NET GEN LIFE, LEARNING and LITERACY Megan Poore

Web 2.0 Statistics and expectations ICT proficiency and literacy Information behaviour Learning needs Moral Panic and Digital Faith Implications COVERAGE

Web 2.0

Statistics and expectations

ICT proficiency and literacy

Information behaviour

Learning needs

Moral Panic and Digital Faith

Implications

Web 2.0 is not a software package It is the ‘read-write’ web WEB 2.0

Web 2.0 is not a software package

It is the ‘read-write’ web

WEB 2.0 O’Reilly, Tim. 2005. What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software. http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html . Accessed 10 October 2007. WEB 1.0 WEB 2.0 Ofoto Flickr Mp3.com Napster Britannica Online Wikipedia Personal websites Blogging Publishing Participation Content mgt systs. Wikis Directories (taxonomy) Tagging (‘folksonomy’) Stickiness Syndication Software as package Software as service

Social networking Wikis MySpace, Face book Blogs Podcasting Tagging, RSS WEB 2.0

Social networking

Wikis

MySpace, Face book

Blogs

Podcasting

Tagging, RSS

Lankshear, Colin and Michele Knobel. 2006. Blogging as participation: the active sociality of a new literacy. http://www.geocities.com/c.lankshear/bloggingparticipation.pdf. Accessed 10 October 2007 Mindset 1.0 Mindset 2.0 The world is appropriately interpreted, understood and responded to in broadly physical industrial terms. The world cannot adequately be interpreted, understood and responded to in physical-industrial terms only. Value is a function of scarcity Value is a function of dispersion Products as material artifacts Products as enabling services. Tools for producing Tools for mediating and relating Focus on individual intelligence Focus on collective intelligence Expertise and authority ‘located’ in individuals and institutions Expertise and authority are distributed and collective; hybrid experts Space as enclosed and purpose specific Space as open, continuous and fluid Social relations of ‘bookspace’; a stable ‘textual order’ Social relations of emerging ‘digital media space’; texts in change

Users add value Some rights reserved Perpetual beta Co-operate , don’t control Constructivism WEB 2.0 DESIGN PATTERNS O’Reilly, Tim. 2005. What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software. http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html . Accessed 10 October 2007.

Users add value

Some rights reserved

Perpetual beta

Co-operate , don’t control

Constructivism

Also called ‘ millennials ’, ‘Digital Natives’ In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone Average age of first phone ownership is 8 THE NET GENERATION Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf . Accessed 10 October 2007.

Also called ‘ millennials ’, ‘Digital Natives’

In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone

Average age of first phone ownership is 8

Parallel process and multi-task Have ‘hypertext minds’ Have always had Web 2.0 at home Have little patience for step-by-step logic (or reasoning?) THE NET GENERATION Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6.

Parallel process and multi-task

Have ‘hypertext minds’

Have always had Web 2.0 at home

Have little patience for step-by-step logic (or reasoning?)

Some evidence that their brain structures are different … THE NET GENERATION Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6.

Some evidence that their brain structures are different …

Some false assumptions ‘ Net Gen’ are those born post-1980 (no! that’s too old to describe people who were ‘brought up’ with Web 2.0 All young people are ‘Net Gen’ THE NET GENERATION

Some false assumptions

‘ Net Gen’ are those born post-1980 (no! that’s too old to describe people who were ‘brought up’ with Web 2.0

All young people are ‘Net Gen’

Instead, let’s think of a ‘generation’ as describing a set of behaviours, rather than an age-specific demographic THE NET GENERATION

Characteristics Values THE NET GENERATION

Characteristics

Values

Information-rich Non-linear and associative Multi-media ,visual and graphical Immediate /instantaneous Immersive and abundant Relevant and meaningful INFORMATION FOR THE NET GEN Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press.

Information-rich

Non-linear and associative

Multi-media ,visual and graphical

Immediate /instantaneous

Immersive and abundant

Relevant and meaningful

Community-oriented and team-based Collaborative , co-operative, participatory Communication-rich Interactive and dialogical Customised , personalised, individualised COMMUNITY, COLLABN, CHOICE Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press.

