Digital Culture and Educational Practice Digital Culture and Educational Practices 21 st Century Skills 6

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Digital Culture and Digital Culture and Educational PracticesEducational Practices

2121stst Century Skills Century Skills

6

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Session Six Outline

• Recapping past sessions

• 21st Century Skills

• Current use of technology by teenageers

• Speculations on future impact

• Media deconstructions and literacies for youth

• Comments on the 3rd IT strategy plan

• References

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eRecapping issues from previous

Sessions

1. Social and Cultural Views of ICT• Culture, cultural components and changing

cultures• Technology and the speed of change• Impact of technology on our lives and in

education2. Information economy and the process of

globalisation• Technology transforming society and changing

our daily practices• Technology as ‘non-neutral’• EMB’s Information literacy discussion document

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic


Sessions

3. Networked knowledge society

• Differences between information and knowledge societies - Information can be transmitted, Knowledge must be acquired and constructed

• Education in a networked society• New teaching and learning spaces/environments• New competencies for teachers in a networked

society• Schools as learning organisations – flexibility for

continuous change

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic


Sessions

4. Principle of magnification/reduction and Group presentations

• Magnification/reduction. Every enhancement of some technology feature, there is also a reduction of other features. Such non-neutral transformations belong to all technologies

• Group presentations: Overall comment – more reflection, analysis, use of digital culture literature to inform the report, implications for changes in practices

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic


Sessions

5. Information literacy• Cognitive Dimension - critically evaluate and

synthesise information and apply their knowledge to inform decisions and problem solving

• Meta-cognitive Dimension - reflective learners …in context and taking A/C experiences

• Affective and Socio-Cultural Dimensions - appreciate process of inquiry; and to empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning. (EMB, 2006)

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

21st Century Skills

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eenGauge®: A Framework for Effective

Technology Use

• North Central Regional Educational Laboratory (America) http://www.ncrel.org/engauge/

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eWhat do you mean by the following

terms?

• Vision:An image of a preferred future

• Digital-Age Vision:An image of a preferred future within a high-tech, knowledge-age society

• Knowledge-Age Society:A society in which economic value is derived principally from intellectual ideas

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eHow to achieve successful education

reform?

• Successful education reform of any kind is driven by a broadly held and forward-thinking vision for learners.

• A strong vision articulates clear and compelling learner characteristics or outcomes and usually articulates the optimal characteristics of the organizations seeking to produce that change.

• Technology-supported education reform is best achieved through a vision that focuses on preparing students to live, learn, and work in the 21st century.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eShould schools emphasize on the following

learner characteristics/outcomes ?

• Basic Literacy • Scientific/Technological Literacy • Information Literacy/Online Research Skills • Visual Literacy (Use visual / image to explain s.t. e.g. Electronic story book)• Cultural Literacy and Global Awareness • Communication Literacy • Awareness of Quality of Life Issues • Intellectual Curiosity, Creativity, Risk-Taking, and Engagement • Adaptability/Managing Complexity • Higher-Order Thinking: Problem Solving, Critical Thinking and Reasoning • Understanding and Using Systems Designs • Real-World Applications • Life-Long Learning • Teaming and Collaboration • Interpersonal Skills (e.g., Sociability, Empathy, Ethical Interactions, Negotiating

Skills) • Personal Skills (e.g., Self-Esteem, Self-Management, Self-Control, Integrity,

Independence) • Personal and Social Responsibility • Setting Priorities, Planning, Executing and Assessing/Managing for Results • Personal Management, Confidence, Motivation to Work Toward Goals • Resource Allocation

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eWhat directions should Digital-Age

Vision aim at? (4 Aspects)

• Addresses the economic and social shifts accompanying the Digital Age.

• Revisits the mission of public education in light of these societal shifts.

• Describes the active role students will play in their own continuous, lifelong learning.

• Examines the nature of learning organizations in terms of what is required to achieve the vision.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eWhat are the essential elements of a

Digital-Age Vision?

• 1. Economic and Social Shifts – Technology has contributed to tremendous

shifts in the world around us. – New markets are emerging as e-commerce

develops and new research is paving the way for a greater understanding of how humans think and learn.

– The skills necessary for success in the 21st century are also changing.

– Forward-thinking school and community leaders consider these shifts when developing and implementing a vision for their schools.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic


Digital-Age Vision?

