educational Practices
st
21
Century Skills
6
Digital Culture and Educational Practice
Session Six Outline
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Recapping past sessions
21st Century Skills
Current use of technology by teenageers
Speculations on future impact
Media deconstructions and literacies for
youth
• Comments on the 3rd IT strategy plan
• References
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
1. Social and Cultural Views of ICT
• Culture, cultural components and changing
cultures
• Technology and the speed of change
• Impact of technology on our lives and in
education
2. Information economy and the process of
globalisation
• Technology transforming society and changing
our daily practices
• Technology as ‘non-neutral’
• EMB’s Information literacy discussion document
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
3. Networked knowledge society
• Differences between information and knowledge
societies - Information can be transmitted,
Knowledge must be acquired and constructed
• Education in a networked society
• New teaching and learning spaces/environments
• New competencies for teachers in a networked
society
• Schools as learning organisations – flexibility for
continuous change
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
4. Principle of magnification/reduction and
Group presentations
• Magnification/reduction. Every enhancement of
some technology feature, there is also a
reduction of other features. Such non-neutral
transformations belong to all technologies
• Group presentations: Overall comment – more
reflection, analysis, use of digital culture literature
to inform the report, implications for changes in
practices
Digital Culture and Educational Practice
Recapping issues from previous
Sessions
5. Information literacy
• Cognitive Dimension - critically evaluate and
synthesise information and apply their knowledge
to inform decisions and problem solving
• Meta-cognitive Dimension - reflective learners
…in context and taking A/C experiences
• Affective and Socio-Cultural Dimensions appreciate process of inquiry; and to empower
students with greater autonomy and social
responsibility over the use of information
in their individual as well as collaborative
learning. (EMB, 2006)
Digital Culture and Educational Practice
21st Century Skills
Digital Culture and Educational Practice
enGauge®: A Framework for Effective
Technology Use
• North Central Regional Educational
Laboratory (America)
http://www.ncrel.org/engauge/
Digital Culture and Educational Practice
What do you mean by the following
terms?
• Vision:
An image of a preferred future
• Digital-Age Vision:
An image of a preferred future within a
high-tech, knowledge-age society
• Knowledge-Age Society:
A society in which economic value is
derived principally from intellectual ideas
Digital Culture and Educational Practice
How to achieve successful education
reform?
• Successful education reform of any kind is
driven by a broadly held and forward-thinking
vision for learners.
• A strong vision articulates clear and
compelling learner characteristics or
outcomes and usually articulates the optimal
characteristics of the organizations seeking to
produce that change.
• Technology-supported education reform is
best achieved through a vision that focuses on
preparing students to live, learn, and work in
the 21st century.
Digital Culture and Educational Practice
Should schools emphasize on the following
learner characteristics/outcomes ?
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Basic Literacy
Scientific/Technological Literacy
Information Literacy/Online Research Skills
Visual Literacy (Use visual / image to explain s.t. e.g. Electronic story book)
Cultural Literacy and Global Awareness
Communication Literacy
Awareness of Quality of Life Issues
Intellectual Curiosity, Creativity, Risk-Taking, and Engagement
Adaptability/Managing Complexity
Higher-Order Thinking: Problem Solving, Critical Thinking and Reasoning
Understanding and Using Systems Designs
Real-World Applications
Life-Long Learning
Teaming and Collaboration
Interpersonal Skills (e.g., Sociability, Empathy, Ethical Interactions, Negotiating
Skills)
Personal Skills (e.g., Self-Esteem, Self-Management, Self-Control, Integrity,
Independence)
Personal and Social Responsibility
Setting Priorities, Planning, Executing and Assessing/Managing for Results
Personal Management, Confidence, Motivation to Work Toward Goals
Resource Allocation
Digital Culture and Educational Practice
What directions should Digital-Age
Vision aim at? (4 Aspects)
• Addresses the economic and social
shifts accompanying the Digital Age.
