Many people call web 3.0 the semantic web as they are very similar. As by adding semantic web to web 2.0 then you are close to achieving web 3.0. Web 3.0 is a 'webservice' that will expose all information to the world.
Web 3.0 is alot more advanced than the semantic web and will eventually replace web 2.0. It will essentially be a web service in which the web will understand and be able to meet your requests. Web 3.0 will almost build up a memory and will store information entered by the human and when you search for things online it will offer choices that suit your taste.
There are many similarities between the semantic web and web 3.0 and so it was hard to fnd differences and on the web many websites have stated them as the same thing but i would say that web 3.0 is more advanced than the semnatic web and is more personalised than the semantic web. The semantic web is almost the stage before web 3.0 and will probably be achievable before we reach web 3.0. Web 3.0 also gives results personal to the user where as the semantic web gives all of the results possible even though both of them give information to the world.
Friday, 27 March 2009
What is the 'semantic web'?
The semantic web is an extension of the world wide web. Semantics of information make it possible to understand the request that the user has asked when trying to view web content instead of understanding just a few key words in a sentence the semantic web understands the whole sentence and will fit your needs.
The concept and idea was originaly composed by Tim Berners-Lee and is seen to be one of the vital components of web 3.0. By using tools such as OWLs and XML that are organised into stacks this helps to breakdown the sentence or phrase typed in by the human and finds out what it means.
The concept and idea was originaly composed by Tim Berners-Lee and is seen to be one of the vital components of web 3.0. By using tools such as OWLs and XML that are organised into stacks this helps to breakdown the sentence or phrase typed in by the human and finds out what it means.
Education and Culture
Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?
I agree that there is a problem in the way that education is tailored to fit into people's cultural and personal preferences as if people only had their own preferences in a course of what to do then they would maybe not learn all they should do or schoose not to learn something as it is boring however relevant to the course. I feel if education is tailored it could become narrow minded and people should learn about other people's cultures and beliefs to be able to understand other peoples cultures as we live in a multi cultural society tounderstand other peoples culture is important. If this does happen then I feel it will increase divides in society in schools. Does this mean that you would have to have seperate schools for people who are in different cultures? Which would cause racism and segregation.
I agree that there is a problem in the way that education is tailored to fit into people's cultural and personal preferences as if people only had their own preferences in a course of what to do then they would maybe not learn all they should do or schoose not to learn something as it is boring however relevant to the course. I feel if education is tailored it could become narrow minded and people should learn about other people's cultures and beliefs to be able to understand other peoples cultures as we live in a multi cultural society tounderstand other peoples culture is important. If this does happen then I feel it will increase divides in society in schools. Does this mean that you would have to have seperate schools for people who are in different cultures? Which would cause racism and segregation.
Digital Divide
What difference to all this might the 'digital divide' make? a) To socioeconomically related access issues within a society? b) To global access issues across countries and regions?
a) Especially in times like this with the credit crunch the digital divide is becoming bigger. As people with less income cannot afford and do not always have access to the latest technologies causing more of a divide as the people who have the latest technology have a different understanding and use a different type of language and terms than other people. Although a government programme has been set up in England to help get people with lower income access to the internet there are still many people without internet and in inpoverished places no access at all is avalaible. However with the vast improvements with technoogy and the ever growing reliance on the internet as more and more things are avaliable and reliant online then the gap is getting bigger and people are finding it harder and facing 'social exclusion'
By giving all children access to the internet they can use it to learn online however computers are expensive and not everyone can afford or access them.
b) This is a massive issue globally as although as although the digital divide can be closed impoverished countries. As rich countries have more access and the majority of people have access to the internet then it is making the divide bigger. 80% of the world have never heard a dial tone and in the poorest countries in Africa then the resources are not avaliable in the government to grant the people access to the internet or a televison. In England programmes have been set up in Notttigham, Liverpool, Suffolk, East London and Hull to try and get one laptop per home.
The UN have decided set a plan to eradicate poverty. In Latin America, Africa and Asia there have been plans to demolish the digital divide. By making it possible for people in third world countries to access the interent then elearning could be more accessible and people would be able to get an education meaning that people could get better jobs being the first step out of poverty.
a) Especially in times like this with the credit crunch the digital divide is becoming bigger. As people with less income cannot afford and do not always have access to the latest technologies causing more of a divide as the people who have the latest technology have a different understanding and use a different type of language and terms than other people. Although a government programme has been set up in England to help get people with lower income access to the internet there are still many people without internet and in inpoverished places no access at all is avalaible. However with the vast improvements with technoogy and the ever growing reliance on the internet as more and more things are avaliable and reliant online then the gap is getting bigger and people are finding it harder and facing 'social exclusion'
By giving all children access to the internet they can use it to learn online however computers are expensive and not everyone can afford or access them.
b) This is a massive issue globally as although as although the digital divide can be closed impoverished countries. As rich countries have more access and the majority of people have access to the internet then it is making the divide bigger. 80% of the world have never heard a dial tone and in the poorest countries in Africa then the resources are not avaliable in the government to grant the people access to the internet or a televison. In England programmes have been set up in Notttigham, Liverpool, Suffolk, East London and Hull to try and get one laptop per home.
