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Digital Natives, Digital Immigrants Part 1
Abstract
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
... Occasionally described as digital immigrants, this population was not born into a digital world but later integrated and adapted technology into their lives [64]. ...
... However, in keeping with the immigrant/native metaphor and comparing digital use to a language, it stands to reason that the digital immigrant may retain some level of their "digital immigrant accent" or foot in the past [64]. In the digital world, this may look like a person reading a manual for using a new program rather than "assuming the program itself will teach us to use it" [64]. ...
... However, in keeping with the immigrant/native metaphor and comparing digital use to a language, it stands to reason that the digital immigrant may retain some level of their "digital immigrant accent" or foot in the past [64]. In the digital world, this may look like a person reading a manual for using a new program rather than "assuming the program itself will teach us to use it" [64]. In other words, a digital immigrant may seek information in non-digital formats before turning to the internet. ...
The mind, brain, body, and environment are inextricably interconnected. In the field of education, this neuropsychologically-backed claim suggests that to optimize learners’ (1) educational experiences, (2) retention of knowledge, and (3) creative use and application of knowledge beyond the classroom walls, teaching practices in all content areas must align with all parts of what makes us human. Unlike hardwired computers, our neuroplastic brains change with environmental interactions via our bodies. This article examines technology as an extension of cognition, where gamification emerges as a fundamental rather than supplemental tool for educators to co-construct knowledge with students. Gamification supports student learning and holistic well-being when considering affective, social, and motoric entanglements with cognitive processes. This article creatively employs five neuroscientific “prisms” to support and explain this humanistic claim. When synthesized, these refracted dimensions provide a framework for thinking about how, why, and when gamification functions as a valuable 21st-century educational tool.
... Mobile banking dapat memfasilitasi kebutuhan sehari-hari masyarakat, terutama generasi Z dalam bertransaksi pada masa pandemi Covid- 19 Mobile banking berkembang dengan sangat pesat. Sejak awal tahun hingga bulan September 2020, mobile banking mengalami pertumbuhan sebesar 28,4% jika dibandingkan dengan periode yang sama pada tahun sebelumnya [21]. ...
... Generasi Z merupakan generasi yang lahir pada rentang 1990 hingga 2010 [20]. Karakteristik dari generasi ini terbentuk oleh perkembangan teknologi yang melaju pesat seiring dengan pertumbuhan mereka [19]. Generasi Z telah menghabiskan keseharian mereka dengan dikelilingi berbagai macam teknologi, seperti ponsel pintar, laptop, konsol gim, dan berbagai teknologi lainnya sejak dini [19]. ...
... Karakteristik dari generasi ini terbentuk oleh perkembangan teknologi yang melaju pesat seiring dengan pertumbuhan mereka [19]. Generasi Z telah menghabiskan keseharian mereka dengan dikelilingi berbagai macam teknologi, seperti ponsel pintar, laptop, konsol gim, dan berbagai teknologi lainnya sejak dini [19]. Bahkan, 95% dari generasi Z memiliki ponsel pintar, 83% memiliki laptop, 78% memiliki konsol gim, dan 57% memiliki komputer desktop [22]. ...
... This study also tries to compare the relevance of the variables of gender, education, and age in the use of this social network for informal learning. This last variable has been a common point of reference since the beginning of the millennium in studies linked to technology in general, which coined terms such as digital natives and immigrants [17]. Digital natives are people born after the 1990s. ...
... The results of the contrast analyses applied to the variables of age, gender, and education indicate that age is a significant variable in the constructs analysed. These results converge with those of studies that, for two decades, have assumed a division of society according to users' ability to use technology, introducing the terms digital natives and digital immigrants [17]. For digital natives (born after 1990), technology is part of their culture and ecosystem [18], while immigrants have had to adapt to the technology and learn to take advantage of it, as in the case of YouTube. ...
The extensive use of social networks by people of all ages and the wide range of freely available content therein can be very useful for sustainable education. This research paper aims to explore informal learning on YouTube from a sociocultural approach, observing the reasons why our subjects select this platform for their self-learning and how they evaluate different actions that mediate their learning. This is achieved through two constructs derived from the sociocultural approach: preference and mediation. The differences are also analysed according to the age, sex, and level of education of the subjects. A quantitative methodology is used, applying the statistical techniques of descriptive and inferential analyses. Data are obtained through an ad hoc questionnaire that collects information on the proposed constructs. The sample consists of 504 people from the Andalusia region in Spain. Our results show the criteria that users apply in their preference of YouTube, as well as mediating actions that should be self-regulated during users' informal learning process on YouTube. Significant statistical differences are obtained for the age variable but not for the gender variable or the level of education, with respect to the two constructs studied. The relevance and significance of the variables studied indicate the value people attribute to YouTube as a tool for informal learning and its potential for sustainable education. This study has implications in sustainable education, as YouTube is a tool that breaks down barriers and can be adjusted to the needs of a population.
... De um lado, tem-se em nível operacional, predominantemente os nativos digitais como geração de jovens nascidos a partir da disponibilidade de informações rápidas e acessíveis na grande rede de computadores. Para o educador e pesquisador MarcPrensky (2001), esses jovens estão acostumados a obter informações de forma rápida e costumam recorrer primeiramente a fontes digitais antes de usar a mídia impressa.Os contrastes entre as gerações de nativos e imigrantes digitais faz-se presente em todas as esferas e níveis hierárquicos da MB. Dentre os sujeitos de pesquisa abordados neste artigo pode-se classificar como nativo digital aqueles profissionais de posição hierárquica de nível operacional e que os profissionais de nível tático e estratégico normalmente são os imigrantes digitais. ...
Este artigo tem como objetivo geral a intenção de contribuir com a gestão do conhecimento na Marinha do Brasil (MB). A questão principal que norteou o presente estudo foi: Quais os desafios encontrados pelos usuários do Sistema de Gerência de Documentos Eletrônicos da Marinha (SiGDEM) para a aplicação do processo de plena operacionalização da gestão documental na MB por meio do sistema? O mérito norteador do estudo está na apresentação de um breve histórico do processo de digitalização na Administração Pública até a criação do SiGDEM; na realização de entrevistas semiestruturadas com militares usuários do SiGDEM; e na tentativa de equiparar as funcionalidades do SiGDEM com outros dois sistemas digitais (SEI - Sistema Eletrônico de Informações e SAPIENS - Sistema AGU de Inteligência Jurídica) utilizados em outros órgãos da Administração Pública. A metodologia escolhida foi a pesquisa qualitativa de natureza bibliográfica e entrevista semiestruturada. Esta obra desenvolveu-se em seções: Seção 1 - Traços evolutivos do processo de digitalização na Administração Pública até a criação do SiGDEM, a saber a fundamentação teórica deste estudo; Seção 2 - Entrevistas com atores envolvidos no uso do SiGDEM de Organizações Militares diferentes, que demonstra a contribuição dos resultados das entrevistas realizadas com os sujeitos da pesquisa e Seção 3 - Considerações Finais. Acredita-se que este trabalho coopere com novas pesquisas que se debrucem sobre implicações do efeito digital no processo de ampla digitalização na Administração Pública tendo como fator exemplificativo o ciclo de processamento e gerenciamento de documentos eletrônicos em ambientes organizacionais da MB.