• Revisits the mission of public education
in light of these societal shifts.
• Describes the active role students will
play in their own continuous, lifelong
learning.
• Examines the nature of learning
organizations in terms of what is
required to achieve the vision.
Digital Culture and Educational Practice
What are the essential elements of a
Digital-Age Vision?
• 1. Economic and Social Shifts
– Technology has contributed to tremendous
shifts in the world around us.
– New markets are emerging as e-commerce
develops and new research is paving the
way for a greater understanding of how
humans think and learn.
– The skills necessary for success in the 21st
century are also changing.
– Forward-thinking school and community
leaders consider these shifts when
developing and implementing a vision for
their schools.
Digital Culture and Educational Practice
What are the essential elements of a
Digital-Age Vision?
• 2. The Mission of Public Education
– The shifts brought about by technology
necessitate a corresponding shift in the
mission of public education.
– Rather than being places that pump
students full of information they may or
may not need later in life, digital-age
schools should develop a vision focused on
engaging students as active participants
in the learning process.
Digital Culture and Educational Practice
What are the essential elements of a
Digital-Age Vision?
• 3. Student Roles
– Students themselves play an active role in
a 21st-century school.
– They do not expect to sit passively and
absorb information. Instead, they
understand and embrace lifelong
learning.
• Literacy  know and how to use the
knowledge
Digital Culture and Educational Practice
What are the skills for Lifelong
Learning?
• The top skills necessary for quality job
performance in the Digital Age are:
– The ability to think creatively
– Knowledgeable and informed decision making and
problem-solving
– Abstract reasoning
– Knowing how to learn (Uchida, et al., 1996, p. 66).
• In addition, every school should ensure
that all students:
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Learn to use their minds well.
Are prepared for responsible citizenship.
Expect to continue learning beyond school.
Are well prepared for productive employment in the
modern economy (Uchida, et al., 1996, p. 66).
Digital Culture and Educational Practice
What are the essential elements of a
Digital-Age Vision?
• 4. Learning Organizations
– Effective learning organizations committed
to achieving a digital-age vision consider
the enormous benefits of anywhere,
anytime, anyplace learning.
– Learning organizations are not stand-alone
institutions and, therefore, invite a broad
range of community stakeholders to
participate in the creation, implementation,
and maintenance of the vision.
Digital Culture and Educational Practice
Digital Culture and Educational Practice
21st Century Skills
• 1. Digital-Age Literacy
– Basic, scientific, economic, and
technological literacies
– Visual and information literacies
– Multicultural literacy and global awareness
Digital Culture and Educational Practice
21st Century Skills
• 2. Inventive Thinking
– Adaptability and managing complexity
– Self-direction
– Curiosity, creativity, and risk taking
– Higher-order thinking and sound reasoning
Digital Culture and Educational Practice
21st Century Skills
• 3. Effective Communication
– Teaming, collaboration, and interpersonal
skills
– Personal, social, and civic responsibility
– Interactive communication
Digital Culture and Educational Practice
21st Century Skills
• 4. High Productivity
– Prioritizing, planning, and managing for
results
– Effective use of real-world tools
– Ability to produce relevant, high-quality
products
Digital Culture and Educational Practice
21st Century Skills
• Each skill cluster is further broken down
into representative skill sets, which offer
guidance on recognizing student
performance in developing the enGauge
21st Century Skills.
Digital Culture and Educational Practice
Methology
• The enGauge 21st Century Skills were
developed through a process that included
– literature reviews,
– research on emerging characteristics of the Net
Generation,
– a review of current reports on workforce trends
from business and industry,
– analysis of nationally recognized skill sets,
– input from educators,
– data from educator surveys, and
– reactions from constituent groups.
• Many of these important works, in particular
the nationally recognized skill sets, are crossmatched to the enGauge 21st Century Skills.