The UN have decided set a plan to eradicate poverty. In Latin America, Africa and Asia there have been plans to demolish the digital divide. By making it possible for people in third world countries to access the interent then elearning could be more accessible and people would be able to get an education meaning that people could get better jobs being the first step out of poverty.
How might Wenger's notion of practice communities to relate to Prensky's on education?
Prensky and Wenger both suggest in their theories that it is not only the management and techers of a business or school that can help the employees or students in the work area. Wenger states that members in a community of practice 'engage in a collective process of learning' and so together they learn without being taught and told what to do by people higher up in the hierachy. This is similar to the fact that Prensky's theory that students know more about new technology than their teachers and so teach themselves instead of having to rely on lecturers to teach them.
Both theorists believe in group learning. While Wenger believes that communities of practice is all about learning together with and helping each other out to get he best results. Prensky also believes in group work as he believes in the idea of online study groups where students can learn together online and work together to help students understand work set.
Prensky focusses more on the internet and how people use technology in education whereas Wenger believes that the learning process is not just based in education but in hobbies, the work place or in activities.
Both theorists believe in group learning. While Wenger believes that communities of practice is all about learning together with and helping each other out to get he best results. Prensky also believes in group work as he believes in the idea of online study groups where students can learn together online and work together to help students understand work set.
Prensky focusses more on the internet and how people use technology in education whereas Wenger believes that the learning process is not just based in education but in hobbies, the work place or in activities.
Sunday, 22 March 2009
Threatening the digital native/immigrant culture.
The only person I can think of that threatens the notion of the digital native and immigrant culture is my Dad's best friend Dave. As he knows how to use a computer and uses new technology with ease daily and she is over 50. He always has the latest phone, camera and video camera. He seems to know alot more about the latest tyes of technology than me or anyone else my age.His job is to fix televisions, computers and cameras. He also works alot for repairing these types of media for John Lewis.
He has no 'accent' and I feel although his age would place him in Prensky's category of 'digital immigrant.' This term I feel is generalised as I do not feel just because you were born in an age of new media that you toally understand it all or are completely fluent in it. Media is always changing and improving and I am not familiar with alot of the latest phones and cameras and I wouldn't know how to use them. Alot of people are alot more familiar with modern technology than me and I am not one of those people who always has the latest up to date technology so maybe in some ways I would be seen as a digital immigrant myself. At the rate that technology is improving does this mean that the next generation will look at us as digital immigrants?
He has no 'accent' and I feel although his age would place him in Prensky's category of 'digital immigrant.' This term I feel is generalised as I do not feel just because you were born in an age of new media that you toally understand it all or are completely fluent in it. Media is always changing and improving and I am not familiar with alot of the latest phones and cameras and I wouldn't know how to use them. Alot of people are alot more familiar with modern technology than me and I am not one of those people who always has the latest up to date technology so maybe in some ways I would be seen as a digital immigrant myself. At the rate that technology is improving does this mean that the next generation will look at us as digital immigrants?
The youngest 'digital immigrant' I know.
The youngest digital innigrant I know is my friend Phil who is 21. He does not like computers at all and does not use a camera or invest in an up to date phone. As he doesn't use a computer he does not have an account on Facebook and doesn't have an email account. Instead he prefers contacting people by phone if he wants to talk to them and uses books and encyclopedias to find out answers to questions instead of using search engines like google. He also doesn't trust alot of websites on the internet and so uses more reliable resources like books and articles to use in his essays.
As he is only 21 he should be a digital native in terms of Prensky's theory. However I feel that it is sometimes seen as an assumption that people born in the new age of media will fully use and understand and rely on it. However this example and many other people have proven that this is not the case and although you are more likely to use technology but it does not mean that everyone born then is fluent in the language of new media.
As he is only 21 he should be a digital native in terms of Prensky's theory. However I feel that it is sometimes seen as an assumption that people born in the new age of media will fully use and understand and rely on it. However this example and many other people have proven that this is not the case and although you are more likely to use technology but it does not mean that everyone born then is fluent in the language of new media.
Saturday, 21 March 2009
A day in the life of a neo-luddite at University.
A neo-luddite is someone who is against the development of technology. This would be hard for a university student as alot of courses rely on giving information to studenrs about lectures and seminars. The student would not be able to access the lecture notes avaliable online after a lecture so would have to make sure they got all of the notes down during a lecture.
They would also not be able to find out if a lecture was cancelled or a room switched as most of the time this is notified by email and so would only be able to find out by going to the room to see if it was on. If they ever needed to contacta lecturer then they would have to go to their room and see if they were there or arrange a meeting with them instead so they could ask any queriies or questions. However this may not always be easy as lecturers are always busy and not always in their office.
When taking out a book at the library they would not be able to search online for a book or extend getting a book out. They would also not be able to access journals from home online or access ebooks online and so would always have to be in the library to access any of these resources.
To access information about their course to get newsletters or to look at essay questions or deadines they would have to ask the lecturers personally instead of just being abe to access this information online. Thye would also ahve to ask for the handbooks for each unit of their course as they would not be able to access the university's website.
When writing an essay the student would have to write all essays by hand so when correcting this would be hard and take alot of time as each essay would have to be re written each time changes were made which would be very time consuming.