Community-oriented and team-based

Collaborative , co-operative, participatory

Communication-rich

Interactive and dialogical

Customised , personalised, individualised

Are active processors of information Filter info all the time Are used to getting info immediatel y Are used to controlling info flows CHARACTERISTICS Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Are active processors of information

Filter info all the time

Are used to getting info immediatel y

Are used to controlling info flows

Get bored if the information flow is poor or too slow Use non-linear resources Do not complain of information overload! CHARACTERISTICS Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Get bored if the information flow is poor or too slow

Use non-linear resources

Do not complain of information overload!

Absorb discontinuous information and make meaning of it Cope with complexity Increase or decrease their attention levels , depending on need COMPLEXITY Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Absorb discontinuous information and make meaning of it

Cope with complexity

Increase or decrease their attention levels , depending on need

Can work with sub-optimal knowledge Make sense of bits Accept uncertainty COMPLEXITY Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Can work with sub-optimal knowledge

Make sense of bits

Accept uncertainty

Are effective communicators Prefer communicating through images Use their networks Are used to controlling communication Are collaborative COMMUNICATION Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum.

Are effective communicators

Prefer communicating through images

Use their networks

Are used to controlling communication

Are collaborative

‘ Net Gen’ communication is Multimodal Interactive Creative and interpretive Comes easily to them COMMUNICATION Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007

‘ Net Gen’ communication is

Multimodal

Interactive

Creative and interpretive

Comes easily to them

Are personalised Are visual Have links to the community Are rigorous Use individualised feedback LEARNING ENVIRONMENTS Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press.

Are personalised

Are visual

Have links to the community

Are rigorous

Use individualised feedback

Trust Openness Access VALUES Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum. p. 47

Trust

Openness

Access

Speak with an ‘ accent ’ – or a different language entirely! Misunderstand the new ways in which the Net Gen learns ‘ DIGITAL IMMIGRANTS’ Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6.

Speak with an ‘ accent ’ – or a different language entirely!

Misunderstand the new ways in which the Net Gen learns

Work in a linear fashion Read the instructions first before using Are used to working alone Believe in doing things 'right ' Believe in doing things one thing at a time ‘ DIGITAL IMMIGRANTS’ Veen, Wim and Ben Vrakking. 2007. Homo Zappiens: Growing up in a digital age . Continuum. p. 32

Work in a linear fashion

Read the instructions first before using

Are used to working alone

Believe in doing things 'right '

Believe in doing things one thing at a time

“ What truly continues to separate the generations is not technological skill but how the generations perceive the digital world” THE DIGITAL WORLD Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century . Santa Monica Press. p. 42

Students are feeling as though they are ‘ powering down ’ when they enter the school gates NET GENERATION AT SCHOOL Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf . Accessed 10 October 2007.

Students are feeling as though they are ‘ powering down ’ when they enter the school gates

TECHNOLOGY TO WATCH EDUCAUSE. 2008. The Horizon Report . New Media Consortium and the EDUCAUSE Learning Initiative. www.nmc.org/pdf/2008-Horizon-Report.pdf . Accessed 21 October 2008 . Smart objects Collective intelligence Educational gaming Semantic-aware applications Social operating systems New scholarship and forms of publication Personal web Data mashups Virtual worlds Geo-everything Mobile broadband Mobile phones Cloud computing Collaboration webs Social networking Mobiles Grassroots video User-created content 2009 2008 2007

SOME STATS: Access Broadband, 2006-7 1/2 - 2/3 of all internet connections are broadband Australian Bureau of Statistics. 2008. Internet access at home. Available at http ://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Chapter10002008 . Accessed on 7 Feb 2009.

Broadband, 2006-7

1/2 - 2/3 of all internet connections are broadband

SOME STATS: Access Broadband, 2008 79% Broadband is linked with increased internet use Ewing, Scott, Julain Thomas and Julianne Schiessl. 2008. The Internet in Australia. Available at http://cci.edu.au/publications/digital-futures . Accessed on 7 Feb 2009. p. 1.