Digital Culture and Educational Practice
•
National Educational Technology Standards (NETS) for Students, 2000,
International Society for Technology in Education. Available at
cnets.iste.org/students/s_book.html
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What Work Requires of Schools, 1991, Secretary’s Commission on Achieving
Necessary Skills, U.S. Department of Labor. Available at wdr.doleta.gov/
SCANS/whatwork/whatwork.html
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Standards for Technological Literacy: Content for the Study of Technology,
2000, International Technology Education Association. Available at
www.iteawww.org/TAA/PDFs/xstnd.pdf.
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21st Century Literacy in a Convergent Media World, 2002, 21st Century
Literacy Summit. Available at
www.21stcenturyliteracy.org/white/WhitePaperEnglish.pdf.
•
Being Fluent With Information Technology,1999, Committee on Information
Technology Literacy, National Research Council. Available at
www.nap.edu/html/beingfluent/.
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Information Literacy Standards for Student Learning, 1998, American
Association of School Librarians (AASL), Association of Educational
Communications Technology (AECT), and American Library Association (ALA).
Available at www.ala.org/aasl/ip_nine.html.
Digital Culture and Educational Practice
• Technically Speaking: Why All Americans Need to Know
More About Technology, 2002. National Academy of
Engineering and National Research Council. Available at
www.nap.edu/books/0309082625/html/.
• Preparing Students for the 21st Century, 1996, American
Association of School Administrators.
• Digital Transformation: A Framework for ICT Literacy, 2002.
Report by the International Information and Communication
Technologies (ICT) Literacy Panel for the Educational Testing
Service (ETS). Available at.
www.ets.org/research/ictliteracy/ictreport.pdf.
• How People Learn: Brain, Mind, Experience, and School,
1999. J. Bransford, A. Brown, & R. Cocking(Eds.). Available at
www.nap.edu/html/howpeople1/.
Digital Culture and Educational Practice
Digital Age literacy
Digital Culture and Educational Practice
1. Basic Literacy:
• Language proficiency (in English) and
numeracy at levels necessary to function
on the job and in society to achieve
one’s goals and to develop one’s
knowledge and potential in this Digital
Age.
Digital Culture and Educational Practice
Students Who Have
Basic Literacy Skills:
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In Relation to Language Proficiency
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In Relation to Numeracy (Quantitative Literacy)
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Meet standards for the following areas in the context of traditional and media-based
prose*, documents**, and communication venues encountered in everyday living:–
Reading – Writing– Listening – Speaking
Meet standards for the following areas in the context of traditional and media-based
prose*, documents**, and communication venues encountered in everyday living:–
Arithmetic computing– Mathematical reasoning and problem solving
In Relation to Information and Technological Literacy
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Meet standards for the following areas in the context of traditional and media-based
prose*, documents**, and communication venues encountered in everyday living:
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Recognizing when information is needed
Locating information
Evaluating all forms of information
Synthesizing and using information effectively
* Prose includes (but is not limited to) literature, editorials, newspaper articles,
poems, and stories
** Documents include print and media-based artifacts, such as job applications,
bus schedules, maps, checks, tax forms, and tables.
Digital Culture and Educational Practice
2. Scientific Literacy:
• Knowledge and understanding of the
scientific concepts and processes
required for personal decision making,
participation in civic and cultural affairs,
and economic productivity.
Digital Culture and Educational Practice
Students Who Are
Scientifically Literate:
• Have the knowledge and understanding of scientific concepts
and processes required for participation in a Digital Age society.
• Can ask, find, or determine answers to questions derived from
curiosity about everyday experiences.
• Have the ability to describe, explain, and predict natural
phenomena.
• Are able to read with understanding articles about science in the
popular press and to engage in social conversation about the
validity of the conclusions.
• Can identify scientific issues underlying national and local
decisions and express positions that are scientifically and
technologically informed.
• Are able to evaluate the quality of scientific information on the
basis of its source and the methods used to generate it.