• 2. The Mission of Public Education – The shifts brought about by technology

necessitate a corresponding shift in the mission of public education.

– Rather than being places that pump students full of information they may or may not need later in life, digital-age schools should develop a vision focused on engaging students as active participants in the learning process.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic


Digital-Age Vision?

• 3. Student Roles – Students themselves play an active role in

a 21st-century school. – They do not expect to sit passively and

absorb information. Instead, they understand and embrace lifelong learning.

• Literacy know and how to use the knowledge

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eWhat are the skills for Lifelong

Learning?

• The top skills necessary for quality job performance in the Digital Age are: – The ability to think creatively – Knowledgeable and informed decision making and

problem-solving – Abstract reasoning – Knowing how to learn (Uchida, et al., 1996, p. 66).

• In addition, every school should ensure that all students: – Learn to use their minds well. – Are prepared for responsible citizenship. – Expect to continue learning beyond school. – Are well prepared for productive employment in the

modern economy (Uchida, et al., 1996, p. 66).

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic


Digital-Age Vision?

• 4. Learning Organizations – Effective learning organizations committed

to achieving a digital-age vision consider the enormous benefits of anywhere, anytime, anyplace learning.

– Learning organizations are not stand-alone institutions and, therefore, invite a broad range of community stakeholders to participate in the creation, implementation, and maintenance of the vision.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

21st Century Skills

• 1. Digital-Age Literacy– Basic, scientific, economic, and

technological literacies– Visual and information literacies– Multicultural literacy and global awareness

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

21st Century Skills

• 2. Inventive Thinking– Adaptability and managing complexity– Self-direction– Curiosity, creativity, and risk taking– Higher-order thinking and sound reasoning

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

21st Century Skills

• 3. Effective Communication– Teaming, collaboration, and interpersonal

skills– Personal, social, and civic responsibility– Interactive communication

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

21st Century Skills

• 4. High Productivity– Prioritizing, planning, and managing for

results– Effective use of real-world tools– Ability to produce relevant, high-quality

products

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

21st Century Skills

• Each skill cluster is further broken down into representative skill sets, which offer guidance on recognizing student performance in developing the enGauge 21st Century Skills.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Methology

• The enGauge 21st Century Skills were developed through a process that included – literature reviews, – research on emerging characteristics of the Net

Generation, – a review of current reports on workforce trends

from business and industry, – analysis of nationally recognized skill sets, – input from educators, – data from educator surveys, and – reactions from constituent groups.

• Many of these important works, in particular the nationally recognized skill sets, are cross-matched to the enGauge 21st Century Skills.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

• National Educational Technology Standards (NETS) for Students, 2000, International Society for Technology in Education. Available at cnets.iste.org/students/s_book.html

• What Work Requires of Schools, 1991, Secretary’s Commission on Achieving Necessary Skills, U.S. Department of Labor. Available at wdr.doleta.gov/ SCANS/whatwork/whatwork.html

• Standards for Technological Literacy: Content for the Study of Technology, 2000, International Technology Education Association. Available at www.iteawww.org/TAA/PDFs/xstnd.pdf.

• 21st Century Literacy in a Convergent Media World, 2002, 21st Century Literacy Summit. Available at www.21stcenturyliteracy.org/white/WhitePaperEnglish.pdf.

• Being Fluent With Information Technology,1999, Committee on Information Technology Literacy, National Research Council. Available at www.nap.edu/html/beingfluent/.

• Information Literacy Standards for Student Learning, 1998, American Association of School Librarians (AASL), Association of Educational Communications Technology (AECT), and American Library Association (ALA). Available at www.ala.org/aasl/ip_nine.html.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

• Technically Speaking: Why All Americans Need to Know More About Technology, 2002. National Academy of Engineering and National Research Council. Available at www.nap.edu/books/0309082625/html/.

• Preparing Students for the 21st Century, 1996, American Association of School Administrators.

• Digital Transformation: A Framework for ICT Literacy, 2002. Report by the International Information and Communication Technologies (ICT) Literacy Panel for the Educational Testing Service (ETS). Available at. www.ets.org/research/ictliteracy/ictreport.pdf.