Broadband, 2008

79%

Broadband is linked with increased internet use

SOME STATS: Online Use by age 18 - 24: 95.1% 24 - 24: 90.6% 35 - 49: 83.7% 50 - 64: 66.1% 64+:29.8% Ewing, Scott, Julain Thomas and Julianne Schiessl. 2008. The Internet in Australia. Available at http://cci.edu.au/publications/digital-futures . Accessed on 7 Feb 2009. p. 2.

Use by age

18 - 24: 95.1%

24 - 24: 90.6%

35 - 49: 83.7%

50 - 64: 66.1%

64+:29.8%

SOME STATS: Online activities

Expectations Experiences ICT proficiency and literacy Information behaviour THE NET GENERATION

Expectations

Experiences

ICT proficiency and literacy

Information behaviour

STUDENT EXPECTATIONS International students use more tech Engineering students more likely to use tech than Arts students Reasons for use: convenience and control – not learning University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf . Accessed 12 February 2008.

International students use more tech

Engineering students more likely to use tech than Arts students

Reasons for use: convenience and control – not learning

Preference for using technology Ubiquitous internet is normal Cautious about publishing their work for public scrutiny Tech is not an end in itself Face-to-face is seen as core STUDENT EXPECTATIONS JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx . Accessed 12 February 2008.

Preference for using technology

Ubiquitous internet is normal

Cautious about publishing their work for public scrutiny

Tech is not an end in itself

Face-to-face is seen as core

Uncertain about how to map current learning experience onto uni study Cannot see how ICT and learning can work together outside of school STUDENT EXPECTATIONS JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx . Accessed 12 February 2008.

Uncertain about how to map current learning experience onto uni study

Cannot see how ICT and learning can work together outside of school

COMFORT LEVELS FAMILIARITY

COMFORT LEVELS

STUDENT EXPERIENCES ICT is seen either as a platform for admin or content delivery Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 24, p. 28.

ICT is seen either as a platform for admin or content delivery

STUDENT EXPERIENCES Students struggle to understand how some technologies can be used in the educational environment Perceived level of usefulness of ICT increases with frequency of use Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 7.

Students struggle to understand how some technologies can be used in the educational environment

Perceived level of usefulness of ICT increases with frequency of use

STUDENT EXPERIENCES 67% of students assume they can use their own equipment at university 80% are satisfied with the level of internet access provided Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . pp. 7-8.

67% of students assume they can use their own equipment at university

80% are satisfied with the level of internet access provided

STUDENT EXPERIENCES 25% rate guidance on using ICT in their studies as neutral, or poor. This is higher amongst arts students. 57% look for new technologies to support their learning Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 8.

25% rate guidance on using ICT in their studies as neutral, or poor.

This is higher amongst arts students.

57% look for new technologies to support their learning

STUDENT EXPERIENCES Most students will ask their friends first when solving a problem (mostly for convenience). Students are neutral about use of ICT in teaching: the key is to use it well. Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 10, p. 24.

Most students will ask their friends first when solving a problem (mostly for convenience).

Students are neutral about use of ICT in teaching: the key is to use it well.

STUDENT EXPERIENCES There is still an assumption that teaching is about conveying knowledge; this leads to assumptions about the type of tech that is appropriate for the teacher to use. Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 10.

There is still an assumption that teaching is about conveying knowledge; this leads to assumptions about the type of tech that is appropriate for the teacher to use.

STUDENT EXPERIENCES Social networking that emerges organically works better than that put in place by the teacher. ICT that is driven by students themselves (and not ‘fake’) is successful. Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 10, 31-2.

Social networking that emerges organically works better than that put in place by the teacher.

ICT that is driven by students themselves (and not ‘fake’) is successful.