• Have the capacity to pose and evaluate arguments based on
evidence and to apply conclusions from such arguments
appropriately.
Digital Culture and Educational Practice
3. Economic Literacy:
• The ability to identify economic
problems, alternatives, costs, and
benefits;
• analyze the incentives at work in
economic situations;
• examine the consequences of changes
in economic conditions and public
policies;
• collect and organize economic evidence;
• weigh costs against benefits.
Digital Culture and Educational Practice
Students Who Are
Economically Literate
• Can evaluate costs, benefits, and the limitations of resources,
using this knowledge to make informed choices as consumers,
producers, savers, investors, and citizens.
• Are able to evaluate different methods for allocating goods and
services by comparing the costs and benefits of each method.
• Can identify economic incentives that affect people’s behavior
and explain how incentives affect their own behavior.
• Understand how competition, trade barriers, shortages and
surpluses, and the interaction between buyers and sellers can
influence prices.
• Are able to describe the roles of various public and private
economic institutions, including the Federal Reserve.
• Understand the basics of income and its distribution, interest
rates, inflation, unemployment, investment,and risk.
• Can identify and evaluate the benefits and costs of alternative
public policies, and assess who enjoys the benefits and who
bears the costs.
• Understand the value of entrepreneurialism and the roles of
small and large businesses in the U.S. economy.
Digital Culture and Educational Practice
4. Technological Literacy:
• Knowledge about what technology is,
how it works, what purposes it can
serve, and how it can be used efficiently
and effectively to achieve specific goals.
Digital Culture and Educational Practice
Students Who Are
Technologically Literate:
• Demonstrate a sound conceptual understanding of
the nature of technology systems and view
themselves as proficient users of these systems.
• Understand and model positive, ethical use of
technology in both social and personal contexts.
• Use a variety of technology tools in effective ways to
increase creative productivity.
• Use communication tools to reach out to the world
beyond the classroom and communicate ideas in
powerful ways.
• Use technology effectively to access, evaluate,
process and synthesize information from a variety of
sources.
• Use technology to identify and solve complex
problems in real-world contexts. (e.g. Gartner search
enginee, pls find in Dragon in HKU)
Digital Culture and Educational Practice
5. Visual Literacy:
• The ability to interpret, use, appreciate,
and create images and video using both
conventional and 21st century media in
ways that advance thinking, decision
making, communication, and learning.
Digital Culture and Educational Practice
Students Who Are
Visually Literate:
• Have Working Knowledge of Visuals Produced or
Displayed through Electronic Media
– Understand basic elements of visual design, technique, and
media.
– Are aware of emotional, psychological, physiological, and
cognitive influences in perceptions of visuals.
– Comprehend representational, explanatory, abstract, and
symbolic images.
• Apply Knowledge of Visuals in Electronic Media
– Are informed viewers, critics, and consumers of visual
information.
– Are knowledgeable designers, composers, and producers of
visual information.
– Are effective visual communicators.
– Are expressive, innovative visual thinkers and successful
problem solvers.
Digital Culture and Educational Practice
6. Information Literacy:
• The ability to evaluate information
across a range of media; recognize
when information is needed; locate,
synthesize, and use information
effectively; and accomplish these
functions using technology,
communication networks, and electronic
resources.
Digital Culture and Educational Practice
Students Who Are
Information Literate:
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Before Accessing Information
– Determine what is known and what is needed for problem solving.
– Identify different sources of information, including text, people, video, audio,
and databases.
– Prioritize sources based on credibility and relevance.
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When Accessing Information
– Identify and retrieve relevant information from sources; use technology to
enhance searching.
– Revise information-gathering strategies that prove to be ineffective.
– Understand how information retrieved does or does not address original
problem.
– Evaluate information in terms of credibility and social, economic, political,
legal, and ethical issues that may impact it; use technology to facilitate
evaluation.