... Compared to the middle-aged, they earn less and are busy preparing for the future or newcomers to society, but they prefer social media and have their own consumption style and cultural influence. Moreover, many studies have explained the characteristics of university students as being familiar with the Internet and computers and spending their leisure time mainly with digital devices [20,21]. The lifestyle of university students is so diverse that it is difficult to generalize it compared to other middle-aged generations [22]. ...
University-affiliated public housing (UAPH) is planned for the purpose of coexistence with the local community as well as housing stability for university students. However, shared spaces such as auxiliary welfare facilities planned to achieve that purpose are not being used by residents because no services or programs are provided. Lifestyle is a useful approach for identifying housing preferences in housing projects for special groups that share similar demographic characteristics. Thus, this study analyzed and clustered the lifestyle of university students, and investigated the differences in preferred auxiliary welfare facilities and residential services by cluster. Data were collected through a self-administered questionnaire survey of 424 university students using an online survey. As a result of the survey, in the factor analysis of university students’ lifestyle types, three categories were identified as individual propensity factors regardless of demographic characteristics except gender. In addition, the characteristics of university students were crucial in examining the preference of auxiliary welfare facilities and residential services of UAPH in terms of community facilities, auxiliary facilities, residential services, and program/operation management. Community facilities showed a high need for academic facilities, a low overall need for residential services, and a high need for program/operational management in terms of cost (housing cost reduction). In this study, there were differences in UAPH opinions according to lifestyle. In particular, many respondents showed a lifestyle that pursued practicality, and accordingly, a preference to utilize practicality, sociality, information, and technology was high. Therefore, for the sustainable operation and management in order to facilitate UAPH construction, the issue of housing cost, including not only rent but also management costs, should be considered most fundamentally, and it is necessary to provide facilities and programs that can provide practical help to the difficulties students face when living alone.
... La mayoría de los alumnos encuestados (51,2%) tienen entre 18 y 29 años, lo que significa que parte de los encuestados nació en la era digital (PRENSKY, 2001). Estos individuos crecieron teniendo un contacto directo con las tecnologías digitales y mejoran, en la práctica, las habilidades y competencias que las personas de generaciones anteriores tuvieron que desarrollar para adaptarse al nuevo paradigma de la sociedad moderna. ...
This work presents the results of the feasibility test for the development of the digital tool “Aprendo”, for teaching practice, in the context of remote teaching and connectivism. Through this tool, it is intended to draw an overview of the profile or learning style of the predominant students in the classroom, which can help the teacher to use more specific didactic methodologies and practices, enhancing the results of the teaching-learning process. A qualitative-quantitative analysis was used, through the application of a survey (A) to 80 students of different educational levels and another survey (B) to 28 teachers in general. The data from survey A showed that 67.5% of students learn through examples and 56.3% prefer to correlate different sources of information. Regarding the structure of the classes, in 73.8% of the cases there was a diversity of opinions and 86.3% of the students stated that the participation of another person added something to their knowledge. This corroborates the principle of connectivism about the connection between information from different sources. The results of B indicated a favorable opinion on the development and usefulness of the tool for 100% of the teachers, since 96.4% stated that they would change their pedagogical practice after obtaining the results of the application of the tool, while only 3.6% declared that would not change.
... They participate more in online games than in direct communication with peers, teachers, and parents in the real world. Professional public calls these children as the net generation [19], generation Z [20], students of the new millennium [21], and digital natives [22]. These digital natives grew up with digital technologies and have different learning styles and higher teaching and learning requirements [11]. ...
The paper contributes to solving the issue of digital games in education. It explains concepts such as gamification and Digital Game-Based Learning; it focuses on the typology of games and the positives and negatives of playing digital games while discussing the aspects of their implementation in education. The case study presented in the paper examines in more detail digital games as a supplement to the learning environment in technically oriented education at the primary level of elementary schools in Slovakia. The main focus is put on an analysis of digital and education aspects of selected digital games. Specifically, based on nine game assessment criteria, such as game content in line with the objectives, application of cross-cutting themes, motivation, way of manipulation, active participation of the pupil, design/graphic processing, playing time, game model and its objective. Each of these criteria can influence the application of selected games in teaching; therefore, we assessed the games individually through these criteria.
... However, digital natives imply that students nowadays are more knowledgeable about new IT (Heiden et al., 2011) which influences the ways of literacy, unraveling, and communicating. Other studies (e.g., Bennett & Maton, 2010;Gibbons, 2000;Oblinger & Oblinger, 2005;Prensky, 2001a;Underwood, 2007) also establish that there has been a paradigm shift in teaching from instructors precisely bestowing information to students and students diligently partaking and engaging with substitute technologies while being guided by instructors. This could have favorable implications for perfecting literacy and expertise. ...
There is a global adoption of digital technology in every aspect of human endeavor. The surge in the use of digital devices is so high that different forms of e-learning platforms have emerged. Researchers globally are validating the concept of digital natives and how it influences lives. Our study was to validate the Digital Native Assessment Scale in a Nigerian sample, also measuring the invariance across gender. We used a sample of 1106 secondary school students (50.8% males, 49.2% females; mean age of 17.76 years, and SD age = 2.23). Our findings showed that the digital native assessment scale is a reliable and valid measure. The result also found that the multi-group confirmatory factor analysis supported full measurement invariance across gender.
... isinde 5.sınıf öğrencileri sosyal medyayı; bilgisayar, hastalık, oyun metaforları yoluyla dile getirmişler ve gerekçe kısmında sosyal medya için bilgisayar gibi internet aracılığıyla istenen şeylerin yapılabileceğini, hastalık gibi telefonu olan kişilerde bulaşıcı özelliğinin olduğunu, bilgisayar oyunu gibi internetle oynandığını ifade etmişlerdir.Prensky (2001), günümüz dünyasında sosyal medyanın kullanımı için bazı cihazlara, kavramlara ve internet ihtiyaç duyulduğunu dile getirmiştir. Bu bağlamda öğrencilerinde ifadelerinde bunlara yer verdikleri görüldüğünden araştırma bulgularının literatürü destekler nitelikte olduğu söylenebilir. Öğrenciler tarafından oluşturulan abim ve fabrika metaforl ...
Bu araştırmada, 5.sınıf öğrencilerinin Sosyal Bilgiler dersi kapsamında sosyal medya kavramına yönelik bilişsel yapılarının metaforlar aracılığıyla incelenmesi amaçlanmıştır. Çalışmada nitel araştırma modeli çerçevesinde olgu bilim ve durum çalışması deseni; toplanan verilerin yorumlanmasında içerik analizi yöntemi kullanılmıştır. Veri toplama formunda öğrencilerin oluşturduğu metaforlar 12 kavramsal kategori altında toplanmıştır. Öğrencilerin kavram ile ilgili ‘‘kullanım özellikleri olan ve bilgi edinmeyi sağlayan’’ kategorilerinde yoğunlaştıkları, kavram yanılgılarına sahip oldukları ve bilişsel yapılarını başarılı şekilde dile getirdikleri görülmektedir. Öğrencilerin bu kavrama yönelik oluşturdukları metaforlarında Sosyal Bilgiler dersi öğretim programındaki kazanım ve becerilerin de yer aldığı görülmektedir.