• How People Learn: Brain, Mind, Experience, and School, 1999. J. Bransford, A. Brown, & R. Cocking(Eds.). Available at www.nap.edu/html/howpeople1/.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Digital Age literacy

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

1. Basic Literacy:

• Language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve one’s goals and to develop one’s knowledge and potential in this Digital Age.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eStudents Who HaveBasic Literacy Skills:

• In Relation to Language Proficiency– Meet standards for the following areas in the context of traditional and media-based

prose*, documents**, and communication venues encountered in everyday living:– Reading – Writing– Listening – Speaking

• In Relation to Numeracy (Quantitative Literacy)– Meet standards for the following areas in the context of traditional and media-based

prose*, documents**, and communication venues encountered in everyday living:– Arithmetic computing– Mathematical reasoning and problem solving

• In Relation to Information and Technological Literacy– Meet standards for the following areas in the context of traditional and media-based

prose*, documents**, and communication venues encountered in everyday living:• Recognizing when information is needed• Locating information• Evaluating all forms of information• Synthesizing and using information effectively

• * Prose includes (but is not limited to) literature, editorials, newspaper articles, poems, and stories

• ** Documents include print and media-based artifacts, such as job applications, bus schedules, maps, checks, tax forms, and tables.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

2. Scientific Literacy:

• Knowledge and understanding of the scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eStudents Who Are

Scientifically Literate:

• Have the knowledge and understanding of scientific concepts and processes required for participation in a Digital Age society.

• Can ask, find, or determine answers to questions derived from curiosity about everyday experiences.

• Have the ability to describe, explain, and predict natural phenomena.

• Are able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions.

• Can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed.

• Are able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it.

• Have the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

3. Economic Literacy:

• The ability to identify economic problems, alternatives, costs, and benefits;

• analyze the incentives at work in economic situations;

• examine the consequences of changes in economic conditions and public policies;

• collect and organize economic evidence; • weigh costs against benefits.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eStudents Who Are

Economically Literate

• Can evaluate costs, benefits, and the limitations of resources, using this knowledge to make informed choices as consumers, producers, savers, investors, and citizens.

• Are able to evaluate different methods for allocating goods and services by comparing the costs and benefits of each method.

• Can identify economic incentives that affect people’s behavior and explain how incentives affect their own behavior.

• Understand how competition, trade barriers, shortages and surpluses, and the interaction between buyers and sellers can influence prices.

• Are able to describe the roles of various public and private economic institutions, including the Federal Reserve.

• Understand the basics of income and its distribution, interest rates, inflation, unemployment, investment,and risk.

• Can identify and evaluate the benefits and costs of alternative public policies, and assess who enjoys the benefits and who bears the costs.

• Understand the value of entrepreneurialism and the roles of small and large businesses in the U.S. economy.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

4. Technological Literacy:

• Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eStudents Who Are

Technologically Literate:

• Demonstrate a sound conceptual understanding of the nature of technology systems and view themselves as proficient users of these systems.

• Understand and model positive, ethical use of technology in both social and personal contexts.

• Use a variety of technology tools in effective ways to increase creative productivity.

• Use communication tools to reach out to the world beyond the classroom and communicate ideas in powerful ways.

• Use technology effectively to access, evaluate, process and synthesize information from a variety of sources.

• Use technology to identify and solve complex problems in real-world contexts. (e.g. Gartner search enginee, pls find in Dragon in HKU)

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

5. Visual Literacy:

• The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eStudents Who AreVisually Literate:

• Have Working Knowledge of Visuals Produced or Displayed through Electronic Media– Understand basic elements of visual design, technique, and

media.– Are aware of emotional, psychological, physiological, and

cognitive influences in perceptions of visuals.– Comprehend representational, explanatory, abstract, and

symbolic images.

• Apply Knowledge of Visuals in Electronic Media– Are informed viewers, critics, and consumers of visual

information.– Are knowledgeable designers, composers, and producers of

visual information.– Are effective visual communicators.– Are expressive, innovative visual thinkers and successful

problem solvers.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

6. Information Literacy:

• The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eStudents Who Are

Information Literate:

• Before Accessing Information– Determine what is known and what is needed for problem solving.– Identify different sources of information, including text, people, video, audio,

and databases.– Prioritize sources based on credibility and relevance.

• When Accessing Information– Identify and retrieve relevant information from sources; use technology to

enhance searching.– Revise information-gathering strategies that prove to be ineffective.– Understand how information retrieved does or does not address original

problem.– Evaluate information in terms of credibility and social, economic, political,

legal, and ethical issues that may impact it; use technology to facilitate evaluation.