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After Information Is Extracted
– Use retrieved information to accomplish a specific purpose.
– Present information clearly and persuasively using a range of technology
tools and media.
– Evaluate the processes and products of these activities, including resulting
social consequences.
Digital Culture and Educational Practice
• 7. Multicultural Literacy: The ability to
understand and appreciate the
similarities and differences in the
customs, values, and beliefs of one’s
own culture and the cultures of others.
Digital Culture and Educational Practice
Students Who Are
Multiculturally Literate:
• Value Diversity
– Are aware of how cultural beliefs, values, and sensibilities affect the
way they and others think and behave.
– Appreciate and accept similarities and differences in beliefs,
appearances, and lifestyles.
– Understand how technology impacts culture.
• Exhibit an Informed Sensitivity
– Can take the perspectives of other cultural groups.
– Are sensitive to issues of bias, racism, prejudice, and stereotyping.
• Actively Engage with/in Other Cultures
– Are bilingual/multilingual or are working toward becoming
bilingual/multilingual.
– Communicate, interact, and work with individuals from other cultural
groups, using technology where appropriate.
– Are familiar with cultural norms of technology environments and are
able to interact successfully in such environments.
Digital Culture and Educational Practice
• 8. Global Awareness: The recognition
and understanding of interrelationships
among international organizations,
nation-states, public and private
economic entities, sociocultural groups,
and individuals across the globe
Digital Culture and Educational Practice
Students Who Are
Globally Aware:
• Are knowledgeable about the connectedness of the nations of
the world historically, politically, economically, technologically,
socially, linguistically, and ecologically.
• Understand that these interconnections can have both positive
benefits and negative consequences.
• Are able to recognize, analyze, and evaluate major trends in
global relations and the interconnections of these trends with
both their local and national communities.
• Understand how national cultural differences impact the
interpretation of events at the global level.
• Understand the impact of ideology and culture on national
decisions about access to and use of technology.
• Participate in the global society by staying current with
international news and by participating in the democratic
process.
Digital Culture and Educational Practice
Inventive Thinking
Digital Culture and Educational Practice
Adaptability and Managing Complexity:
• The ability to modify one’s thinking,
attitude, or behavior to be better suited
to current or future environments; and
the ability to handle multiple goals,
tasks, and inputs, while understanding
and adhering to constraints of time,
resources, and systems (e.g.,
organizational, technological).
Digital Culture and Educational Practice
Self-Direction:
• The ability to set goals related to
learning, plan for the achievement of
those goals, independently manage time
and effort, and independently assess the
quality of learning and any products that
result from the learning experience.
Digital Culture and Educational Practice
Curiosity:
• The desire to know or the spark of
interest that leads to inquiry.
Digital Culture and Educational Practice
Creativity:
• The act of bringing something into
existence that is genuinely new and
original, whether personally (original
only to the individual) or culturally
(where the work adds significantly to a
domain of culture as recognized by
experts).
Digital Culture and Educational Practice
Risk Taking:
• The willingness to make mistakes,
advocate unconventional or unpopular
positions, or tackle extremely
challenging problems without obvious
solutions, such that one’s personal
growth, integrity, or accomplishments
are enhanced.
Digital Culture and Educational Practice
Higher-Order Thinking and Sound
Reasoning:
• The cognitive processes of analysis,
comparison, inference and
interpretation, evaluation, and synthesis
applied to a range of academic domains
and problem-solving contexts.
Digital Culture and Educational Practice
Effective Communication
Digital Culture and Educational Practice
Teaming and Collaboration:
• Cooperative interaction between two or
more individuals working together to
solve problems, create novel products,
or learn and master content.
Digital Culture and Educational Practice
Interpersonal Skills:
• The ability to read and manage the
emotions, motivations, and behaviors of
oneself and others during social
interactions or in a social-interactive
context.