... Entretanto, nossas discussões sobre melhorias da educação, estão deixando de fora o ator principal: o estudante. Como dizem diversos pesquisadores [Schlemmer and Lopes 2012], [Prensky 2010], [Veen and Vrakking 2009], este estudante mudou, e precisamos nos adaptar às características deles. Concomitantemente, as necessidades sociais também são diferentes e, de alguma forma, a escola precisa suprir essas necessidades [Calgaro and Godinho 2011]. ...
Este artigo tem origem em uma prática pedagógica desenvolvida durante a pesquisa “A CIDADE COMO ESPAÇO DE APRENDIZAGEM: games e gamificação na constituição de Espaços de Convivência Híbridos, Multimodais, Pervasivos e Ubíquos para o desenvolvimento da Cidadania”. Apresenta a experiência vivenciada, enquanto professor - pesquisador, de um processo de gamificação no ensino de matemática, desenvolvido com uma turma de sexto ano do Ensino Fundamental de uma escola da Rede Municipal de Educação de São Leopoldo/RS. O objetivo consiste em propiciar, por meio de práticas educativas inventivas gamificadas, uma aprendizagem significativa dos conceitos matemáticos, especificamente nos anos finais do Ensino Fundamental. O artigo discute o ensino de matemática e a gamificação, com base no pensamento teórico contemporâneo. A pesquisa é de natureza qualitativa, do tipo exploratória e descritiva, e faz uso do método cartográfico de pesquisa intervenção para a produção e a análise dos dados. Percebe-se que ao colocar o aluno como protagonista do próprio conhecimento, o envolvimento em todo processo de aprendizagem se torna mais prazeroso e eficientes.
... The SmartPLS software is recommended [124,125] for cases where the model includes at least one formative construct. It uses a partial least-squares algorithm that results in two models: the outer model is recommended when analyzing data in regard to the observable variables' infrastructure and yields the latent variables; the second model (the inner model) provides the structural model residing within the proposed latent variables to produce different latent variables. ...
Teaching and learning processes should be subject to continuous change due to the constant evolution of social, educational and technological environments, which ultimately results in higher levels of student engagement. The current paper describes the technological changes faced by higher education institutions as a result of digital transformation challenges. Further, transformational and transactional leadership styles’ effectiveness is regarded within the context of higher education institutions’ digital enhancements. Over time, these factors have led to contextual shifts that have disengaged students from learning and thus self-development. The current research aimed to examine how higher education institutions should apply different leadership styles within digitally transformed contexts so as to increase students’ learning engagement and reduce the risk of failure in their future developments within (inter)national labor markets. Data gathering and analysis involved a qualitative approach: an online survey was distributed, resulting in 856 responses. Through structural equation modeling, the data revealed a valid higher education digital transformation assessment tool; the results also emphasize the increased role of transactional leadership, as opposed to the traditional transformational style, within a highly digitized higher education institutional framework. Consequently, the linear relationship of students’ work engagement with leadership proved to also be enhanced by quadratic effects. The current study stresses the importance of internal and external peers in higher education performance through high levels of student learning (work) engagement through leadership and a uniformly developed digitally transformed higher education environment.
... They are called "digital natives". The term was first used by American learning technology promoter and education expert Mark Prensky in 2001 (Prensky, 2001). In "Digital Natives, Digital Immigrants" the author called a group of young students who are easy to master computers, digital media, video games and various programs, and because they were born in the age of information technology. ...
The article considers and analyzes a new generation of students who have specific abilities and skills to work with modern digital devices. The term «digital natives», determined by the American researcher M. Prensky, has its synonyms – generation Z or network generation. Each generation is distinguished by certain values inherent in its representatives, has its own objectively determined, spontaneously formed social program, which depicts the state of material and spiritual culture, type of social relations, specific material and ideal relations through which the generation is formed. Generation Z also has its values and features. The aim of the study is to analyze the views of foreign researchers on the main characteristics and stereotypes of Generation Z as a new generation of students of higher education. Therefore, it is not surprising that many scientists, both practitioners and theorists (including psychologists, educators, and methodologists) pay close attention to the development of digital technologies and their impact on worldviews, relationships with other people, life in general. A number of characteristic features of Generation Z has been highlighted and characterized: freedom, personalization, information control, honesty, cooperation, entertainment and satisfaction, speed, desire for innovation. Two approaches to assessing the capabilities of modern students – Generation Z have been presented, and both positive and negative stereotypes of the generation (distraction syndrome, Internet addiction, health problems, social immaturity, low motivation, selfishness, narcissism, etc.) have been analyzed. Each subsequent generation (generation Z, Alpha) will always be different from the previous generation, because there are many different factors (external or internal) that affect the formation of the generation. The task of modern education is to study and analyze the changes taking place in ICT, the educational process, society and to predict the impact of these changes on the educational process and on students.
... The recent use of LibGuides is an example of integrating multiple formats such as YouTube links, video guides, links to websites and library databases all accessed on one page. Prensky provides another example of interactive information which utilizes gaming-based software entitled "Monkey Wrench" to teach the CAD software to engineering students (Prensky, 2001). ...
... Millennials want to learn quickly and move on (Sweeney, 2006). To this Marc Prensky adds "Is it that Digital Natives [those who have grown up with current technology] can't pay attention or that they choose not to?" and suggests that students may not be paying attention in class due to their feeling that their time is being wasted (Prensky, 2001). ...
... At a time when we are facing a generation of students who are "digital natives" growing up with cell phones, digital cameras, computers, and other digital technologies (Prensky, 2001), we need to move beyond the conventional single channel of writing in schools. Children are multimodal composersthey happily combine different semiotic systems (such as talk, drawing, gesture, dramatic play, and writing) throughout their learning experiences (e.g., Kress, 1997;Siegel, 2006). ...
... This constitutes subject and pedagogy "experts" passing responsibility to those who are "novices". Further, whilst some have characterised today's teenagers (and, indeed, teenagers as far back as my own cohort) as "digital natives" (Prensky, 2001) who are adept at using information technology to learn independently, both the research evidence (see Kirschner and van Merrienboer, 2013) and ...
Using ethnographic methods, my research investigates the “problem” of A-level underachievement in inner-city London, motivated by professional and personal concern about the consequences of underachievement. Whilst there is a long history and rich field of sociological research considering issues of educational engagement and achievement in relation to class, ethnicity, and gender (e.g. Willis, 2000; Gillborn and Youdell, 2000; Reay, 2006; Archer and Francis, 2007), very little research is focused on A-level students. At the time of starting my research, Inner London had seen dramatic improvements in its GCSE achievement and was the second-best-performing region in the country (out-performed only by Outer London). However, by several measures, it was the worst-performing region in terms of A-level achievement. This chimed with my professional experience in an inner-city London school achieving well above the national average in terms of GCSE results and far below the national average in terms of A-level outcomes. I carried out fieldwork in a school and a sixth form college, each in socio-economically deprived and ethnically diverse areas of inner-city London, and conducted in-depth interviews with 24 A-level students who had previously underachieved or were anticipated to underachieve. I draw on a range of sociological literature to understand my data, including using Bourdieu’s (1986) theoretical framework, whilst also drawing on wider educational literature. I consider a wide range of issues but argue that students’ learning careers and cultural capital are central to understanding their A-level engagement and achievement. My research makes a contribution to the sociological literature on education, drawing attention to the neglected and distinct educational phase of sixth-form.