When meeting up with friends the student would have to arrange all meetings face to face instead of through social networking sites or mobile phones. This would mean that they may not be invited to as many events or keep in touch with as many people as people would not be able to get in contact with them.
I do believe that people should not be completely relaint on technology but I cannot imagion life at university without using technology in every aspect of my life. I think i would not know everything that was happening on my course and would find it hard to be able to contact my lecturers and tutors. I also feel that it would be so hard to have a social life and keep in contact with my friends and family at home but also many events are organised through Facebook and people keep in contact on the phone.
They would also not be able to find out if a lecture was cancelled or a room switched as most of the time this is notified by email and so would only be able to find out by going to the room to see if it was on. If they ever needed to contacta lecturer then they would have to go to their room and see if they were there or arrange a meeting with them instead so they could ask any queriies or questions. However this may not always be easy as lecturers are always busy and not always in their office.
When taking out a book at the library they would not be able to search online for a book or extend getting a book out. They would also not be able to access journals from home online or access ebooks online and so would always have to be in the library to access any of these resources.
To access information about their course to get newsletters or to look at essay questions or deadines they would have to ask the lecturers personally instead of just being abe to access this information online. Thye would also ahve to ask for the handbooks for each unit of their course as they would not be able to access the university's website.
When writing an essay the student would have to write all essays by hand so when correcting this would be hard and take alot of time as each essay would have to be re written each time changes were made which would be very time consuming.
When meeting up with friends the student would have to arrange all meetings face to face instead of through social networking sites or mobile phones. This would mean that they may not be invited to as many events or keep in touch with as many people as people would not be able to get in contact with them.
I do believe that people should not be completely relaint on technology but I cannot imagion life at university without using technology in every aspect of my life. I think i would not know everything that was happening on my course and would find it hard to be able to contact my lecturers and tutors. I also feel that it would be so hard to have a social life and keep in contact with my friends and family at home but also many events are organised through Facebook and people keep in contact on the phone.
Does education stretch a person?
My idea of someone being 'stretched' in education is being pushed to work to the best of someone's ability and working to their full potential. By stretching someone in education you are pushing their boundaries and making sure they achieve to their highest.
This is seen by teachers and lecturerers pushing students to the best of their ability as by stretching them they will achieve positive results. People are often stretched in education when approaching new challenges as they have to work harder as it is difficult to understand and so people have to put in more work, time and concentration to get a successfulmark. In this course i feel that in second year I have been more stretched than first year as the workis harder and more intense.
In terms of digital immigration there is a stretch as often immigrants are stretched as they are not used to the new technology in which they have to use to access information or research. Making the work twice as hard as they have to adjust to using the technology aswell as doing the actual work set.
I believe the longer you are in education the more you are stretched. As the older you get the more work you are expected to do and the harder and the more work you get. I feel that you get pushed and stretched in education from when you are about 16 when completing your GCSES and then optional higher education is aimed for people who want to stretch themselves in education andchallenge themselves in learning to get a degree to show all of the work they have put in to achieve this which would not be possible if you did not stretch yourself to your best ability.
This is seen by teachers and lecturerers pushing students to the best of their ability as by stretching them they will achieve positive results. People are often stretched in education when approaching new challenges as they have to work harder as it is difficult to understand and so people have to put in more work, time and concentration to get a successfulmark. In this course i feel that in second year I have been more stretched than first year as the workis harder and more intense.
In terms of digital immigration there is a stretch as often immigrants are stretched as they are not used to the new technology in which they have to use to access information or research. Making the work twice as hard as they have to adjust to using the technology aswell as doing the actual work set.
I believe the longer you are in education the more you are stretched. As the older you get the more work you are expected to do and the harder and the more work you get. I feel that you get pushed and stretched in education from when you are about 16 when completing your GCSES and then optional higher education is aimed for people who want to stretch themselves in education andchallenge themselves in learning to get a degree to show all of the work they have put in to achieve this which would not be possible if you did not stretch yourself to your best ability.
The oldest digital native I know.
The oldest digital native I know is the ICT technician at my old school. He is 35 and in Prensky's theory should be classes as a digital immigrant he knows far more about technology and computers than anyone I know my age or any other digital native my age. Aswell as knowing how to fix problems wit computers he also spoke the digital language. He used msn messenger and had an account on Facebook aswell a being very familiar with email as if you had any problems you just had to email him and he would sort them out for you.
Even though growing up in the new age of technology I do not feel I know more about technology than immigrants I think it depends how often you use technology and how interested you are in it to how often you use it as there are people my age who do not know how to use a computer.
Even on our course the lecturers know more about the technology than we do and they do not fall into the digital native category. However we would not know ow to use any of the technology or equipment and software we use if they had not shown us to so they do not fit Presnky's theory of digital immigrants and digital immigration.
Even though growing up in the new age of technology I do not feel I know more about technology than immigrants I think it depends how often you use technology and how interested you are in it to how often you use it as there are people my age who do not know how to use a computer.
Even on our course the lecturers know more about the technology than we do and they do not fall into the digital native category. However we would not know ow to use any of the technology or equipment and software we use if they had not shown us to so they do not fit Presnky's theory of digital immigrants and digital immigration.