Digital Culture and Educational Practice
Personal Responsibility:
• Depth and currency of knowledge about
legal and ethical issues related to
technology,
• combined with one’s ability to apply this
knowledge to achieve balance, integrity,
and quality of life as a citizen,
• a family and community member, a
learner, and a worker.
Digital Culture and Educational Practice
Social and Civic Responsibility:
• The ability to manage technology and
govern its use in a way that promotes
public good and protects society, the
environment, and democratic ideals.
Digital Culture and Educational Practice
Interactive Communication:
• The generation of meaning through
exchanges using a range of
contemporary tools, transmissions, and
processes.
Digital Culture and Educational Practice
High Productivity
Digital Culture and Educational Practice
High Productivity
• According to leading researchers, caution
should be exercised when attempting to link
high-stakes testing and high standards to the
creation of a productive workforce (Levin,
2001). Levin’s studies in the 1990s led him to
conclude that how well students do on current
tests in no way correlates to how productive
they will be in the workforce.
• High productivity currently is not a highstakes focus of schools, yet the skills involved
in this cluster often determine whether a
person succeeds or fails in the workforce:
Digital Culture and Educational Practice
Prioritizing, Planning, and Managing for
Results:
• The ability to organize to efficiently
achieve the goals of a specific project or
problem.
Digital Culture and Educational Practice
Effective Use of Real-World Tools:
• The ability to use real-world tools—the
hardware, software, networking,and
peripheral devices used by information
technology (IT) workers to accomplish
21st century work—to communicate,
collaborate, solve problems, and
accomplish tasks.
Digital Culture and Educational Practice
Ability to Produce Relevant, High-Quality
Products:
• The ability to produce intellectual,
informational,or material products that serve
authentic purposes and occur as a result of
students using real-world tools to solve or
communicate about real-world problems.
• These products include
– persuasive communications in any media (print,
video, the Web, verbal presentation),
– synthesis of resources into more useable forms
(databases, graphics, simulations), or
– refinement of questions that build upon what is
known to advance one’s own and others’
understanding.
Digital Culture and Educational Practice
Current use of technology by
teenageers
Digital Culture and Educational Practice
Digital Culture and Educational Practice
Introduction 21st Century Skills:
Pace of Societal Change Increasing
• Information explosion (from computers, databases)
• Knowledge-oriented economy (intellectual property
norms)
• Globalization (Internet escalating)
• Life long education and training (new learning
technologies)
• Fast cultural turnover (from electronic socializing)
• Proliferation of collective action formation (free
web marketing)
Digital Culture and Educational Practice
Implications of the Demands of the Global Knowledge
Economy in Terms of Required Skills and Learning
Strategies
DEMANDS from
SOCIETY
REQUIRED SKILLS
LEARNING
STRATEGIES
Knowledge as
commodity
Knowledge
construction
Inquiry, project
learning,
constructivism
Rapid change,
renewal
Adaptability
Learning to re-learn,
on-demand learning
Information explosion
Finding, organizing,
retrieving
Multi-database
browsing exercises
Poorly organized
information
Information
management
Database construction
Poorly evaluated
information
Critical thinking
Information and new
literacies
Collective knowledge
Teamwork
Collaborative learning
Digital Culture and Educational Practice
Current Use of Internet
USA Teens Age 12-17*
• 78% use Internet anywhere
• Almost 100% of them use IT for school research from
home
• Many Internet-savvy teens complain that teachers don’t
use web well in or for class, if they use it at all
• Many teens complain of poor IT access in school
All available evidence suggests that teens in a number of
European countries, particularly Finland and UK, use the
Internet at home as much or more than in USA.
*Source: Pew Internet Project Report, “Digital Disconnect,” August 14, 2002
How does this compare to Hong Kong
experiences?