• After Information Is Extracted– Use retrieved information to accomplish a specific purpose.– Present information clearly and persuasively using a range of technology

tools and media.– Evaluate the processes and products of these activities, including resulting

social consequences.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

• 7. Multicultural Literacy: The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one’s own culture and the cultures of others.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eStudents Who Are

Multiculturally Literate:

• Value Diversity– Are aware of how cultural beliefs, values, and sensibilities affect the

way they and others think and behave.– Appreciate and accept similarities and differences in beliefs,

appearances, and lifestyles.– Understand how technology impacts culture.

• Exhibit an Informed Sensitivity– Can take the perspectives of other cultural groups.– Are sensitive to issues of bias, racism, prejudice, and stereotyping.

• Actively Engage with/in Other Cultures– Are bilingual/multilingual or are working toward becoming

bilingual/multilingual.– Communicate, interact, and work with individuals from other cultural

groups, using technology where appropriate.– Are familiar with cultural norms of technology environments and are

able to interact successfully in such environments.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

• 8. Global Awareness: The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eStudents Who Are

Globally Aware:

• Are knowledgeable about the connectedness of the nations of the world historically, politically, economically, technologically, socially, linguistically, and ecologically.

• Understand that these interconnections can have both positive benefits and negative consequences.

• Are able to recognize, analyze, and evaluate major trends in global relations and the interconnections of these trends with both their local and national communities.

• Understand how national cultural differences impact the interpretation of events at the global level.

• Understand the impact of ideology and culture on national decisions about access to and use of technology.

• Participate in the global society by staying current with international news and by participating in the democratic process.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Inventive Thinking

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Adaptability and Managing Complexity:

• The ability to modify one’s thinking, attitude, or behavior to be better suited to current or future environments; and the ability to handle multiple goals, tasks, and inputs, while understanding and adhering to constraints of time, resources, and systems (e.g., organizational, technological).

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Self-Direction:

• The ability to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that result from the learning experience.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Curiosity:

• The desire to know or the spark of interest that leads to inquiry.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Creativity:

• The act of bringing something into existence that is genuinely new and original, whether personally (original only to the individual) or culturally (where the work adds significantly to a domain of culture as recognized by experts).

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Risk Taking:

• The willingness to make mistakes, advocate unconventional or unpopular positions, or tackle extremely challenging problems without obvious solutions, such that one’s personal growth, integrity, or accomplishments are enhanced.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eHigher-Order Thinking and Sound

Reasoning:

• The cognitive processes of analysis, comparison, inference and interpretation, evaluation, and synthesis applied to a range of academic domains and problem-solving contexts.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Effective Communication

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Teaming and Collaboration:

• Cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Interpersonal Skills:

• The ability to read and manage the emotions, motivations, and behaviors of oneself and others during social interactions or in a social-interactive context.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Personal Responsibility:

• Depth and currency of knowledge about legal and ethical issues related to technology,

• combined with one’s ability to apply this knowledge to achieve balance, integrity, and quality of life as a citizen,

• a family and community member, a learner, and a worker.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eSocial and Civic Responsibility:

• The ability to manage technology and govern its use in a way that promotes public good and protects society, the environment, and democratic ideals.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Interactive Communication:

• The generation of meaning through exchanges using a range of contemporary tools, transmissions, and processes.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

High Productivity

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

High Productivity

• According to leading researchers, caution should be exercised when attempting to link high-stakes testing and high standards to the creation of a productive workforce (Levin, 2001). Levin’s studies in the 1990s led him to conclude that how well students do on current tests in no way correlates to how productive they will be in the workforce.

• High productivity currently is not a high-stakes focus of schools, yet the skills involved in this cluster often determine whether a person succeeds or fails in the workforce:

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

ePrioritizing, Planning, and Managing for

Results:

• The ability to organize to efficiently achieve the goals of a specific project or problem.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Effective Use of Real-World Tools:

• The ability to use real-world tools—the hardware, software, networking,and peripheral devices used by information technology (IT) workers to accomplish 21st century work—to communicate, collaborate, solve problems, and accomplish tasks.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eAbility to Produce Relevant, High-Quality

Products:

• The ability to produce intellectual, informational,or material products that serve authentic purposes and occur as a result of students using real-world tools to solve or communicate about real-world problems.