SOME STATS: Incoming students Access University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf . Accessed 12 February 2008. Mobile 93% Desktop 90% Broadband 73%

SOME STATS: Incoming students Computer use University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf . Accessed 12 February 2008. Emailing 94% Creating documents 88% Info searching 83%

Main activities on computers ‘ Overwhelmingly positive’ SOME STATS: Incoming students University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf . Accessed 12 February 2008. Study 94% Info Searching 93% Course admin 84% SMS 84% IM 75%

Working with info Creating and sharing info Using ICT responsibly ICT PROFICIENCY MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Working with info

Creating and sharing info

Using ICT responsibly

Accessing info (identification, retrieval) Managing info (organising, storing) Evaluating info (integrity, relevance, usefulness) ICT LITERACY: KEY PROCESSES MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Accessing info (identification, retrieval)

Managing info (organising, storing)

Evaluating info (integrity, relevance, usefulness)

New understandings (creating knowledge, authoring) Communicating with others (sharing; creating products) Using ICT appropriately (critical, reflective, strategy, ethics and legals) ICT LITERACY: KEY PROCESSES MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

New understandings (creating knowledge, authoring)

Communicating with others (sharing; creating products)

Using ICT appropriately (critical, reflective, strategy, ethics and legals)

‘ Challenging but reasonable ’ expectation Year 6: 49% Year 10: 61% ICT PROFICIENCY MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

‘ Challenging but reasonable ’ expectation

Year 6: 49%

Year 10: 61%

Patterns: Low socio-economic bkgnd Indigeneity Remote locality Gender not an issue ICT PROFICIENCY MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Patterns:

Low socio-economic bkgnd

Indigeneity

Remote locality

Gender not an issue

Findings Communication is a frequent use BUT Less use of applications for creating , analysing , transforming information ICT PROFICIENCY MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Findings

Communication is a frequent use

BUT

Less use of applications for creating , analysing , transforming information

Younger users Older people and ICTs INFORMATION BEHAVIOUR

Younger users

Older people and ICTs

Increase in full-phrase searching Satisfied with basic forms of searching Good parallel processing skills, but sequential for reading? INFORMATION BEHAVIOUR CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

Increase in full-phrase searching

Satisfied with basic forms of searching

Good parallel processing skills, but sequential for reading?

No evidence that information literacy is worse than before Not expert searchers – Youngsters have always had trouble evaluating info Behaviour is now more public INFORMATION BEHAVIOUR CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

No evidence that information literacy is worse than before

Not expert searchers – Youngsters have always had trouble evaluating info

Behaviour is now more public

Skills gap between using media to create and how to create meaningful content CRITICAL CHALLENGE EDUCAUSE. 2007. The Horizon Report . New Media Consortium and the EDUCAUSE Learning Initiative. http://www.educause.edu/ir/library/pdf/CSD4781.pdf. Accessed 10 October 2007 . pp 4-5

Skills gap between using media to create and how to create meaningful content

Spend little time evaluating for accuracy, relevance, authority (but this is also pre-web) INFORMATION BEHAVIOUR CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

Spend little time evaluating for accuracy, relevance, authority (but this is also pre-web)

Young people are concerned about the ‘ unmanageable scale ’ of the Web. They find it difficult to prioritse and evaluate search results. INFORMATION BEHAVIOUR Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008.

Young people are concerned about the ‘ unmanageable scale ’ of the Web.

They find it difficult to prioritse and evaluate search results.

Fit between search engines and student lifestyles is ‘ almost perfect ’ INFORMATION BEHAVIOUR CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

Fit between search engines and student lifestyles is ‘ almost perfect ’

Older users are catching up fast All have increasing intolerance for information delay More people are ‘ powerbrowsing ’ INFORMATION BEHAVIOUR: ALL CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

Older users are catching up fast

All have increasing intolerance for information delay

More people are ‘ powerbrowsing ’

Individual and personality backgrounds more important than generation Looking for ‘ the answer ’ rather than particular format Lots of pre-publishing (blogs, wikis, websites) INFORMATION BEHAVIOUR: ALL CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf . Accessed 21 October 2008.

