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Barns digitala rum (Örebro & Uppsala, april 2008)

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Barns digitala rum (Örebro & Uppsala, april 2008)

  1. 1. barns !gitala rum Örebro & Uppsala, april 2008 Patrik Hernwall Södertörns högskola
  2. 2. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  3. 3. fråga vad använder unga digital teknik till - och vilka tekniker använder de? 1h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  4. 4. på rummet2015 3 timmar eller mer/dag (%)10 5 0 TV internet datorspel TV-spel video/DVD h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  5. 5. homo zappiens Wim Veensh t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  6. 6. Barns vetande har förändrats: mångfaldigt och bildmässigt känner till allting innan de kan göra egna erfarenheter”De är på en och samma gång ”brådmogna”och fattiga på direkta erfarenheter.”Thomas Ziehe, 1989 h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  7. 7. ”Through satellite TV a human being can be in all places, see everything – at the same time. Earlier this capacity was exclusive to God.” Morten Søby, 1998h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  8. 8. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  9. 9. we thinkh t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  10. 10. redskap 2+3=5h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  11. 11. redskap AaBbCcDdEeFfGg HhIiJjKkLlMmNnOo PpQqRrSsTtUuVvW wXxYyZzÅåÄäÖöh t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  12. 12. redskaph t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  13. 13. från tv-tittare till dator-användareh t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  14. 14. kollektiv intelligens P Lévyh t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  15. 15. fråga vilken roll, eller betydelse, har detta användande i ungas liv? 2h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  16. 16. tweensh t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  17. 17. “The pop-culture is the major symbolic homeland.” Ziehe, 2005.h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  18. 18. ”The informational society, in its historically diverse manifestations, is only taking shape in the twilight of the twentieth century.” (Manuel Castells, 1996)h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  19. 19. the machine is ush t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  20. 20. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  21. 21. informationssamhälle för alla?h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  22. 22. tre mediekulturer ✴ Typografisk mediekultur (ung. 1450) ✴ Elektronisk mediekultur (ung. 1950) ✴ Digital mediekultur (ung. 1995) Olika sätt att processa, lagra och presentera informationh t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  23. 23. “children meet a cultural pluralism, that constantly challenge them to interpret themselves” Holm Sørensen, 2001h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  24. 24. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  25. 25. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  26. 26. “machines that offer identity prostheses to redress theburdens of physical “handicaps” such as age, gender, and race produce cybertypes that look remarkably like racial and gender stereotypes” Nakamura, 2002h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  27. 27. “machines that offer identity prostheses to redress theburdens of physical “handicaps” such as age, gender, and race produce cybertypes that look remarkably like racial and gender stereotypes” Nakamura, 2002h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  28. 28. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  29. 29. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  30. 30. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  31. 31. Robbie Cooper Alter Ego. Avatars and their creators http://www.lensculture.com/alter.html h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  32. 32. The Body has become“a site for exploration” Pitts, 2003h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  33. 33. synligt ljush t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  34. 34. h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  35. 35. ”Digital literacy is skills, knowledge and attitudes in using digital media to master living in the learning society.” (Erstad 2005)h t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l
  36. 36. tack för er uppmärksamheth t t p : / / w w w. s l i d e s h a r e . n e t / h e r n w a l l · p a t r i k . h e r n w a l l @ s h . s e · h t t p : / / m t . s h . s e / h e r n w a l l

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