Friday, 13 March 2009
question 6
Journal 3
This journal concentrates on the vast expansion of Facebook. It looks at the impact Facebook has had on society and how we are entering a new stageof communication. It states taht although Facebook was origianlly used by the demographic 18 - 24 year olds it has now become a global phenomenom and people younger and older are setting up accounts. Although i feel this is a very good article it almost feels like there is a generalisation of the Facebook members. It also concentrates mainly on American Facebook members so generalising the other 175 million members on Facebook from all over the world.
This journal concentrates on the vast expansion of Facebook. It looks at the impact Facebook has had on society and how we are entering a new stageof communication. It states taht although Facebook was origianlly used by the demographic 18 - 24 year olds it has now become a global phenomenom and people younger and older are setting up accounts. Although i feel this is a very good article it almost feels like there is a generalisation of the Facebook members. It also concentrates mainly on American Facebook members so generalising the other 175 million members on Facebook from all over the world.
Question 6
Journal 2
This journal looks at the newest social networking site 'Twitter.' The journal gives an overview of who uses Twitter and how you can now access it on your mobile so can up date your satus anytime anywhere. This article states that twitter is different to any other social networking site as alot more adults use it in comparison to Facebook. However it does not state where this source is from. The journalwas written in March 2009 and so very up to date and more reliable than an article published 10 years ago as technology is ever improving. Although this article talks off the up to dateness of Twitter it does concentrate more on the technology than the people using it and so to undertand who Twitter is aimed at or how often people use it you would have to find other resources.
This journal looks at the newest social networking site 'Twitter.' The journal gives an overview of who uses Twitter and how you can now access it on your mobile so can up date your satus anytime anywhere. This article states that twitter is different to any other social networking site as alot more adults use it in comparison to Facebook. However it does not state where this source is from. The journalwas written in March 2009 and so very up to date and more reliable than an article published 10 years ago as technology is ever improving. Although this article talks off the up to dateness of Twitter it does concentrate more on the technology than the people using it and so to undertand who Twitter is aimed at or how often people use it you would have to find other resources.
Question 6
Journal 1
This journal focusses on a case study in Finland in which it looks at the rapid growth of mobile phones in the 1990s and 2000. Although i agree with the majority of what this article says, it implies throughout that mobiles were only aimed at children and teenagers and that adults either only saw them as toys or were embarrassed to mebrace this new technology. However I do not feel this is the case many mobile phones are aimed at business men and most business men need them to complete their job. The case study is on people instead of looking at the mobile phones themselves and from what the journal states is one of the only ones that concentrates on the actual user of the mobile phone. However as this case study was in Finland so wouldnot be representative of how all young people use technology. Also the fact that this article was written in 2000 means that it is not a current view as the growth and move forward of technlogy has dramatically increased over the past 9 years.
This journal focusses on a case study in Finland in which it looks at the rapid growth of mobile phones in the 1990s and 2000. Although i agree with the majority of what this article says, it implies throughout that mobiles were only aimed at children and teenagers and that adults either only saw them as toys or were embarrassed to mebrace this new technology. However I do not feel this is the case many mobile phones are aimed at business men and most business men need them to complete their job. The case study is on people instead of looking at the mobile phones themselves and from what the journal states is one of the only ones that concentrates on the actual user of the mobile phone. However as this case study was in Finland so wouldnot be representative of how all young people use technology. Also the fact that this article was written in 2000 means that it is not a current view as the growth and move forward of technlogy has dramatically increased over the past 9 years.
Question 3
Website 5
This website gives an overview of digital immigration and digital natives but focusses on other issues of social media aswell. The article looks into the authors personal experience of introducing his senior members into new technology. The article is short and is quite general with no reference to Prensky. The article seems to agree with the ideas of Prensky's view. The article was written in 2008 and so up to date and gives an up to date view on the idea of new technology in business. The article like many others has a comment box and so people can give their won opinion making the article user friendly. The fact that the article is split into small paragraphs with headings makes it easy to read.
This website gives an overview of digital immigration and digital natives but focusses on other issues of social media aswell. The article looks into the authors personal experience of introducing his senior members into new technology. The article is short and is quite general with no reference to Prensky. The article seems to agree with the ideas of Prensky's view. The article was written in 2008 and so up to date and gives an up to date view on the idea of new technology in business. The article like many others has a comment box and so people can give their won opinion making the article user friendly. The fact that the article is split into small paragraphs with headings makes it easy to read.
Thursday, 12 March 2009
Question 3
Website 4
This article is split up into different sections which makes it easier to process the information. It defines what Prensky's work is and what digital immigrants and digital native is. The author has left a comment box avaliable so others can comment on the article which makes the article user friendly. The language is easy to understand and the fact that it i=has been broken down into different sections means you can find what you want easily. The article was posted in 2008 so is the most up to date article I have read altough does not really differ dramatically in views from theother articles I have looked at. There are links throughout the article to Prensky's work and other theories so it is easy to get more information than just supplied on the wesite itself.