Digital Culture and Educational Practice
Current Use of Internet by USA
Digital Culture and Educational Practice
Lifestyle Changes from Heavy
Internet/Web Usage
MEDIA
• Some report less TV
• Changes in use of other
media unclear
SEXUAL VICTIMIZATION
• 20% (age 10-17) report
unwanted sexual solicitation
online
FRIENDSHIPS
• Some report spending less
face time with friends
• Some report quality of
relationships helped
Mobile TV viewing futures?
with e-mail
Digital Culture and Educational Practice
EVOLVING TECHNOLOGIES
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Personalizing software agents
More networks & networking
More network-based recreation
Wireless networks/ mobile tech
Digital implants with GPS
How might these
developments
impact on youth?
Digital Culture and Educational Practice
SPECULATIONS ON THE FUTURE
IMPACT OF TECHNOLOGY
1. Macro processes
2. Larger Digital Divides
3. Harmful use
4. Shifting Ethics and Values
Digital Culture and Educational Practice
SPECULATIONS ON THE FUTURE
IMPACT OF TECHNOLOGY
1. Macro processes
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Increasing knowledge construction
Globalization
Life-long education
Greater cultural memory
Faster cultural and sub-cultural
turnover
Digital Culture and Educational Practice
SPECULATIONS
ON THE FUTURE
IMPACT OF
TECHNOLOGY
2. Larger Digital Divides
New social inequalities expected with each major
technological innovation not affordable by all
schools and classrooms and by all social groups,
especially those that also require special skills or
values to utilize them
Digital Culture and Educational Practice
SPECULATIONS
ON THE FUTURE
IMPACT OF
TECHNOLOGY
ON YOUTH
3. Harmful use
Current and future harmful use of digital technology
anticipated for youth, specially those already
disturbed, delinquent
Technology-induced problems possible?
Do you have any examples?
How can we prepare youth for these?
Digital Culture and Educational Practice
SPECULATIONS ON THE FUTURE
IMPACT OF TECHNOLOGY ON YOUTH
4. Shifting Ethics and Values
Current & future digital technology offer youth
new ways of cheating and stealing that don’t
seem unethical or illegal to them.
Unless societal norms and laws rapidly respond
to clarify how to interpret these dilemmas, the
nature of youth values and their interpretation
of ethical standards may change.
What do you think?
Digital Culture and Educational Practice
SPECULATIONS ON THE FUTURE
IMPACT OF TECHNOLOGY ON YOUTH
‘With technologyrelated risk growing
faster than technology
itself, human survival
will depend mostly on
how well we educate
youth to deal with the ethical, sociological, and
political issues raised by the evolving
technology.’
Do you agree?
Digital Culture and Educational Practice
SPECULATIONS ON THE FUTURE
IMPACT OF TECHNOLOGY ON YOUTH
1.
2.
3.
4.
In groups consider the four issues outlined
below. Post a summary in the Discussion
Forum of your group views on these issues
and their potential impact on youth in Hong
Kong.
Macro processes
Larger Digital Divides
Harmful use
Shifting Ethics and Values
Digital Culture and Educational Practice
http://www.youtube.com/watch?v=lhgcO2VG0NY&NR
Media deconstructions
Google buys video-sharing
website YouTube for $1.65bn
http://www.youtube.com/watch?v=00nhKwv4M5Q&mode=related&search=
Digital Culture and Educational Practice
http://www.youtube.com/watch?v=1oATSn92QzU
http://www.youtube.com/watch?v=pw4Bhmm22xo&mode=related&search=
Digital Culture and Educational Practice
About blogs …..
MITE 6323
Digital Culture and Educational Practice
Digital Culture and Educational Practice
Hierarchical stages of
technology integration
Digital Culture and Educational Practice
The Computer Delusion
‘There is no good evidence that most uses of
computers significantly improve teaching and
learning, yet school districts are cutting
programs -- music, art, physical education -that enrich children's lives to make room for
this dubious nostrum, and the … [US
Government] Administration has embraced
the goal of ‘computers in every classroom’
with credulous and costly enthusiasm’
(Oppenheimer, 1997 online)
Digital Culture and Educational Practice
The Computer Delusion
As Sherry Turkle, a
professor of the
sociology … at the
MIT and a longtime
observer of children's
use of computers …
‘The
possibilities of using ICT poorly so
outweigh the chance of using it well, it makes
people like us, who are fundamentally
optimistic about computers, very reticent."
