1. STUDENTS’ USES OF TECHNOLOGY
SECTION 4 (PP.31-39)
(MOYLE, K. 2010. BUILDING INNOVATION:
LEARNING WITH TECHNOLOGIES.
CAMBERWELL, VICTORIA: AUSTRALIA
COUNCIL FOR EDUCATIONAL RESEARCH)
P R E S E N T E D B Y :
F A U Z I A
1 7 7 0 5 2 6 1 0 0 6
I P B 2 0 1 7
U N Y
2. INTRODUCTION
• Students ‘ lives are imbued with technologies.
• Most Australian children born in the 21 th century
will grow up not knowing life without technologies
e.g. Play online games with located around the
world.
• A majority of Australian children over the age of 12
are now more likely than not to own a mobile
phone. (ACMA, 2009b: Moyle & Owen, 2009; Roy
Morgan Research, 2006), and they use it to
perform a range of functions including to access the
Internet, to navigate their way to new destinantions
using Global Positioning Systems (GPS), to video
friends and relatives, to take photos and listen to
music.
3. THE WORLD OF HYPER-ADOPTION
• In 2006, the United States of America, Japan, China and Germany were
home to more than half of all the world’s personal computer
(Worldmapper.org.2006).
• June 2009: there were over 1.6 billion internet users around the globe.
(Miniwatts Marketing Group).
• August 2009, approximately 11.5 million people were registered
worlwide to play the massively multiplayer online gae (MMOG) World of
Warcraft.
• Mobile phone technologies, however, seem to be the technology
becoming most ubiquitous. Between 1990-2007 it is estimated that the
number of mobile phone users worldwide increased from 11.1 million to
3.2 billion. It is estimated that the number of internet users during the
same period grew fro 2.6 million to 1.2 billion (Geiger & Mia, 2009).
• This capacity represents a fundamental change in the way mobile
phones can be used and opens the door to even wider uses of mobile
phones for education purposes (Johson et al., 2009)
• Chistensen, Horn and Johson (2008) predict that by 2019, 50% of all
high school classes in the USA will be provided online.
4. YOUNG PEOPLE’S PATTERNS OF USAGE OF
TECHNOLOGIES
• Internet Use
• Mobile Phones
• Social Networking
• Playing Online and
Computer Games
5. INTERNET USE
• Australian children generally have high levels of
access to computers and the Internet from home. In
April 2006 the ABS (2008) investigated the use of
computers by young people aged between 5 and
14, in the 12 months prior to April 2006. The results
showed that in total, 92 per cent of the children
surveyed used a computer either at home or at
school. Of these young people, 89 per cent used a
computer at home; 90 per cent accessed a
computer at school; 37 per cent accessed a
computer at another person’s house and 12 per
cent reported using a computer in a public library
(ABS, 2008). Of those students who reported using
a computer, 70 per cent also reported accessing
the Internet (ABS, 2008).
6. MOBILE PHONE
• Drawing on research by Roy Morgan Research (2006), research
by Downie and Glazebrook (2007) concerning the attitudes of
Australian children aged between 6 and 13 towards mobile
phone use shows that, in 2006, 23 per cent of children in this
age cohort owned a mobile phone. Of these young people, 55
per cent of the 12- to 13-year-old boys and 65 per cent of girls of
the same age, indicated they owned a phone (Roy Morgan
Research, 2006). It is unclear, however, why there is a slight
gender difference in phone ownership among children aged
between 12 and 13, although these gender differences are also
in evidence in other Australian studies concerning adult use of
mobile phones, which indicate that about two-thirds of women in
the age group 22–40 years, own a second mobile phone
compared to 38 per cent of men (Mackay & Weidlich, 2006;
2008). Locating reasons which explain these gender differences
in mobile phone ownership and use will require further research.
7. SOCIAL NETWORKING
• Along with mobile technologies, social networking
sites have been increasing in popularity with
young people. A social networking site is an online
site or website that allows people to create
personal pages and to display online their social
contacts. Young people communicate using
messaging, email, video or voice chat. They share
photos and videos and they post comments in
online forums, wikis, blogs and discussion groups.
Personal sites may contain personal information,
such as real-life photos and descriptive comments
about the person (ACMA, 2009b).
8. PLAYING ONLINE AND COMPUTER GAMES
• There is much debate, however, about the value or not for
young people of playing digital games, and much of this
debate tends to be polarised. At one end of a continuum,
playing digital games can be regarded as a harmless
diversion, and at the other, a corruptor of youth (Seely Brown
& Thomas, 2006). Yet understanding the nature of online
game playing is important for educators to grasp, in order to
understand how children and young people enjoy and can
learn from such activities.