This article is split up into different sections which makes it easier to process the information. It defines what Prensky's work is and what digital immigrants and digital native is. The author has left a comment box avaliable so others can comment on the article which makes the article user friendly. The language is easy to understand and the fact that it i=has been broken down into different sections means you can find what you want easily. The article was posted in 2008 so is the most up to date article I have read altough does not really differ dramatically in views from theother articles I have looked at. There are links throughout the article to Prensky's work and other theories so it is easy to get more information than just supplied on the wesite itself.
Question 3
Website 3
This article states that he does agree with the initial idea of Mark Prinskys' digital immigration. But does not agree with all of the issues stated in the paper. He initially states how Prinksy's theory relates to him and then analyses the theory and what he agrees and disagrees with. As the article is split up into different sections it is easy to navigate around the site and you can focus on specific topics or only look at one specific subject that he has analysed. The article is easy to understand and was written in 2003 which means it is pretty up to date with the view now. The author strongly disagrees with the fact that teachers have to use new technology in their lectures and states that lectures using traditionl style teaching can be as successful.
This article states that he does agree with the initial idea of Mark Prinskys' digital immigration. But does not agree with all of the issues stated in the paper. He initially states how Prinksy's theory relates to him and then analyses the theory and what he agrees and disagrees with. As the article is split up into different sections it is easy to navigate around the site and you can focus on specific topics or only look at one specific subject that he has analysed. The article is easy to understand and was written in 2003 which means it is pretty up to date with the view now. The author strongly disagrees with the fact that teachers have to use new technology in their lectures and states that lectures using traditionl style teaching can be as successful.
Question 3
Website 2
This page is from an article written by Mark Prensky the person who founded the concept digital immigration. The article is very long and indepth and defines in exact terms what digital media is and gives many examples of it. As Prensky coined the phrase you get the most accurate definition of the term. The paper was written in 2001 so quite recent and I would agree that it was up to date with today. The page focusses on the difference between digital natives and digital immigrants and states the assumptions that digital immigrants make against digital natives as they do not understand their new way of learning. However the page does imply that teachers are at a disadvantage to their pupils as the pupils ar more familiar with the technology than the teachers themselves and so know more than the teachers.
This page is from an article written by Mark Prensky the person who founded the concept digital immigration. The article is very long and indepth and defines in exact terms what digital media is and gives many examples of it. As Prensky coined the phrase you get the most accurate definition of the term. The paper was written in 2001 so quite recent and I would agree that it was up to date with today. The page focusses on the difference between digital natives and digital immigrants and states the assumptions that digital immigrants make against digital natives as they do not understand their new way of learning. However the page does imply that teachers are at a disadvantage to their pupils as the pupils ar more familiar with the technology than the teachers themselves and so know more than the teachers.
Question 3
Website 1
This article is written by Carlos Domingo and states what a 'digital immigrant' is. The article gives key points and some examples of digital immigrants and digital natives. The article was written in 2007 and so is pretty up to date. Carlos agrees with the idea of digital immigration and as being older can see it in peers his age. The article is very easy to understand and read so accesible to everyone. It is set out in the style of a newspaper article and spaced out around pictures. The article is short but to the point. The site is uer firendly as people who have read the article can leave comments and opinions. Althoughthe article is easy to understand it is not vey indepth and so to get a real understanding of the opic you would have to read other articles to get a full understanding of the term. It also does not give many examples of what being a digital immigrant is. Domingo admits to being a digital immigrant but does say that he feels more liek a digital native. I fear that this term could be used to generalise and just because someone was not born in the 1980s in the age of new technlogy does not mean that they cannot rely on it as much as someone who is a digital native.
This article is written by Carlos Domingo and states what a 'digital immigrant' is. The article gives key points and some examples of digital immigrants and digital natives. The article was written in 2007 and so is pretty up to date. Carlos agrees with the idea of digital immigration and as being older can see it in peers his age. The article is very easy to understand and read so accesible to everyone. It is set out in the style of a newspaper article and spaced out around pictures. The article is short but to the point. The site is uer firendly as people who have read the article can leave comments and opinions. Althoughthe article is easy to understand it is not vey indepth and so to get a real understanding of the opic you would have to read other articles to get a full understanding of the term. It also does not give many examples of what being a digital immigrant is. Domingo admits to being a digital immigrant but does say that he feels more liek a digital native. I fear that this term could be used to generalise and just because someone was not born in the 1980s in the age of new technlogy does not mean that they cannot rely on it as much as someone who is a digital native.
Number 2
Links to the websites I looked at that deal with the issue of digital immigration.
