Education and mobile devices


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Mobile Learning iTouch education technology issues

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Education and mobile devices

  1. 1. Education and Mobile Devices Some underpinning thoughts
  2. 2. The internet as an 'anarchist' tool <ul><li>Anarchy is not a bad term necessarily ( Gordon Graham )  </li></ul><ul><ul><li>freedom from a coercive gov't </li></ul></ul><ul><ul><li>  lawlessness and chaos </li></ul></ul><ul><li>  </li></ul><ul><li>The Good: </li></ul><ul><li>International in nature - not tied to any nation/state boundaries </li></ul><ul><li>Populist - anyone can access and create (knowledge is power) </li></ul><ul><li>The Bad: </li></ul><ul><li>Easy for the 'evil' to communicate and plan </li></ul><ul><li>Easy for people to join the 'dark side' </li></ul>
  3. 3. Technology Bias <ul><li>Most of the digital technology we use has a bias: </li></ul><ul><ul><li>White, western, male, efficient, speed, emotionless, military, democratic, consumer-centric </li></ul></ul><ul><li>Do you agree? Add to the poll . </li></ul><ul><li>If so, what do we have to do? </li></ul>
  4. 4. Digital Democracy <ul><li>Is science/technology beyond question? </li></ul><ul><ul><li>If so it violates principles of democracy (Darin Barney video or PDF ) </li></ul></ul>
  5. 5. Digital Democracy <ul><li>Whenever I tell people that I am interested in technology and citizenship, they automatically assume that what I mean is that I am interested in how governments, political parties and activists use technology as a means for practicing politics. They have a hard time understanding what I mean when I tell them that I am more interested in how people are used by technology. Sometimes I quote Martin Heidegger who, in his famous essay “The Question Concerning Technology,” said: “So long as we represent technology as an instrument, we remain held fast in the will to master it. We press on past the essence of technology.” (p. 23) </li></ul>
  6. 6. Digital Democracy <ul><li>Still, you either believe in citizenship or you don’t. To practice politics is to join with others, and to judge with courage in the face of opposition and uncertainty. The alternatives are the fundamentalism of technology, or the fundamentalism of its opponents. Both of these may be less risky, and they are certainly less work, but their price may be the very possibility of citizenship itself. And that price is too high to pay. (p. 45) </li></ul>
  7. 7. Taking Control? <ul><li>Digital Habitats and Stewardship </li></ul><ul><ul><li>In the broad sense this is about learning communities of any sort and how they function and who takes care of them </li></ul></ul><ul><ul><li>In the classroom sense it is about creating these learning communities and how they will function to enhance engagement and learning. </li></ul></ul>
  8. 8. Taking Control? <ul><li>Digital Habitats and Stewardship </li></ul><ul><ul><li>The ‘ inherent polarities ’: </li></ul></ul><ul><ul><ul><li>Togetherness and separation </li></ul></ul></ul><ul><ul><ul><li>A participation place and a repository </li></ul></ul></ul><ul><ul><ul><li>Individual and group </li></ul></ul></ul><ul><li>Managing a space that balances these differences and is easy to use for all. </li></ul>
  9. 9. Social Media <ul><li>Are we more connected and more isolated at the same time? </li></ul><ul><ul><li>Connected 24/7 to ‘somewhere else’ and disconnected from ‘here?’ </li></ul></ul><ul><ul><li>Connected to ‘instant causes’ but disconnected from the long term? </li></ul></ul><ul><ul><li>Connected to the ‘free’ internet, but disconnected from the real costs (power sources, mineral acquistion, …) </li></ul></ul>
  10. 10. Social Media <ul><li>Are we more connected and more isolated at the same time? </li></ul><ul><ul><li>Lot of superficial relationships, deeper ones take too much effort? </li></ul></ul><ul><ul><li>More connected and yet less safe? </li></ul></ul>
  11. 11. Social Media <ul><li>Is this a good place to try out different identities or ‘characterizations’ of yourself? </li></ul><ul><li>Privacy??? Comments are live, sexting ends up not being personal, video is always on. </li></ul>
  12. 12. Media generally <ul><li>Who is behind the camera choosing what we will watch? </li></ul><ul><li>Why do we trust them? </li></ul><ul><li>Where is the big picture? The peripheral vision? </li></ul><ul><li>We need to EDUCATE our students about all this? </li></ul><ul><li>Who runs this proxy? </li></ul>
  13. 13. Digital Literacy and ‘Literacy’ <ul><li>Are we raising </li></ul><ul><ul><li>the Dumbest Generation ( Beuerlein ) or </li></ul></ul><ul><ul><li>the Most Adaptive Generation ( Tapscott ) </li></ul></ul>