PPT ICT Fauzia
- 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?
- 15. THANK YOU