... ження народжуваності, а осіб похилого віку ще мало. Відповідно, це сприяло здатності населення робити заощадження, які могли інвестуватися в прискорене економічне зростання [10][11][12][13]. По мірі старіння населення Китай вийшов із ситуації супервікна, але все ще перебуває в більш виграшній ситуації порівняно з розвинутими країнами та країнами з доходами нижче середнього. ...
The digitalization of society and of economic processes in general has significantly influenced the formation of the modern labor market, which has led to the emergence of new social needs and necessities for new specialists and new market niches. In the peresented publication, the features of the modern labor market are considered from the point of view of demographic windows and features of the perception of modern generations. Since the beginning of the twentieth century, six generations have been distinguished, at present three generations are most involved in labor relations. Representatives of generation X are used to relying primarily on themselves. The opportunity to be realized, to express this very independence is important for such people also regarding their careers. Representatives of generation X will be more willing to do work that gives space for creativity and breadth of thought. If you do not give them such an opportunity, then they lose interest. For such people, it is important to always have a choice, an open perspective. One of the most notable features of Generation Y is the dependence on knowledge, which they find not in books from libraries, but on Internet resources. This is a generation that loves to learn, because studying for millennials is something interesting and peculiar. What used to be learned exclusively from teachers and tutors becomes easily accessible to the «upsilons». This leads to another feature of this generation – excessive trust in the information provided by online services, especially when there is no censorship. For this generation, self-realization comes to the fore. This is not to say that they are not interested in the family, but career growth still remains in the first place. Generation Z is characterized by the absolute absence of a well-defined life position. Unlike all their predecessors, the «zetas» are not motivated by either money or any career growth. Moreover, they are completely dependent and have constant need of someone to point them out what they should do. They love to learn, quickly acquire new knowledge. Large amounts of information appear of no difficulty for them. «Zetas» are distinguished by their incredible multitasking and creativity. They love to find solutions in difficult situations and solve the most complex problems. Having identified the main features of generations, it can be noted that the formation of the modern labor market depends on many circumstances of the formation of the modern digital world. Thus, this process is significantly influenced by the digitalization strategy implemented by national governments to ensure the competitiveness of national economies. At this, too, a digital economy with a significant focus on inclusiveness can increase the influence of natural monopolies and promote concentration, which in the absence of effective and transparent institutions in society can lead to increased control on the part of the State and subordination of politics to the interests of the relevant elites.
... En los tiempos de la exposición, infectividad y evolución del SARS CoV-2 / COVID-19 y sus múltiples variables, las generaciones de los 8 jóvenes nativos/inmigrantes digitales (Prensky, 2001), residentes/visitantes digitales (White, 2011) y/o digigeneraciones (Sartori, 1998) salieron desbordados a la calle a la movilización social, la protesta, el paro y el bloqueo . En menos de un año, les vimos salir a la calle a protestar, denunciar y resistir con dignidad todos los disgustos e inconformidades de la reforma tributaria, la calidad de la salud, la educación, la pobreza, el patriarcado, la violencia, etc . ...
En este libro presentamos, a través de cuatro escenarios, las reflexiones de un grupo de profesores que participaron en la Convocatoria que permitió la publicación de esta obra, la cual tiene como objetivo brindar un espacio analítico en torno al Covid-19. Asunto que, si bien hemos podido superar gradualmente como sociedad, ha dejado efectos que permiten arriesgar interpretaciones valiosas y que deseamos compartir en un tono agradable, metódico y documentado, que se aleje de la presión que generó escribir en medio de la crisis.
... The term "digital native" comes from US technologist Marc Prensky (2001) and describes a generation which is confidently using new technologies, like cell phones, video games and internet (Prensky, 2012). The rapid skills to use new technologies are key skills of digital natives. ...
The first part creates interest and shows the importance of this paper.
The second part is the theoretical background, which sets the framework of this paper.
The next part is reviewing the current stage of the digital detox markets, digital consumption, and digital health. At the end of this part, the first categorization of reasons, why people are doing a digital detox can be made.
The fourth part explains the primary research (a survey) and describes the requirements which are needed for this survey.
The 5th part shares the results of the survey.
The final part takes the information from the survey and from chapter 3. The goal is to derive a digital business with this.
... Berbeda dengan digital immigrant, digital natives sangat fasih dalam penggunaan media baru (Virginia, 2012: 80), hal tersebut dikarenakan karena media baru memunculkan technological divide. Kondisi ini adalah semacam gap di antara mereka yang bersifat sophisticated (canggih) dalam hal teknologi dengan mereka yang tidak bersifat sophisticated dalam hal teknologi (Prensky, 2001). Selain itu, para digital natives tidak pernah berusaha untuk memisahkan dunia online dan dunia offline. ...
ABSTRAK Mahasiswa saat ini yang biasa disebut dengan "digital native" merupakan individu yang tidak mungkin dilepaskan dari teknologi komunikasi. Pembelajaran dengan tidak memperhatikan perkembangan peserta didik dapat menyebabkan mismatch antara tujuan dan hasil yang dicapai. Media pembelajaran merupakan salah satu kunci sukses dalam pembelajaran. Agar pembelajaran berjalan efektif dan mendapatkan hasil yang maksimal dibutuhkan media pembelajaran yang baik dan sesuai dengan karakteristik materi, lingkungan dan peserta didik. Penelitian ini bertujuan mengetahui kebutuhan media pembelajaran digital mahasiswa Program Studi Pendidikan Ekonomi Universitas Lampung. Penelitian yang dilakukan merupakan penelitian deskriptif verifikatif dengan metode penelitian expost facto dan survey. Hasil penelitian ini mengungkapkan bahwa mahasiswa pendidikan ekonomi sangat membutuhkan media pembelajaran digital.
... Slogans like "ongoing digitalization" or "digital revolution" are widely used political issues of the G20 nations signalizing that technology innovation and development will further enhance productivity, efficiency and ultimately life (OECD, 2017). Especially the most recent generations, Generation Y and Z, often classified as the digital natives, grew up with these modern information technologies, which seems to have altered their personality in contrast to previous generations, also shifting the way they live life more towards a digital world (DeVaney, 2015;Prensky, 2001). ...
Recent literature and statistics have shown that modern technological distractions excessively penetrate daily life. Although theories of cognitive control have stated that humans’ inherently have control over distractions, there has been empirical evidence that technological interferences are associated with social, economic and health problems. The present study was the first that examined the impact of technological distractions on self-actualization by focusing on two research questions: “Does tech-related distraction affect self-actualization?” and “Does mobile phone distraction affect self-actualization?”. An online survey collected data of 165 adult anonymously, who rated themselves on two measures for technological distraction (general tech-related distraction, mobile phone interference in life) and one measure of selfactualization, as well as two associated subdimensions of self-actualization (mindfulness, personal growth). Results revealed that higher levels of technological distractions were associated with lower levels of mindfulness but didn’t affect participants’ self-actualization and personal growth. On basis of motivated cognition model, results supported the claim that self-actualization and personal growth represent higher personal motivations, which might positively affect volitional control over technological distractions. Research results provide knowledge for a new field of study and could be practically used for mentoring or counselling purposes, emphasizing that despite the common notion, modern technologies don’t interfere with humans’ personal development capabilities and ultimate self, while also stressing the importance for self-enhancing volitional control. Directions for future research were discussed.