Website 1
Domingo, C (2008) 'Digital immigrants, digital natives and the newer generations. http://www.unpocodetodo.com/2008/07/18/digital-immigrants-digital-natives-and-the-newer-generations/ [Accessed 10/03/09]
Website 2
Prensky, M (2001) 'Digital Natives, Digital Immigrants' 'From On the Horizon NCB University Press, Vol. 9, No.5 http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [Accessed 10/03/09]
Website 1
Domingo, C (2008) 'Digital immigrants, digital natives and the newer generations. http://www.unpocodetodo.com/2008/07/18/digital-immigrants-digital-natives-and-the-newer-generations/ [Accessed 10/03/09]
Website 2
Prensky, M (2001) 'Digital Natives, Digital Immigrants' 'From On the Horizon NCB University Press, Vol. 9, No.5 http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf [Accessed 10/03/09]
Website 3
Prensky, M (2003) 'The Technology source archives of North Carolina' Overcoming Educators' Digital Immigrant Accents.' http://technologysource.org/article/overcoming_educators_digital_immigrant_accents/ [Accessed 10/03/09]
Website 4
Cruey, G (2008) 'Digital Natives and Digital Immigrants. Is Technology creating changes in learning styles?' http://educationalissues.suite101.com/article.cfm/digital_natives_and_digital_immigrants [Accessed 11/03/09]
Website 5
Owyang, J. (2008) 'Web strategy by Jerimiah' 'Getting your Digital Immigrant Executives to understand the world of Digital Natives.' http://www.web-strategist.com/blog/2008/01/31/getting-your-digital-immigrant-executives-to-understand-the-world-of-digital-natives/ [Accessed 10/03/09]
Digital Immigration
A digital immigrant is someone who was not born into the 'digital world' however use many of new technology. It was a term coined by Mark Prensky in his essay 'Digital Natives, Digital Immigrants.' Digital immigrants all learn at different paces and some adapt better than others which is reffered to as having an 'accent.' Some accents are stronger depending on how much the immigrant adapts to the technology. Examples of stronger accents are people printing out emails instead of reading them on the computer and using new technology as a secondary resource instead of first.
However it can be seen as an important topic as in education the teachers are didgital immigrants and the pupils have a better understanding of the technology than their teachers. Also due to the fact that students and teachers and sudents are learning in such a different way it is hard for the teachers to understand how students can learn in such diferent environemts leading to conflict between teachers and pupils.
People who were born into a world of new technology are known as 'digital natives.' They are used to the native speak of the digital language as they are fluent in using new technologies. Due to the fact that the digital immigrants.
There has been alot of crticism and controversy over this issue as many people who weren't born into 'new technology' feel they have no digital acent and feel the theory is a generalisation and that people of any age can understand or have trouble with using technology it is not down to when you were born.
However it can be seen as an important topic as in education the teachers are didgital immigrants and the pupils have a better understanding of the technology than their teachers. Also due to the fact that students and teachers and sudents are learning in such a different way it is hard for the teachers to understand how students can learn in such diferent environemts leading to conflict between teachers and pupils.
People who were born into a world of new technology are known as 'digital natives.' They are used to the native speak of the digital language as they are fluent in using new technologies. Due to the fact that the digital immigrants.
There has been alot of crticism and controversy over this issue as many people who weren't born into 'new technology' feel they have no digital acent and feel the theory is a generalisation and that people of any age can understand or have trouble with using technology it is not down to when you were born.
Monday, 9 March 2009
Elearning Africa
http://www.elearning-africa.com/newportal/english/index.php
African Elearning.
From looking at this website. I have looked at women and the education system in Africa I have come to the conclusion that women are excluded in the eductaion system due to cultural beliefs, marriage, HIV/AIDS and fathers not willing to pay for their daughters education. Elearning in education for women and girls can ensure access for learning for those who cannot access a learning environment. Elearning also helps women and girls access additional information outside school learning.
The company FAWE, Kenya has had a long working relationship with the government mainly through working in the Ministry of Education. Their main aim is to try enhancing education and training to all girls, boys, women and men.
Another way in which Elearning has benefitted Africans through the African Virtual University. The AVU was set up in 1997 by the World Bank. Covering 27 countries in Africa. Africa has the lowest rate of university graduates. ICT therefore is offering a great opportunity in Africa toincrease the access Africans have to higher education. This is key to the failure of Africans entering higher eduaction. The fact that students do not need to be in the classroom and the work is readily avaliable on the internet adds to its appeal. It is also affordable.
The levels of ICT in Zambia's education institutions remain low, with only schools having second hand computers able to access ICT learning. In 2007 as adoption of a national policy it has meant that promotion of ICT use in education and education management and administration leads to more ICT use in schools.
Radio programmes for lower grades of education have been set up in Zambia which is called Taonga Market and broadcast for 2 hours a day. It has been suggested that elearning through the radio as the ICT product was found in almost every home. The pupils of schools could download educational matierials to improve themselves in one way or another.
African Elearning.
From looking at this website. I have looked at women and the education system in Africa I have come to the conclusion that women are excluded in the eductaion system due to cultural beliefs, marriage, HIV/AIDS and fathers not willing to pay for their daughters education. Elearning in education for women and girls can ensure access for learning for those who cannot access a learning environment. Elearning also helps women and girls access additional information outside school learning.
The company FAWE, Kenya has had a long working relationship with the government mainly through working in the Ministry of Education. Their main aim is to try enhancing education and training to all girls, boys, women and men.
Another way in which Elearning has benefitted Africans through the African Virtual University. The AVU was set up in 1997 by the World Bank. Covering 27 countries in Africa. Africa has the lowest rate of university graduates. ICT therefore is offering a great opportunity in Africa toincrease the access Africans have to higher education. This is key to the failure of Africans entering higher eduaction. The fact that students do not need to be in the classroom and the work is readily avaliable on the internet adds to its appeal. It is also affordable.