• Contrary to the myth that young people’s online game playing
is an isolating activity, for most teenagers from the United
States of America, playing online and computer games is a
social activity that forms a major component in their recreation
time. Indeed, nearly 3 in 5 teenagers (59 per cent) indicate
they play games in multiple ways: with others in the same
room, with others online, or by themselves (Lenhart et al.,
2008). Young people are also mobile users of technologies.
They report they are just as likely to play games online with
9. STUDENTS LEARNING WITH TECHNOLOGIES
• Technologies then, are already being used by students
outside of schools to assist in their studies and to
communicate widely. Asked whether they think their use
of technologies outside of school assists them to learn,
the following responses were common from Australian
students:
Using technologies allows me to:
• go beyond what the teachers are teaching
• talk to others about what we’re learning
• teach myself stuff
• to learn other things at the same time as learning what is
intended.
(Moyle, 2008, data file)
10. EDUCATING FOR THE FUTURE
• Create learning environments that encourage both teachers and students
to experiment with ideas.
• Teaching students to be able to analyse and question information available
to them across the disciplines is a capability that will be of value to
students beyond schools.
• Inquiry-based, project-based and problem-based learning are
approaches that use information processing to support students’
learning about issues of meaning and relevance to them. These
approaches fit well with technology-rich learning environments that
focus on the learning experiences rather than the technologies. These
approaches are appropriate both for personalised learning and for
group work.
• The focus of such learning environments is on the students’ excitement
about solving problems or investigating an issue that is of interest to
them. In these environments the focus is on the learning and the
inclusion of technologies in ways that support students to achieve their
learning objectives.
11. CONT...
• Software applications can be used as tools to support students’ inquiries by assisting
them to organise ideas (for example, with concept mapping software), to search for
current information (for example, through accessing the websites of major libraries and
universities around the world, using online books and checking news sources), to
prepare background papers (using word processing software) and to present ideas (for
example, with presentation software).
• A challenge for teachers aiming to build students’ innovation and creative capabilities
with and through technologies, however, is to move students from being users and
consumers of technologies to being creators and producers with technologies.
• Through the Internet, students are afforded a ready-made audience for their creations,
and their audiences provide feedback by commenting on their postings and
contributing to group efforts to further develop and improve the software creations
posted.
• Such interative, creative communities of young people are dependent upon being able
to communicate and collaborate online from computers and other mobile devices. As
such, a high quality 21st century education depends upon allowing students to discuss
their learning with other students, to network and communicate with each other, to
share their ideas and solutions to problems they are trying to collectively solve.
• Networking between students and teachers in different institutions can enrich the
curricula and increase the transfer of generic and subject-related knowledge and skills
between practitioners.
12. CONT...
• As the interactions between people over the
Internet are mediated through screen interfaces,
technologies provide opportunities for students to
develop their literacy and communication skills.
• The Internet provides both teachers and students
with opportunities to learn about each others’
work by sharing examples of it through public
showcases and online events, to collaborate on
joint projects, and to form online communities of
practice around topics of interest.
13. CONCLUDING COMMENTS
• Technologies such as Web 2.0 social networking technologies are providing new
opportunities for education. Used well, these technologies can enhance students, learning
by facilitating collaboration, innovation and creativity for individuals and among groups of
students.
• The benefits of including Web 2.0 social networking technologies for learning, however,
depends upon the teaching and learning approaches used, and this shifts the emphasis to
the skills and the role of the teacher and to pre-service teacher education.
• The ubiquity of several technologies, and the robustness of young people’s abilities to
communicate and collaborate, presents challenges for educators and stakeholders about
how they conceive of schools.
• Indeed, it is time to reconsider what is a school and in what ways it can best fullfil its roles.
As children and young people are communicating with each other in online settings, the
importance of learning in face-to-face settings is highlighted.
• Attendance at school brings young people physically together into social situations, and it
is here they learn how to play games in real time and space, how to get on with others
and how to resolve disputes. Through face-to-face learning, and through discussions with
their peers, as well as by using the Internet, it is possible for young people to discover
information, to clarify meanings and to create new ideas, both in real-time settings and
online.
14. QUESTIONS
Read the questions and discuss with your group.
Grup 1. Mention one of the result findings based on the reading text?
Group 2. How to build young people’s interests and innovative capabilities
with technologies, in ways that have meaning and interest for them.
How can this be done?
Group 3. What strategies enable teachers to build students’ innovation and
creative capabilities?