... Generasi saat ini digambarkan sebagai generasi yang sangat dekat dengan teknologi dan hampir tidak bisa terlepas dari teknologi ketika melaksanakan aktivitas mereka. Sejumlah istilah disematkan kepada generasi saat ini, seperti digital natives, atau millenilas, atau net generation, atau digital generation [4], [5]. Istilah-istilah itu digunakan untuk menggambarkan bahwa generasi saat ini sudah menggunakan teknologi ketika mereka masih berusia saat ini dan mereka sangat melekat dengan jaman ini dan perkembangannya, termasuk perkembangan teknologi yang sangat pesat [6], [7]. ...
Learning Management System (LMS) yang menjawab kebutuhan sekolah menjadi masalah utama yang diangkat dalam penelitian ini, karena banyak sekolah mengaku sudah memiliki LMS tetapi LMS itu sulit untuk diimplementasikan, serta tidak sesuai dengan karakter siswa yang menjadi generasi kekinian. Tujuan penelitian ini terkait dengan pengumpulan data mengenai LMS apa yang dibutuhkan sekolah, upaya membuat LMS yang menjawab kebutuhan siswa, orangtua, guru, dan sekolah, serta umpan balik terhadap LMS yang sudah dihasilkan. Penelitian ini menggunakan metode neuroresearch yang menggabungkan model kualitatif dan kuantitatif dengan tiga tahap, yakni: eksploratori, eksplanatori, dan konfirmasi. Peneliti menggali informasi terkait model LMS yang dibutuhkan (eksploratori), membuat LMS sesuai kebutuhan (eksplanatori), dan menggali umpan balik dari pengguna (konfirmasi). Hasil penelitian ini berupa data terkait model LMS yang dibutuhkan sekolah, pembuatan LMS yang sesuai dengan model yang dibutuhkan sekolah, serta respon pengguna bahwa LMS yang mereka gunakan sudah menjawab kebutuhan, berguna dan mudah diimplementasikan, terintegrasi, dengan fitur yang cukup lengkap.
... 2089). Flanagin and Metzger (2008) examined source credibility in the context of the "digital native" narrative purported by Prensky (2001), which has been since been debunked (Bennett & Maton, 2010;Facer & Furlong, 2011;Valentine, Holloway, & Bingham, 2022, Helsper & Enyon, 2010Kirschner & De Bruyckere, 2017) and within the context of the emerging fields of digital literacy and media literacy. They contended that younger users, who have a relative lack of life experience, were at "greater risk for falsely accepting a source's self-asserted credibility" and may not have had the same level of skepticism toward online sources as adults. ...
In this article, we connect the scholarly conversations around established and emerging source evaluation frameworks such as the ABCs of website evaluation, CRAAP Test, DIG Method, RADAR approach, SIFT Method, the Proactive Evaluation approach proposed by the Project Information Literacy Team. We then explain each evaluation framework, delineating which framework is appropriate for a particular format, such as scholarly sources, online sources, image-based sources, and/or networked information sources. Lastly, we showcase the ways we have incorporated these source evaluation frameworks into our own classroom instruction and provide readers with ideas on how to do the same within their own institutional contexts.
... Another predictor of anxiety in adolescents from Gen Z is the use of Internet [23]. Generation Z teenagers are native digital [24] and their everyday lifestyle is very much anchored in the online environment and in computer-mediated social interactions. Longitudinal associations of time spent doing Internet activities for communication purposes (i.e., instant messaging) versus time spent doing Internet activities for non-communication purposes (i.e., surfing) found that the latter predicted more depression and more social anxiety [25]. ...
Adolescence is a very complex period of life, full of challenges, and explorations that young people have to face on the path to becoming adults. In adolescence, specific deviations from the everyday lifestyle, as well as emotional failures or imbalances, may also occur. When things tend to become more and more unclear, adolescents come to directly face some form of anxiety. The present study concerns the relationship of Romanian adolescents with their fathers from the perspective of anxiety issues. For this, an anonymous questionnaire was applied using a sample of availability of 558 teenagers and a complementary second questionnaire was intended for their fathers (N2 = 114 subjects). The questionnaire addressed to Generation Z Romanian adolescents included items regarding the self-assessment of one's own behaviour and relationship with one's father, as well as the Generalized Anxiety Disorder Scale-7 (GAD-7). The questionnaire addressed to the fathers included mirror questions regarding the relationship with their children. The main results showed that the relationship between adolescents and their fathers has an ambivalent impact on anxiety: if it is a strong relationship, the risk to develop anxiety decreases, while if it is a weak relationship, it increases the risk of anxiety.
This publication is a collection of papers presented at the 2015 Design Educators Conference which took place in Toronto, a collaborative effort between the George Brown College School of Design and the Association of Registered Graphic Designers of Ontario. The third Design Educators Conference gathered renowned national and international design scholars from around the world to explore the transformative nature of design education in the 21st century. Presenters and participants shared new models of collaboration taking form at the intersection between academia and real world projects. Design practitioners and scholars investigated the following questions:
- How can design curriculum respond to the external pressures of evolving technologies, labour market demands and professional practices?
- How are design schools moving beyond traditional modes of communication to embrace new models of collaboration and holistic education?
- How can design pedagogy offer a nurturing and compassionate experience in light of changing student needs?
- How does design education empower students to create change?
- What are the design practices and techniques that facilitate profoundly transformative experiences?
Este artigo apresenta um breve panorama sobre os desafios das escolas relacionados ao letramento digital de estudantes da Geração Z. A BNCC reconhece as mudanças ocorridas na contemporaneidade e reforça o papel da escola em relação ao letramento digital e à formação do ciberleitor. Estudos mostram um aumento considerável do número de horas que os jovens estudantes gastam na Internet para realizar diversas atividades, entre as quais incluem as pesquisas escolares. Abordamos, ainda, sobre os perigos da leitura em suporte digital e os impactos que os diferentes suportes exercem sobre a atenção e a memória de crianças. Constatamos que os estudantes da Geração Z são familiarizados com as TDIC e se apresentam como leitores e produtores de conteúdo em suportes digitais. Consideramos pertinente aprofundar as pesquisas sobre os impactos do letramento digital no processo de formação do estudante ciberleitor, na aquisição do saber e, sobretudo, na aprendizagem escolar. Acreditamos ser necessário abordar a temática letramento digital nas instituições de ensino, pois, reconhecemos que um estudante letrado digitalmente é capaz de utilizar a tecnologia para a solução de problemas reais e contribuir de forma ativa para o desenvolvimento da sociedade.
In light of new trends and realities, today's society promotes and values the importance of innovation and sustainability as a solution to the challenges ahead, where companies contribute to the attraction and retention of young talent through Telework. This study addresses Telework as a solution to new challenges. The focus of the study is five small and medium-sized companies. It was concluded that companies opted for Telework at home, with advantages of cost reduction, conciliation of personal and professional life, and reduction of pollutant gases; and as disadvantages, the investment in equipment, social isolation, and precariousness of the labor market. The impacts of telework were verified at the level of productivity, commitment, and performance, where it was concluded that telework can be partially maintained. The contribution of this work focuses on the importance that virtual experiences have in Generation Z and the flexibility of companies in adopting pre-existing work models.