• These products include – persuasive communications in any media (print,

video, the Web, verbal presentation), – synthesis of resources into more useable forms

(databases, graphics, simulations), or – refinement of questions that build upon what is

known to advance one’s own and others’ understanding.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Current use of technology by teenageers

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eIntroduction 21st Century Skills:

Pace of Societal Change Increasing

• Information explosion (from computers, databases)

• Knowledge-oriented economy (intellectual property norms)

• Globalization (Internet escalating)

• Life long education and training (new learning technologies)

• Fast cultural turnover (from electronic socializing)

• Proliferation of collective action formation (free web marketing)

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e Implications of the Demands of the Global Knowledge

Economy in Terms of Required Skills and Learning Strategies

DEMANDS from SOCIETY

REQUIRED SKILLS LEARNING STRATEGIES

Knowledge as commodity

Knowledge construction

Inquiry, project learning, constructivism

Rapid change, renewal

Adaptability Learning to re-learn, on-demand learning

Information explosion Finding, organizing, retrieving

Multi-database browsing exercises

Poorly organized information

Information management

Database construction

Poorly evaluated information

Critical thinking Information and new literacies

Collective knowledge Teamwork Collaborative learning

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eCurrent Use of Internet USA Teens Age 12-17*

• 78% use Internet anywhere• Almost 100% of them use IT for school research from

home• Many Internet-savvy teens complain that teachers don’t

use web well in or for class, if they use it at all• Many teens complain of poor IT access in school

All available evidence suggests that teens in a number of European countries, particularly Finland and UK, use the Internet at home as much or more than in USA.

How does this compare to Hong Kong experiences?

*Source: Pew Internet Project Report, “Digital Disconnect,” August 14, 2002

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Current Use of Internet by USA

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eLifestyle Changes from Heavy

Internet/Web UsageMEDIA• Some report less TV• Changes in use of other

media unclearSEXUAL VICTIMIZATION• 20% (age 10-17) report

unwanted sexual solicitation online

FRIENDSHIPS• Some report spending less

face time with friends• Some report quality of relationships helped

with e-mail Mobile TV viewing futures?

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

EVOLVING TECHNOLOGIES

• Personalizing software agents• More networks & networking• More network-based recreation• Wireless networks/ mobile tech• Digital implants with GPS

How might these developments impact on youth?

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

1. Macro processes

2. Larger Digital Divides

3. Harmful use

4. Shifting Ethics and Values

SPECULATIONS ON THE FUTURE IMPACT OF TECHNOLOGY

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

1. Macro processes• Increasing knowledge construction• Globalization• Life-long education• Greater cultural memory• Faster cultural and sub-cultural

turnover

SPECULATIONS ON THE FUTURE IMPACT OF TECHNOLOGY

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

2. Larger Digital Divides

New social inequalities expected with each major technological innovation not affordable by all schools and classrooms and by all social groups, especially those that also require special skills or values to utilize them

SPECULATIONS ON THE FUTURE

IMPACT OF TECHNOLOGY

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Current and future harmful use of digital technology anticipated for youth, specially those already disturbed, delinquent

Technology-induced problems possible?

Do you have any examples?

How can we prepare youth for these?

3. Harmful use

SPECULATIONS ON THE FUTURE

IMPACT OF TECHNOLOGY

ON YOUTH

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

4. Shifting Ethics and ValuesCurrent & future digital technology offer youth

new ways of cheating and stealing that don’t seem unethical or illegal to them.

Unless societal norms and laws rapidly respond to clarify how to interpret these dilemmas, the nature of youth values and their interpretation of ethical standards may change.

What do you think?

SPECULATIONS ON THE FUTURE IMPACT OF TECHNOLOGY ON YOUTH

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

‘With technology-related risk growing faster than technology itself, human survival will depend mostly on how well we educate

SPECULATIONS ON THE FUTURE IMPACT OF TECHNOLOGY ON YOUTH

youth to deal with the ethical, sociological, and political issues raised by the evolving technology.’

Do you agree?

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eSPECULATIONS ON THE FUTURE

IMPACT OF TECHNOLOGY ON YOUTH

In groups consider the four issues outlined below. Post a summary in the Discussion Forum of your group views on these issues and their potential impact on youth in Hong Kong.