The levels of ICT in Zambia's education institutions remain low, with only schools having second hand computers able to access ICT learning. In 2007 as adoption of a national policy it has meant that promotion of ICT use in education and education management and administration leads to more ICT use in schools.
Radio programmes for lower grades of education have been set up in Zambia which is called Taonga Market and broadcast for 2 hours a day. It has been suggested that elearning through the radio as the ICT product was found in almost every home. The pupils of schools could download educational matierials to improve themselves in one way or another.
Sunday, 8 March 2009
China's Long Distance Higher Education.
http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html.
China: Its Distance Higher Education System.
In China radio and television are the main media used for delivering teaching programmes in China's distance higher education system. China had the first television universities in the 1960s. From the period 1960 to 1966 more then 8,000 students graduated from the Beijing Television University. In 1976 China entered a new historical period. In 1975 the enrolement rate in China's higher education was less then 2 percent, whereas in other developing countries the rate was over 4 percent. By 1990 China's total work force was expected to reach 104 million. Such a big task of training so many people could not be filled solely on colleges and universities with such a short time scale.
The central radio and Television University was set up in Beijing after that 28 more were set up, 279 prefectual branches were set up and 625 work stations were created. These were created in towns, cities and districtsof rural areas. Radio and television universities are run at five levels corresponding to organizations of China's system of national and regional governments. CRTVU at the highest level, PTVU at the second and the third level branch schools.
The CRTVU makes long term plans for the development of teh TVU system. Its teaching plans are to be carried out nationally and programmes are to be broadcast nationwide. It develops and publishes learning matierial producing audio and visual cassettes for courses offered nationally.
PTVUs produce and transmit teaching programmes made by the CRTVU. They produce programmes for regional use, develop teaching matierials and conduct distance teaching matierials and conduct distance education research and exchange experiences with others.
Branch schools guide teaching administration of work stations and television classes directly attached to them. They organise television classes and guide their management, distribute learning matierials and organise tutorials, laboratory work and field studies.
Television classes administer teaching and ;earning classes, draw up time tables and organise viewing and listening of teaching programmes. China's radio and television universities at five levels share their responsibilities on balancing centralization and decentralization with thhe CTVU of their centre.
The CRTVU has offered 150 causes in subject areas. Work stations and television classes may organise special courses to suit the needs of work units. The TVU courses are multimedia consisting of radio, television programmes for science and engineering courses is greater than that of other media. Audio and video cassettes are in some cous
rses to make up for the transmission time and to provide conveniant access for distance learners. Radio and television teaching programmes are to a large extent a direct transcription of conventional university class room teaching. Up to 1983, radio and television programmes have been produced by the central people's radio station and Central China Television. More and more audio visual teaching. Programmes have been produced by the CRTVU and PTVUs.
Face to face tuition is also avaliable to students. Tutoring is necessary as presenters of radio and television cannot answer questions directly and registered students are organised into television classes. Television image and radio sound may not be clear for technical reasons. TVUs target students are in service with adults secondary school graduates and young school leavers waiting to be assigned jobs. Young people must pass the adult entrance admission. Since TVUs were open students have been increased. In service adult students can study full time and school leavers can choose their mode of study. Full time sudents must finish studies in two or three years. After graduation, in service students are recognised as having equivalent status to that of conventional college graduates. They assigned new jobs in their original work. they recieve the same salary as conventional college graduates.
The TVU systems budget comes form a variety of sources. District/county work stations are funded by education bureau of foal governments and system works are financialy supported by respective system. Television clasees run by work units get the finanacial support form factories, shops, goverments, bureux and television classes run by TVUs at various levels. It has been estimated that an average one third of the cost can be served.
China's radio and television university system has made great strides in the last ten years. A large number of TVU graduates have become technical engineers who are badly needed in the industry. Courses specializing in politics, law, economics, management, ournalism and library science have helped improve irrational curricular arrangement. Research on distance eduacation should be strengthened or the TVU system cannot operate well. China's radio and television universities were initiated at the beginning of the 1960s suspended for 10 years and carried on in the 1970s. The Chinese government have attached a great importance to the development of radio and television universities.
China: Its Distance Higher Education System.
In China radio and television are the main media used for delivering teaching programmes in China's distance higher education system. China had the first television universities in the 1960s. From the period 1960 to 1966 more then 8,000 students graduated from the Beijing Television University. In 1976 China entered a new historical period. In 1975 the enrolement rate in China's higher education was less then 2 percent, whereas in other developing countries the rate was over 4 percent. By 1990 China's total work force was expected to reach 104 million. Such a big task of training so many people could not be filled solely on colleges and universities with such a short time scale.
The central radio and Television University was set up in Beijing after that 28 more were set up, 279 prefectual branches were set up and 625 work stations were created. These were created in towns, cities and districtsof rural areas. Radio and television universities are run at five levels corresponding to organizations of China's system of national and regional governments. CRTVU at the highest level, PTVU at the second and the third level branch schools.
The CRTVU makes long term plans for the development of teh TVU system. Its teaching plans are to be carried out nationally and programmes are to be broadcast nationwide. It develops and publishes learning matierial producing audio and visual cassettes for courses offered nationally.
