The document discusses the importance of technology in learning and its impact on perception, emphasizing the need for information literacy and technology fluency. It outlines various concepts and skills necessary for learners, alongside addressing the gaps in critical thinking and media literacy. Additionally, it highlights the challenges posed by misinformation and the evolving definition of literacy in a digitally connected world.

1. Learning with Emerging Technology
Web 2.0 and
Beyond
Gail Matthews-
DeNatale
Northeastern
University

2. Scope and Agenda
Learning across the span of life
 What impact does technology have on perception?
 What do we mean by learning with technology?
 Why is this important? What’s the imperative?
 What do we need to understand to do this well?
 What does it look like in action?

3. Ironies and Contradictions
Vast
Ubiquitous
Media-Rich
Globally Connected

4. Ironies and Contradictions
Vast
Ubiquitous
Media-Rich
Globally Connected
Fake
Hacked
Superficial
Overwhelming

5. We shape our tools and then
our tools shape us.
Marshal McLuhan

6. This is the imperative of
information literacy and
technology fluency.

7. Learning & Technology Dialectic

8. What do these have in common?

9. Crowdsourcing

10. Citizen Journalism

11. Trans Media, Self-Documentation

12. Connections as Currency

13. What do we want for our learners?
 Intellectual Capabilities
 Personal
 Interpersonal
 Professional
 Societal
 Concepts
 Skills

14. Simmons College Example
Think critically, solve problems, and test
solutions (with and about technology)
Understand and evaluate the opportunities,
threats, limitations, and impact associated with
emerging technologies
To learn, communicate, and collaborate
effectively using technology in many different
settings

15. Fluency Transcends the Curriculum
Technology Media Literacy
• Information Storage
• Semiotics / Linguistics
and Retrieval
• Art / Media Studies
• Systems, Abstraction,
• Communications
and Modeling
• Algorithmic
thinking • Philosophy/Ethics
• Security/ • Cultural Studies
Privacy • Anthropology
•Education
•Sociology
Information Literacy
• Information Science
• Information Architecture
• Intellectual Property
• Online Research

16. What are the gaps?
Only 29% Selected the
Appropriate Site for the
Correct Reasons

17. Critical Thinking Across Media
You are doing background research for a science project.
In addition to perusing library sources, you decide to go online to see what's available.
56
60
50
40 34
29
26
30
20
10
0
Selected Fake Site (incorrect) Selected NSF (correct) Selected NSF for Appropriate Not Sure
Reasons

18. Another Example
Source Credibility
Animal Planet
“Documentary”
Aquatic Ape
Theory

19. Source Credibility

20. Yet Another Example
One in ten people
believe the world will
come to an end on
12/21/12 (Reuters).
“There are literally
thousands of websites
and YouTube videos
that say the world will
end, and only two or
three say it's a hoax.”

21. Some of them are very clever
about it. They take my
videos that begin with the
NASA logo, chop that off, and
put it at the beginning of
their video with the headline
"NASA confirms the end of
the world."
- David Morrison

22. The Conundrum
In order to be visually literate, we
need to be media literate.
In a cyberculture world that
couples globally-connected social
networking with transmedia,
Source: Visual Literacy, Cyberculture & Education
http://visuallit.wordpress.com
perhaps we need to reconsider
the idea of literacy itself.

23. One Big Thinker
Play
Performance
Simulation
Visualization
Appropriation
Transmedia Navigation
Distributed Cognition
Collective Intelligence
Judgment
Multitasking
Networking
Negotiation
Henry Jenkins

24. Another Big Thinker
Attention
Participation
Collaboration
Network awareness
Critical consumption
(a.k.a. crap detection)
Howard Rheingold

25. You serve on the Learning,
Technology, and Curriculum
Advisory Group of your
institution
What would you want to see happen?

26. Middle/High School Science

27. College: First Year Seminar, MBA

28. College: Ethnography

29. College: Middle Eastern Studies

30. Graduate School: ePortfolios

31. What the Pundits Say
“These days, if you don’t
have ADD you’re not
paying attention …
‘attention’ is the new
limited resource.”
But “Change is not a
threat — it’s a thing of
wonder.”
Jason Silva

32. Image Credits
Chicken or the Egg http://www.flickr.com/photos/the-wanderers-eye/4494147652
Emerging technology logos downloaded from http://images.google.com
Henry Jenkins http://newsroom.ucla.edu/portal/ucla/artwork/5/4/8/2/5/154825/HenryJenkins-USC-IMG_0026-prv.jpg
Howard Rheingold http://www.isepp.org/Media/Speaker%20Images/09-
10%20Images/SpeakerPageGraphics/220pxrheingold_howard.jpg
Whoosh Bottle http://www.flickr.com/photos/fastlizard4/5575889627/in/photostream
Dry Ice Experiment http://www.flickr.com/photos/g_kat26/4004115079
Screenshots of ethnographic maps, digital stories, Middle East maps, and ePortfolio taken by Gail Matthews-DeNatale.
Dry Ice Experiment was digitally altered to simulate the view within a mobile device.
Jason Silva http://b.vimeocdn.com/ps/323/365/3233659_300.jpg