Preaching is one of the pivotal elements of Christian worship. Liturgy, prayers, songs, and the sacraments are just as important to the worship of the church; however, it is the sermon that is more often judged, critiqued, and complained about. During the recent pandemic and the resulting stay at home orders, shifts in our world have occurred that have impacted all facets of our society. Church attendance, the use of technology and digital worship options, and the hows and whys of preaching the Gospel are some issues that are important to the post-pandemic church and the world as well. In this chapter, I share the reasons for a shift to digital worship was critically important, the technology and equipment needed, and the changes that the church should continue into the post-Pandemic world.KeywordsDigital theologyOnline worshipLutheran preachingPreaching in pandemicDigital theologyDigital religious practicesChristian worship mediaEngaging preachingMedia and preachingPost-pandemic preachingCritical homiletics studies
The COVID-19 pandemic caused significant disruption to the traditional delivery of education at all levels. The forced shift to Emergency Remote Teaching (ERT) exposed different levels of preparedness and willingness for online teaching. This study first describes that tumultuous, and ongoing, period in Irish third-level education and, through a mixed-methods approach, goes on to identify, in both technological and pedagogical terms, the challenges raised by and the lessons learned from the enforced switch to ERT. Based on the results of this research project, the authors make a number of recommendations. Firstly, that there is a need to adequately equip language teachers with the technological and pedagogical competencies to re-evaluate online programme delivery to better cater to the affordances and constraints of online learning on different technological devices. Secondly, that teacher-training curricula should emphasise a more permanent blended learning approach which would include online presence across modules as a matter of course. Overall, the development of Critical Digital Literacy is central to current and future teaching needs.KeywordsEmergency Remote TeachingCurriculum reformBlended learningCritical digital literacy
In today's world, technology plays a vital role in every aspect of daily life both personally and professionally. To this, the domain of education is not an exception. Indeed, as an ever-progressing field that is interrelated and intertwined with real life where instantaneous change and development exist due to the period of modernisation and globalisation, education necessitates more technology integration, especially in language teaching to address diverse sorts of learners. In addition, teacher beliefs hold a key point in putting theory into practice. Therefore, conducted on 52 preservice EFL teachers studying at a Turkish state university, the current study aimed to investigate teacher beliefs and engagement with digital technology with a survey research design following a quantitative trend. Descriptively analysed results indicated that preservice teachers positively view digital technology as a complementary means for their instructional purposes within the classroom and know the importance thereof. Inferential statistics done indicated a significant difference in the participants' beliefs between genders only. On the other hand, the participants are dissatisfied with their institution's technical infrastructure and resources providing information on digital technology use. Furthermore, they report to have received insufficient education regarding digital technology use. Thus, the suggestions would be to resolve technical issues, provide more relevant resources, and enhance digital technology education within the faculties of education.
Este trabalho reflete sobre os resultados alcançados em uma pesquisa realizada em um Programa de Pós-Graduação em Educação, que identificou como os fenômenos ligados às Tecnologias Digitais da Informação e Comunicação (TDIC) configuraram e configuram novas perspectivas para o processo de Alfabetização, problematizando uma das atuais condições do Ensino Fundamental Anos Iniciais público brasileiro. Tratou-se de um estudo de caso histórico-organizacional com a perspectiva exploratória, de cunho qualitativo, desenvolvido com uma turma de 1º ano de uma escola pública, o qual analisou o contato que os estudantes tiveram com as TDIC no ambiente domiciliar e escolar, relacionando-os com o resultado avaliativo sobre o nível de alfabetização, obtido em 2019, na avaliação interna que a escola adota. Desse modo, foi identificado que quase 90% dos estudantes participantes do estudo, possuíam contato diário ao celular, em casa, enquanto na escola, menos de 5% do direcionamento da atividades letivas, possuíam integração com as TDIC. Os resultados revelaram práticas escolares extemporâneas, que se dissolvem entre as demandas educativas atuais e futuras, que foram acentuadas em razão da pandemia.
The paper focuses on the issue of digital culture. Digital culture has been defined as the right culture for the Internet age and this definition refers to the many and varied information available on the Internet that users have access to. The creation of digital content has become a necessity in the information society. The second part of the paper refers to virtual communities. Virtual communities are as real as possible and illustrate a particular culture, a culture that involves the valorisation of freedom. The next part of the paper deals with the idea of digital natives, digital literacies and digital abilities that children need to learn. A widespread idea in society is the existence of an inter-generations digital divide that makes young people born in the internet era to be digital natives, translated into a spontaneous knowledge of the use of digital technology. Digital literacy refers to the understanding and interpretation of all texts, images and video materials, whatever their level of complexity and whatever channel they are broadcast. The last part of the paper focuses on the benefits of technology use in English for Specific Purposes. Technology allows ESP learners to collaborate and engage in authentic communication in their professional discourse community, to access up-to-date information relevant to their profession, and to publish their ideas. The conclusion is that the ability to communicate unrestrictedly, to inform and express their opinions, gives citizens a good means of participating in the public debate, becoming active members of the community.
La incorporación de la tecnología en la vida cotidiana se ha acelerado en los últimos años, modificando las prácticas que las infancias desarrollan con la tecnología. Aunque el fenómeno es reciente y todavía no ha sido estudiado suficientemente, la preocupación en relación al incremento del tiempo de utilización de las tecnologías por parte de los niños, mayormente vistas como ocasión de distracción o entretenimiento fútil, ahora puede ser considerado un elemento importante en las aulas. En este artículo nos preguntamos sobre la literatura o ficción digital y su relación con la educación. Nos centraremos en exponer algunas potencialidades y las dificultades teóricas y técnicas que presenta la incorporación de ficciones digitales en el sistema educativo iberoamericano. A partir de un análisis cualitativo y detallado sobre las ficciones digitales, presentaremos sus potencialidades, establecidas en dos ejes: hibridez del contexto cultural y ficción y juego. A su vez reflexionamos sobre las dificultades de su incorporación en el sistema educativo, atendiendo a tres problemáticas: inaccesibilidad, precio e idioma. Por último, presentamos el desarrollo de una ficción digital en español mediante software libre.
This research looks at Japanese Junior High School teacher attitudes towards the adoption of technology and laptop computers in classrooms. Japan's planned GIGA School programme, a "one device per student" policy, was rapidly deployed as a result of COVID 19 and involves a seismic shift in traditional chalkboard focused classrooms
Literature often describes the archetypical ecotourists as well-educated, and financially secure, coming from the “Western” Baby Boomer with strong convictions on the need for the conservation of nature and indigenous cultures. Today, traveling is made affordable for the mass coming from diverse nationalities, particularly of the younger generation, who are eager to experience disappearing cultures and nature. Although they appear to share traits of the ecotourists, are they truly the younger generations of ecotourists or do they seek out similar destination sites but for different reasons? Our research is the first attempt to answer this question. The paper aims to redefine the archetypical ecotourists in a market dominated by generations X, Y, and Z. The study involved survey questionnaires administered to 237 respondents living in Brunei coming from multiple generations comparing their attitudes, travel motivations, interests, and behaviour. A stratified-convenience sampling method was used to distribute the questionnaire to capture equal numbers of respondents in the three different generation groups. The data reveals some degree of incongruency between the younger generations of ecotourists and of the old archetypes. We found that the new ecotourists deviate in ideology and value. The new ecotourists are more inclined towards hedonism, social approval and popular culture. The differences in archetype have implications for tourism planning in general, and ecotourism in particular.