PTVUs produce and transmit teaching programmes made by the CRTVU. They produce programmes for regional use, develop teaching matierials and conduct distance teaching matierials and conduct distance education research and exchange experiences with others.
Branch schools guide teaching administration of work stations and television classes directly attached to them. They organise television classes and guide their management, distribute learning matierials and organise tutorials, laboratory work and field studies.
Television classes administer teaching and ;earning classes, draw up time tables and organise viewing and listening of teaching programmes. China's radio and television universities at five levels share their responsibilities on balancing centralization and decentralization with thhe CTVU of their centre.
The CRTVU has offered 150 causes in subject areas. Work stations and television classes may organise special courses to suit the needs of work units. The TVU courses are multimedia consisting of radio, television programmes for science and engineering courses is greater than that of other media. Audio and video cassettes are in some cous
rses to make up for the transmission time and to provide conveniant access for distance learners. Radio and television teaching programmes are to a large extent a direct transcription of conventional university class room teaching. Up to 1983, radio and television programmes have been produced by the central people's radio station and Central China Television. More and more audio visual teaching. Programmes have been produced by the CRTVU and PTVUs.
Face to face tuition is also avaliable to students. Tutoring is necessary as presenters of radio and television cannot answer questions directly and registered students are organised into television classes. Television image and radio sound may not be clear for technical reasons. TVUs target students are in service with adults secondary school graduates and young school leavers waiting to be assigned jobs. Young people must pass the adult entrance admission. Since TVUs were open students have been increased. In service adult students can study full time and school leavers can choose their mode of study. Full time sudents must finish studies in two or three years. After graduation, in service students are recognised as having equivalent status to that of conventional college graduates. They assigned new jobs in their original work. they recieve the same salary as conventional college graduates.
The TVU systems budget comes form a variety of sources. District/county work stations are funded by education bureau of foal governments and system works are financialy supported by respective system. Television clasees run by work units get the finanacial support form factories, shops, goverments, bureux and television classes run by TVUs at various levels. It has been estimated that an average one third of the cost can be served.
China's radio and television university system has made great strides in the last ten years. A large number of TVU graduates have become technical engineers who are badly needed in the industry. Courses specializing in politics, law, economics, management, ournalism and library science have helped improve irrational curricular arrangement. Research on distance eduacation should be strengthened or the TVU system cannot operate well. China's radio and television universities were initiated at the beginning of the 1960s suspended for 10 years and carried on in the 1970s. The Chinese government have attached a great importance to the development of radio and television universities.
Monday, 2 March 2009
Communities of Practice.
Community of practice is the social learning "achieved from a process of engagement" with colleagues. Wenger and Lowe state that a Community of Practice could happen anywhere whether it was 'at work, school, home or in our leisure interests.
The only community of practice I have been involved in for a long time other than school was The Brownies. The Brownies is an organisation where girls between the ages 7 and 10 could attend once a week and learn basic skills in outdoors, cookery and social skills. At first when i started I knew quite a few people from school but there were alot of faces I didn't know which made me scared as it felt like everyoen knew eachother and had these special relationships and I felt like an outsider.
However as I was knew people were always helping me out and teaching me how everything was done. One of the main aims of The Brownies was to comeplete tasks to get badges that you could put on your sash and so by helping each other out and as Wenger states "engaging" with each other it helped us to achieve our goals aswell as developing relatiosnships and social skills.
I feel I became as Wenger calls it a "core member"when I was 10 years old and i was made a Sixer where i had to lead my group and if other Brownies had a problem then they would come to me for advice. I was also incharge of keeping the group area clean and tidy and to make sure all the Brownies did the jobs they had too. This helped build relatiosnships and as alot of the badges were achieved through group work then members often helped out eachother to make sure people got the badges they aimed for. However the "core members" of The Brownies were the leaders who were in charge of all the children and organised all teh activities that happened. They had the power to give us the badges and were the people who decided if we had completed a task well enough. As it was not a school environment then it didn't feel like they had authority over us it just felt like they shared the same interests.
The only community of practice I have been involved in for a long time other than school was The Brownies. The Brownies is an organisation where girls between the ages 7 and 10 could attend once a week and learn basic skills in outdoors, cookery and social skills. At first when i started I knew quite a few people from school but there were alot of faces I didn't know which made me scared as it felt like everyoen knew eachother and had these special relationships and I felt like an outsider.
However as I was knew people were always helping me out and teaching me how everything was done. One of the main aims of The Brownies was to comeplete tasks to get badges that you could put on your sash and so by helping each other out and as Wenger states "engaging" with each other it helped us to achieve our goals aswell as developing relatiosnships and social skills.
I feel I became as Wenger calls it a "core member"when I was 10 years old and i was made a Sixer where i had to lead my group and if other Brownies had a problem then they would come to me for advice. I was also incharge of keeping the group area clean and tidy and to make sure all the Brownies did the jobs they had too. This helped build relatiosnships and as alot of the badges were achieved through group work then members often helped out eachother to make sure people got the badges they aimed for. However the "core members" of The Brownies were the leaders who were in charge of all the children and organised all teh activities that happened. They had the power to give us the badges and were the people who decided if we had completed a task well enough. As it was not a school environment then it didn't feel like they had authority over us it just felt like they shared the same interests.
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