Individual and personality backgrounds more important than generation

Looking for ‘ the answer ’ rather than particular format

Lots of pre-publishing (blogs, wikis, websites)

Age is important regarding engagement re ICTs BUT Attitude and character key to connection (not age, health, income) OLDER PEOPLE AND ICTs OFCOM. 2006. Older people and communications technology. An attitudinal study into older people and their engagement with communications technology. Available at http://www.ofcomconsumerpanel.org.uk/information/research-policy.htm . Accessed 21 October 2008.

Age is important regarding engagement re ICTs BUT

Attitude and character key to connection (not age, health, income)

Tailoring the learning environment is essential to engaging older people OLDER PEOPLE AND ICTs OFCOM. 2006. Older people and communications technology. An attitudinal study into older people and their engagement with communications technology. Available at http://www.ofcomconsumerpanel.org.uk/information/research-policy.htm . Accessed 21 October 2008.

Tailoring the learning environment is essential to engaging older people

Current users: absorbers; self-starters Non-users: rejecters; disengaged Those not connected will become increasingly excluded OLDER PEOPLE AND ICTs OFCOM. 2006. Older people and communications technology. An attitudinal study into older people and their engagement with communications technology. Available at http://www.ofcomconsumerpanel.org.uk/information/research-policy.htm . Accessed 21 October 2008.

Current users: absorbers; self-starters

Non-users: rejecters; disengaged

Those not connected will become increasingly excluded

Social networking Gaming INFORMAL LEARNING

Social networking

Gaming

Facebook, My Space 60% of students talk about education topics online 50 % talk about schoolwork SOCIAL NETWORKING NSBA. 2007. Creating and Connecting. Research and Guidelines on Online Social — and Educational — Networking. Available at www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx . Accessed 21 October 2008.

Facebook, My Space

60% of students talk about education topics online

50 % talk about schoolwork

Strengthens existing relationships Facilitates recognisable social interactions Is a forum for creativity and expression SOCIAL NETWORKING Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008.

Strengthens existing relationships

Facilitates recognisable social interactions

Is a forum for creativity and expression

Younger users are more likely to restrict access or withhold identifying information SOCIAL NETWORKING Madden, Mary, Susannah Fox, Aaron Smith, and Jessica Vitak. 2007. Online identity management and search in the age of transparency. Available at http://www.pewinternet.org/PPF/r/229/report_display.asp . Accessed 21 October 2008.

Younger users are more likely to restrict access or withhold identifying information

Are hard Are about experience , delayed gratification, exploration , teamwork , reward Force you to decide , choose , prioritise (weigh evidence, analyse situations, consult long-term goals, decide) GAMES ... Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007

Are hard

Are about experience , delayed gratification, exploration , teamwork , reward

Force you to decide , choose , prioritise (weigh evidence, analyse situations, consult long-term goals, decide)

Probing as scientific method: Probe the environment Form hypothesis Reprobe and check the effect Rethink based on feedback GAMING: PROBING Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007

Probing as scientific method:

Probe the environment

Form hypothesis

Reprobe and check the effect

Rethink based on feedback

Means co-ordinating with your ultimate objectives It’s about order and constructing proper hierarchies Means long-term planning and present focus GAMING: TELESCOPING Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007. pp. 54-5

Means co-ordinating with your ultimate objectives

It’s about order and constructing proper hierarchies

Means long-term planning and present focus

It’s not what you’re thinking, but the way you’re thinking that’s important. GAMING Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007. P. 15

It’s not what you’re thinking, but the way you’re thinking that’s important.

The new digital divide Myths: moral panic and digital faith Implications and points for consideration GETTING PERSPECTIVE

The new digital divide

Myths: moral panic and digital faith

Implications and points for consideration

Is about access to knowledge, not PCs It needs to be about relationships and networks : not hardware THE NEW DIGITAL DIVIDE Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. pp. 59-60.

Is about access to knowledge, not PCs

It needs to be about relationships and networks : not hardware

The internet is dangerous for children. ( Children self-regulate all the time.) Junk culture is poisoning young people. (Youth culture always challenges the orthodoxy .) MYTHS: MORAL PANIC Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. pp. 32, 34.

