“ On the one hand these new media are seen to have enormous positive potential, particularly for learning; while on the other, they are frequently seen to be harmful to those perceived to be at most risk” (Buckingham, 2002, p. 77).
“ Electric technology is reshaping and restructuring patters of social interdependence and every aspect of our personal life. It is forcing us to reconsider and re-evaluate practically every thought, every action, and every institution formerly taken for granted” (McLuhan, 2001, p. 8).
“In the age of media convergence, consumer participation has emerged as the central conceptual problem: traditional gatekeepers seek to hold on to their control of culture content” (Jenkins, 2006, 215).
“ There is a world of difference between the modern home environment of the integrated electric information and the classroom. Today’s television child… is bewildered when he enters the nineteenth-century environment that still characterizes the educational establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” (McLuhan, 2001, p. 18).
“ It is not clear that the success of affinity spaces can be duplicated by simply incorporating similar activities into the classroom. Schools impose a fixed leadership hierarchy (including very different roles for adults and teens)” (Jenkins, 2006, p. 193).
“ The technological revolution of the present era makes possible the radical reconstruction and restructuring of education and society argued for in the progressive era by Dewey and in the 1960s and 1970s by Ivan Illich, Paolo Freire and others who sought radical educational and social reform” (Kellner, 2002, p. 91).
“Simply providing children with information is not enough: we have to enable them to develop the intellectual and cultural competencies that are required to select, interpret, and utilize it” (Buckner, 2002, p. 86).