1. Macro processes2. Larger Digital Divides 3. Harmful use4. Shifting Ethics and Values

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

http://www.youtube.com/watch?v=00nhKwv4M5Q&mode=related&search=

Google buys video-sharingwebsite YouTube for $1.65bn

http://www.youtube.com/watch?v=lhgcO2VG0NY&NR

Media deconstructions

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

http://www.youtube.com/watch?v=1oATSn92QzU http://www.youtube.com/watch?v=pw4Bhmm22xo&mode=related&search=

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

About blogs …..

MITE 6323

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

eHierarchical stages of technology integration

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

The Computer Delusion

‘There is no good evidence that most uses of computers significantly improve teaching and learning, yet school districts are cutting programs -- music, art, physical education -- that enrich children's lives to make room for this dubious nostrum, and the … [US Government] Administration has embraced the goal of ‘computers in every classroom’ with credulous and costly enthusiasm’ (Oppenheimer, 1997 online)

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e


As Sherry Turkle, a professor of the sociology … at the MIT and a longtime observer of children's use of computers …

‘The possibilities of using ICT poorly so outweigh the chance of using it well, it makes people like us, who are fundamentally optimistic about computers, very reticent."

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e


‘… after a decade of effort and the donation of equipment worth more than $25 million to 13 schools, (in California), there is scant evidence of greater student achievement’

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e


• ‘Judah Schwartz, professor of education at Harvard and a co-director of the school's Educational Technology Center, stated that a few newer applications, when used properly, can dramatically expand children's math and science thinking by giving them new tools to ‘make and explore conjectures.’

• … Schwartz acknowledges that perhaps “ninety-nine percent" of the educational programs are "terrible, really terrible.”

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e


• ‘the Internet, when used carefully, offers exciting academic prospects … In one case schools in different states have tracked bird migrations and then posted their findings on the Web, using it as their own national notebook. In San Francisco eighth-grade economics students have E-mailed Chinese and Japanese businessmen to fulfill an assignment on what it would take to build an industrial plant overseas. ‘

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e


• ‘Teachers are being asked to jump in and figure out if what they find on the Net is worthwhile. They don't have the skill or time to do that …’

• ‘There are real dangers … in looking to technology to be the savior of education. But it won't survive without the technology …’

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e5 main arguments underlie the campaign to

computerize schools

1. Computers improve teaching practices & student achievement

2. Computer literacy should be taught as early as possible; otherwise students will be left behind.

3. Learning computer skills is a priority - to ensure tomorrow's work force is competitive in an increasingly high-tech world

4. Technology wins financial support from the business community -- schools badly need funds.

5. Work with computers -- particularly using the Internet -- brings students valuable connections with teachers, other schools and students, and a wide network of professionals around the globe. These connections spice the school day with a sense of real-world relevance, and broaden the educational community.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Group Activity - Discussion Forum

1. Consider one of the 5 points from the previous slide. How true do you feel the point is to the Hong Kong situation? Do you feel these are the main reasons for adopting computers in schools? If not, suggest one other argument to support computers in schools.

2. Develop a group response.3. Post your Group response to the Discussion

Forum.

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

A Moment’s Reflection

Group reflection

• Your experiences in this module – what have you learnt? What are you learning?

• What are the aims of this module?

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Dig

ital

Cu

ltu

re a

nd

Ed

uca

tio

nal

Pra

ctic

e

Further Reading

Brown, J.S. (1999). Learning, Working & Playing in the Digital Age. Retrieved 10th Oct 2003 from http://serendip.brynmawr.edu/sci_edu/seelybrown/

Cuban, L. (2001). Oversold & Underused: Computers in the Classroom. Cambridge, Mass.: Harvard University Press. Retrieved 10th Oct 2003 from http://www.hup.harvard.edu/pdf/CUBOVE.pdf

Kling, R. (1996). Computerization and Controversy. Value Conflicts and Social Choices. San Diego, Academic Press, pp.40-58.http://www.slis.indiana.edu/kling/cc/index.html

Oppenheimer, T. (1997). ‘The computer delusion'. The Atlantic Monthly vol. 280(no. 1): pp. 45-62. http://www.TheAtlantic.com/issues/97jul/computer.htm

• North Central Regional Educational Laboratory (America) http://www.ncrel.org/engauge/