The internet is dangerous for children. ( Children self-regulate all the time.)

Junk culture is poisoning young people. (Youth culture always challenges the orthodoxy .)

No learning happens online. (Broad range of skills and learning that gives confidence to succeed in other contexts . Children better identify beneficial computer games than can adults.) MYTHS: MORAL PANIC Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. pp. 35-6.

No learning happens online. (Broad range of skills and learning that gives confidence to succeed in other contexts . Children better identify beneficial computer games than can adults.)

There is a plagiarism epidemic in schools. (This shouldn’t be conflated with new ways of accessing information . We need to teach higher-order skills.) MYTHS: MORAL PANIC Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. p. 38.

There is a plagiarism epidemic in schools. (This shouldn’t be conflated with new ways of accessing information . We need to teach higher-order skills.)

Young people are disengaged and disconnected. (Students use ICTs to engage with cultural and political issues , get mentoring.) MYTHS: MORAL PANIC Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. p. 39.

Young people are disengaged and disconnected. (Students use ICTs to engage with cultural and political issues , get mentoring.)

This generation is one of passive consumers. (No. Media, gaming, networking communities mean large elements of production, creativity, communication .) MYTHS: MORAL PANIC Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. p. 38.

This generation is one of passive consumers. (No. Media, gaming, networking communities mean large elements of production, creativity, communication .)

All gaming is good. (There are different orders of digital activity , and not all activities are equal.) MYTHS: DIGITAL FAITH Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. p. 42.

All gaming is good. (There are different orders of digital activity , and not all activities are equal.)

All children are cyberkids. (Cannot assume that behaviours from a motivated group with high access is characteristic. There is a gap between ‘everyday communicators’ and ‘digital pioneers’ .) MYTHS: DIGITAL FAITH Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace . Accessed 21 October 2008. p. 42-3.

All children are cyberkids. (Cannot assume that behaviours from a motivated group with high access is characteristic. There is a gap between ‘everyday communicators’ and ‘digital pioneers’ .)

Facility does not mean ICT literacy Need to be careful about assumptions we make IMPLICATIONS MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Facility does not mean ICT literacy

Need to be careful about assumptions we make

Competent or just confident ? How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context The need to apply problem-solving and critical thinking skills IMPLICATIONS Oblinger, Diana G. and Brian L. Hawkins. 2006. The myth about student competency: Our students are technically competent. EDUCAUSE Review 41(2): 12-13. Available at http://connect.educause.edu/Library/EDUCAUSE+Review/TheMythAboutStudentCompet/40622 . Accessed on 7 February 2009.

Competent or just confident ?

How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context

The need to apply problem-solving and critical thinking skills

Need to build ICT literacy through “ systematic teaching rather than incidental use ” More personalised assessment IMPLICATIONS MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Need to build ICT literacy through “ systematic teaching rather than incidental use ”

More personalised assessment

You need to be ICT literate, too. IMPLICATIONS

You need to be ICT literate, too.

“ [T]he mindset of central network planners and administrators is often at odds with the increasingly user-centric nature of Internet applications and tools, limiting innovation.” POINTS FOR CONSIDERATION STUDENT EXPERIENCES Johnson, Laurence F., Rachel Smith and Alan Levine. 2008. 2008 Horizon Report. Australia-New Zealand Edition. Available at http://connect.educause.edu/Library/Abstract/TakingtheHorizonProjectDo/47984 . Accessed on 7 Feb 2009 .

POINTS FOR CONSIDERATION “ Universities could benefit from delivering training which highlights the way students think about information , rather than the way they use technology itself.” Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 12.

POINTS FOR CONSIDERATION “ [U]niversities are not currently perceived to be leading the way in developing new ways people can learn .” Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations . Accessed on 7 Feb 2009 . p. 42.

POINTS FOR CONSIDERATION The main point is to seize the opportunity to use this technology in the service of education.

LICENCE