Digital Culture and Educational Practice
The Computer Delusion
‘… after a decade of effort and
the donation of equipment
worth more than $25 million
to 13 schools, (in California),
there is scant evidence of
greater student achievement’
Digital Culture and Educational Practice
The Computer Delusion
• ‘Judah Schwartz, professor of education at
Harvard and a co-director of the school's
Educational Technology Center, stated that a
few newer applications, when used properly,
can dramatically expand children's math and
science thinking by giving them new tools to
‘make and explore conjectures.’
• … Schwartz acknowledges that perhaps
“ninety-nine percent" of the educational
programs are "terrible, really terrible.”
Digital Culture and Educational Practice
The Computer Delusion
• ‘the Internet, when used carefully, offers
exciting academic prospects … In one case
schools in different states have tracked bird
migrations and then posted their findings on
the Web, using it as their own national
notebook. In San Francisco eighth-grade
economics students have E-mailed Chinese
and Japanese businessmen to fulfill an
assignment on what it would take to build an
industrial plant overseas. ‘
Digital Culture and Educational Practice
The Computer Delusion
• ‘Teachers are being asked to jump in and
figure out if what they find on the Net is
worthwhile. They don't have the skill or
time to do that …’
• ‘There are real dangers … in looking to
technology to be the savior of education.
But it won't survive without the
technology …’
Digital Culture and Educational Practice
5 main arguments underlie the campaign to
computerize schools
1. Computers improve teaching practices & student
achievement
2. Computer literacy should be taught as early as
possible; otherwise students will be left behind.
3. Learning computer skills is a priority - to ensure
tomorrow's work force is competitive in an
increasingly high-tech world
4. Technology wins financial support from the business
community -- schools badly need funds.
5. Work with computers -- particularly using the Internet - brings students valuable connections with teachers,
other schools and students, and a wide network of
professionals around the globe. These connections
spice the school day with a sense of real-world
relevance, and broaden the educational community.
Digital Culture and Educational Practice
Group Activity - Discussion Forum
1. Consider one of the 5 points from the
previous slide. How true do you feel the
point is to the Hong Kong situation? Do you
feel these are the main reasons for adopting
computers in schools? If not, suggest one
other argument to support computers in
schools.
2. Develop a group response.
3. Post your Group response to the Discussion
Forum.
Digital Culture and Educational Practice
A Moment’s Reflection
Group reflection
• Your experiences in this module – what
have you learnt? What are you
learning?
• What are the aims of this module?
Digital Culture and Educational Practice
Digital Culture and Educational Practice
Further Reading
Brown, J.S. (1999). Learning, Working & Playing in the Digital Age.
Retrieved 10th Oct 2003 from
http://serendip.brynmawr.edu/sci_edu/seelybrown/
Cuban, L. (2001). Oversold & Underused: Computers in the
Classroom. Cambridge, Mass.: Harvard University Press.
Retrieved 10th Oct 2003 from
http://www.hup.harvard.edu/pdf/CUBOVE.pdf
Kling, R. (1996). Computerization and Controversy. Value Conflicts
and Social Choices. San Diego, Academic Press, pp.40-58.
http://www.slis.indiana.edu/kling/cc/index.html
Oppenheimer, T. (1997). ‘The computer delusion'. The Atlantic
Monthly vol. 280(no. 1): pp. 45-62.
http://www.TheAtlantic.com/issues/97jul/computer.htm
• North Central Regional Educational Laboratory (America)
http://www.ncrel.org/engauge/