El objetivo de este artículo es realizar una revisión sistemática de las publicaciones científicas especializadas sobre el estado de la cuestión del papel que desempeñan las redes sociales como agentes de educación informal musical entre el colectivo de usuarios adolescentes. En la actualidad, la juventud, usuaria avanzada de redes sociales utilizadas como lenguaje multimodal, junto con plataformas de vídeo online, buscan en los mismos medios para aprender de manera informal. Sin embargo, y tras haber utilizado la herramienta PRISMA para realizar la revisión sistemática, el estudio demuestra la escasa literatura específica que aborde el tema en cuestión.
Purpose: This study’s aim was to investigate digital literacy, awareness of virtual reality, and educational needs of virtual reality-based nursing education among nursing students. Methods: Structured self-reported questionnaires were used to measure the nursing students’ digital literacy, awareness, and educational needs of virtual reality. This study was conducted on 162 nursing students in Seoul between December 13 and December 24, 2021. The data were analyzed using descriptive statistics, t-test, and one-way ANOVA with SPSS/WIN 24.0. Results: The mean scores on digital literacy, awareness, and educational needs of virtual reality were 4.38±0.42, 4.71±0.64, and 4.08±0.61, respectively. Concerning the educational needs of the subjects, the need for safety education was the highest, followed by the need for oxygenation education, elimination education, and activity and exercise education. Significant relationships were found between digital literacy and the awareness of virtual reality (r=.34, p <.001), between digital literacy and the educational needs of virtual reality (r=.17, p =.028), and between awareness and the educational needs of virtual reality (r=.51, p <.001). Conclusion: This study suggests that it is necessary to develop a virtual reality-based nursing educational program that reflects the educational needs of nursing students.
Although increasing student motivation is widely accepted to enhance learning outcomes, this relationship has scarcely been studied quantitatively. Therefore, this study aimed to address this knowledge gap by exploring the effects of gamification on students’ motivation and consequently their learning performance, regarding the proper application of the scientific method. To motivate students and enhance their acquisition of new skills, we developed a gamification framework for the laboratory sessions of first-year physics in an engineering degree. Data regarding student motivation were collected through a Likert-scale-type satisfaction questionnaire. The inter-item correlations and Cronbach’s alpha confirmed the internal consistency of the questionnaire. In addition, the learning outcome was assessed based on the students’ laboratory reports. Students participating in gamified activities were more motivated than those participating in non-gamified activities and obtained better learning results overall. Our findings suggest that gamified laboratory sessions boost students´ extrinsic motivation, and consequently inspire their intrinsic motivation and increase their learning performance. Finally, we discuss our results, with a focus on specific skills and the short- and long-term effects of gamification.
It is a known fact that human beings have used various tools for different purposes since prehistoric times. The use of tools, which started with chipped stone and wood pieces in the historical time, continued with tools made from materials such as copper, bronze and iron that gave their name to prehistoric periods, and the use of technological and electronic devices together with internet infrastructure in the contemporary age has completely changed the world and way of human life. As civilization develops, the tools used also develop, and likewise, the development of civilization accelerates as advanced tools are used. For this reason, it can be mentioned that there is a two-way relationship between civilization and tool use. Day by day a lot of tools in our daily life have started to become technological and digital.
The aim of this study is the descriptive content analysis of digital literacy studies carried out in the field of education in Turkey between the years 2006-2021.In this research, the descriptive content analysis method, which is one of the content analysis types, was used. A total of 74 studies were examined within the scope of the study. The studies were coded using the Dedoose program according to specific themes. When the findings are examined, there has been an increase in the number of digital literacy studies after 2018. It has been determined that most of the studies consist of articles however quantitative research designs are preferred in studies. We have found that screening and relational screening methods are preferred in research more than other methods. It is seen that the studies carried out in the field of teacher training are carried out more frequently. The number of studies conducted with pre-service teachers, especially Social Studies and Turkish pre-service teachers, is higher. Sample selections in studies are generally determined by a convenient sampling method. It is seen that a single data collection tool was mainly used in the studies, and the sample size consisted of 201-500 participants. Based on the findings, suggestions were made for further research.
Video games are an established part of popular culture, and frequently used in educational settings worldwide. There is now a substantive body of research suggesting positive outcomes of their use in classrooms. In spite of this, there is a dearth of research synthesizing the outcomes of these studies. This is particularly so in relation to the ways video games are used by teachers for educational purposes within secondary classrooms. A scoping review of recent literature focusing on video games in secondary classrooms published between 2010 and 2020 was conducted. In total, 3110 studies were identified in the initial search, 85 of which were retained after screening. The review indicated that the impact of video games in secondary classrooms is generally positive, although not conclusively so. Current research on the use of video games in secondary education is limited, primarily concerned with short-term interventions, and often does not consider wider teaching contexts. We propose several areas of further research, including methodological implications for the field of video game and educational research.
The article analyzes the specifics of consumption and the relationship to the institution of ownership of representatives of Gen Zers, which made it possible to propose the introduction of the categories "Z-consumption" and "Z-owning" into scientific circulation. Ten features of Z-consumption have been identified: (1) consumption as access, not possession; (2) consumption as an expression of individual identity; (3) consumption as a result of value preferences; (4) consumption as a trigger for thedevelopment of fair trade; (5) consumption as an act of value creation in the process of acquiring information goods and services; (6) consumption as a driver of mobile commerce growth; (7) consumption as an act of economic altruism and ethical consumerism; (8) in combination with the possibilities of the network society, the nature of consumption of Gen Zers goes beyond age limits, changing the whole society (movement towards fair consumption); (9) globalization of the consumer sector; (10) consumption of goods and services in the Metaverses. "Z-consumption" is considered as a process in which individual consumption acts as a means of social integration in the digital space: by consuming an individual creates both a material and a digital basis for social interaction, the formation of social networks, formal and informal groups. Meeting the needs of Gen Zers occurs through ad hoc collaboration instead of ongoing interaction. The growth of responsible consumption is driven by three interrelated processes: changing habits and lifestyles; an increase in the number of companies that not only change their products and improve their processes, but also form additional requirements when working with their suppliers; transformation of the global competitive environment. Companies are establishing direct relationships with consumers and introducing a new D2C commerce model, new distribution channels, as Gen Zers analyze a wide range of information before buying. At the same time, Gen Zers' conviction that they are willing to reduce their consumption of goods and services to help solve the climate problem and the problem of inequality does not stand the test of strength when it comes to the consumption of digital goods and services. The consumption of digital content is accompanied by digital pollution, which combines the harmful effects of equipment production (the use of raw materials and embodied energy), its use (electricity consumption by individual and professional equipment, including the Internet) and waste, but this is a fact representatives of Gen Zers prefer keep silent. The Internet activity of Gen Zers, their virtual life are becoming important sources of personalized information, the use of which provides companies with the opportunity not only to use additional tools to influence consumers (Z-cosumption), but to improve the quality of services, to receive additional income (digital rent). On the other hand, this information can become the basis for possible discrimination and manipulation of consumer behavior. Changes in the relationship to the institution of property in the conditions of the digital economy are presented. It has been proven that the attitude of representatives of Gen Zers to the institution of ownership ("Z-owning") forms a demand for the formation of stakeholder capitalism, which is defined as a means of solving modern environmental and social problems in close connection with the goals of sustainable development. Z-owning is characterized by the transition from the concept of ownership to the concept of use, which leads to the spread of the sharing economy, which precedes the formation of stakeholder capitalism.
It becomes increasingly common for youth to help their parents use digital technology; a phenomenon called “intergenerational technical help” (ITH). This article aims to explore ITH in the family. We interviewed 20 college students who have experiences proving ITH to their parents. We used the grounded theory to analyze ITH from its triggering mechanism, specific behaviors, and outcomes. The main conclusion is that information and communication technology (ICT) usage level, facilitating conditions, and willingness to help are direct factors that impact ITH behavior, while parents’ age, occupation, cognitive level, performance expectancy, family relationship, technical dependence to youth, and self-efficacy also relate to how ITH takes place. We find that successful ITH helps parents to solve technical problems, bridge the digital divide, and improve intergenerational relationships. But interruptions or failures can significantly discourage the willingness of further ITH from both generations.
Whereas it is well documented that student question asking is infrequent in classroom environments, there is little research on questioning processes during tutoring. The present study investigated the questions asked in tutoring sessions on research methods (college students) and algebra (7th graders). Student questions were approximately 240 times as frequent in tutoring settings as classroom settings, whereas tutor questions were only slightly more frequent than teacher questions. Questions were classified by (a) degree of specification, (b) content, and (c) question-generation mechanism to analyze their quality. Student achievement was positively correlated with the quality of student questions after students had some experience with tutoring, but the frequency of questions was not correlated with achievement. Students partially self-regulated their learning by identifying knowledge deficits and asking questions to repair them, but they need training to improve these skills. We identified some ways that tutors and teachers might improve their question-asking skills.
This study examined whether video games could be effective health education and therapeutic interventions for children and adolescents with diabetes. KIDZ Health Software developed a game about diabetes self-management, and tested its effectiveness for children with diabetes. The Packy and Marlon Super Nintendo video game promotes fun, self-esteem, social support, increased knowledge, positive health behaviors, and positive health outcomes, and it teaches diabetes self-management skills. The characters are adolescent diabetic elephants going to a diabetes summer camp. Players help the characters monitor blood glucose, take appropriate amounts of insulin, review diabetes logbooks, and find foods according to the right number of food exchanges. Players learn about self-care and typical social situations related to diabetes. To win, players must engage in specific health-promoting behaviors. Children with diabetes and their parents from two clinics participated in a study that involved interviews before and after routine visits, testing of glycated hemoglobin, and receipt of either Packy and Marlon or a pinball video game to take home and play. After 6 months, participants rated the games. Interviewers examined time spent playing the game, self-efficacy, social support, knowledge, and self-care. Results indicated that children not only liked Packy and Marlon as well as the pinball game, but Packy and Marlon also significantly improved self-care behaviors, self-efficacy, and health outcomes. (Contains 1 table, 9 figures, and 29 references.) (SM)
Estudio del funcionamiento cerebral en condiciones tanto óptimas como depresivas, y los efectos del estréss en la salud y en el aprendizaje y por tanto en la enseñanza.
A speech processing algorithm was developed to create more salient versions of the rapidly changing elements in the acoustic
waveform of speech that have been shown to be deficiently processed by language-learning impaired (LLI) children. LLI children
received extensive daily training, over a 4-week period, with listening exercises in which all speech was translated into
this synthetic form. They also received daily training with computer “games” designed to adaptively drive improvements in
temporal processing thresholds. Significant improvements in speech discrimination and language comprehension abilities were
demonstrated in two independent groups of LLI children.
Average play time: 1.5 hours/day (Source Interactive Videogames, Mediascope It is likely to be higher five years later
- Videogames
Videogames: Average play time: 1.5 hours/day (Source: " Interactive Videogames, Mediascope, June
1966.) It is likely to be higher five years later, so 1.8 x 365 x 15 years = 9,855 hours.
How Culture Molds Habits of Thought
- Erica Quoted In
- Goode
Quoted in Erica Goode, " How Culture Molds Habits of Thought, " New York Times, August 8, 2000.
Inferential Focus Briefing
- Peter Moore
Peter Moore, Inferential Focus Briefing, September 30, 1997.
23. Ibid.
The Myth of the First Three Years
- T John
- Bruer
John T. Bruer, The Myth of the First Three Years, The Free Press, 1999, p. 155.
The Lightspan Partnership
- John Kernan
- President
John Kernan, President, The Lightspan Partnership. Personal communication.
Average 40 per day x 365 x 15 years = 219, 000. This is not unrealistic even for pre-teens – in just one instant messaging connection there may be over 100 exchanges per day – and most people do multiple connections
- Instant Messages
E-mails and Instant Messages: Average 40 per day x 365 x 15 years = 219, 000. This is not unrealistic
even for pre-teens – in just one instant messaging connection there may be over 100 exchanges per day
– and most people do multiple connections.
neuroscientist at Dartmouth College quoted in Robert Lee Hotz
- Dr
- S Michael
- Gazzaniga
Dr. Michael S. Gazzaniga, neuroscientist at Dartmouth College quoted in Robert Lee Hotz " In Art of
Language, the Brain Matters " Los Angeles Times, October 18, 1998.
Evaluation of Lightspan Research Results from 403 schools and over 14,580 students
- Cd Rom
" Evaluation of Lightspan. Research Results from 403 schools and over 14,580 students, " February
2000, CD ROM.
a neuropsychologist who directs reading research funded by the National Institutes of Health, quoted in Frank D. Roylance " Intensive Teaching Changes Brain SunSpot, Maryland's Online Community
- Ried Lyon
G. Ried Lyon, a neuropsychologist who directs reading research funded by the National Institutes of
Health, quoted in Frank D. Roylance " Intensive Teaching Changes Brain, " SunSpot, Maryland's
Online Community, May 27, 2000.
Office of Readiness and Training, Department of Defense, The Pentagon
- Michael Parmentier
- Director
Michael Parmentier, Director, Office of Readiness and Training, Department of Defense, The
Pentagon. Private briefing.
The Tipping Point: How Little Things Can Make a Big Difference
- Elizabeth Lorch
- Amherst College
Elizabeth Lorch, psychologist, Amherst College, quoted in Malcolm Gladwell, The Tipping Point:
How Little Things Can Make a Big Difference, Little Brown & Company, 2000, p. 101.
University of California – Davis, quoted in Robert Lee Hotz
- Kathleen Baynes
- Neurology Researcher
Kathleen Baynes, neurology researcher, University of California – Davis, quoted in Robert Lee Hotz
" In Art of Language, the Brain Matters " Los Angeles Times, October 18, 1998.
- Virginia Berninger
- University
- Washington
Virginia Berninger, University of Washington, American Journal of Neuroradiology, May 2000.
Edward Westhead, professor of biochemistry (retired)
- Dr
Dr. Edward Westhead, professor of biochemistry (retired), University of Massachusetts.