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Listen to the Natives

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... Whilst describing students as 'digital natives ' Prensky (2005) believes that today's students are 'empowered' in many ways and their lives are surrounded by digital technological devices, claiming that they are living 'e-lives' (Prensky, 2004). ...
... These terms and Prensky's (2005) notion of the 'digital native' suggest generational definitions. Although Prensky (2005) Wallace (2002) has also referred to the idea of economic and social differences in her work whilst Selwyn's (2004) study has showed how having children as relatives helps 'silver surfers' use digital technology. ...
... These terms and Prensky's (2005) notion of the 'digital native' suggest generational definitions. Although Prensky (2005) Wallace (2002) has also referred to the idea of economic and social differences in her work whilst Selwyn's (2004) study has showed how having children as relatives helps 'silver surfers' use digital technology. has also tackled this view and argued that 'in adopting an international perspective the limitations of the generational argument are immediately apparent' (p.4) whilst he further suggests that none of the contributors to his book accept 'the undifferentiated "generational" viewpoint based on age alone' (p.5). ...
Thesis
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As the title of this thesis hints, this research has focused on three main pillars in education; ‘reading’, ‘writing’ and ‘digital technology’. The study’s main aim was to explore how constructions of reading and writing are changing in the 21st Century. It further investigated the definitions of ‘reading’ and ‘writing’ and teachers’ and Grade 3 students’ views on the role of digital technology in reading and writing in the classroom. This research used a qualitative case study approach and data were mainly gathered from two Grade 3 classes in the same school. Classroom observations, focus group interviews and semi-structured interviews were the main research tools used. During the study, I continued working as a class teacher in one of the Grade 3 classes; in addition this same class was also participating in the ‘One Tablet per Child Pilot Project’. This pilot project’s main aim was to evaluate the use of tablets in the Maltese classroom context. Although data were collected from two different Grade 3 classes, the means of teaching and learning were quite different since the students in my class each made use of a personal tablet. This enabled me as a researcher to compare and contrast both classrooms which helped me better understand how constructions of reading and writing are changing due to technological advancements and use in Maltese classrooms. Data from this study showed that constructions of what it means to be a reader and writer in the digital age are changing. In particular this study found that definitions of these terms now include physical interaction with texts. Observations showed that when students read and write through the media of digital technology, they collaborate and interact more and they make use of skills such as skim reading, viewing, reading of images, multidirectional reading and sharing information through sound and visuals. This study also revealed that digital technology is challenging accepted definitions of what the terms ‘reading’ and ‘writing’ actually mean, given that participants often found it difficult to distinguish between the two.
... main domains: cognitive (e.g., attention), motivational (e.g., resilience in the face of failure), emotional (e.g., mood management), and social (e.g., prosocial behavior) benefits. Prensky (Prensky, 2006) showed that exposure to video games with open-ended problems has influenced the conflict management skills and the problem-solving capacity of the millennial generation. ...
... McGonigal (Bogost, 2011;Frasca, 2001;Gee, 2003;Jenkins, 2009;McGonigal, 2011;Prensky, 2006), among many others, have been highlighting the needs of a new generation of young people, generally called digital natives, whose distinctive characteristics must be recognized to guarantee successful learning, motivation and participation results, such as games, simulations, appropriation, multitasking environments, collective intelligence. , work networks and negotiation skills (Felicia, 2009;Jenkins, 2009;Prensky, 2006) Media Literacy plays here a crucial role in providing tools for critical thinking, but also in reinforcing more sensitive approaches around creativity. ...
... McGonigal (Bogost, 2011;Frasca, 2001;Gee, 2003;Jenkins, 2009;McGonigal, 2011;Prensky, 2006), among many others, have been highlighting the needs of a new generation of young people, generally called digital natives, whose distinctive characteristics must be recognized to guarantee successful learning, motivation and participation results, such as games, simulations, appropriation, multitasking environments, collective intelligence. , work networks and negotiation skills (Felicia, 2009;Jenkins, 2009;Prensky, 2006) Media Literacy plays here a crucial role in providing tools for critical thinking, but also in reinforcing more sensitive approaches around creativity. According to the European Council conclusions on developing media literacy and critical thinking through education and training, Media literacy is ...
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This article proposes the study and analysis of the state-of-the-art in video game panorama, focusing on the tendency to use hate speech among young players. The immersion of the player in the symbolic arena of the game, where everything becomes possible, raises questions about the relationship between video games in the virtual world, and the player's behavior in the physical world. It is shown that anonymity and the creation of communities and game groups can lead to the exclusion of and attacks to minorities; chat communications can facilitate sharing interests and game techniques as well as insults in times of tension between players, leading to imperative reflection on the role of gaming platforms in the control of shared content. Considering the boundless possibilities of video games, this article also reflects on game literacy and on how games have the potential to become powerful learning tools.
... As Digital Natives have always co-existed with digital technology, according to Prensky (2001aPrensky ( , 2001bPrensky ( , 2005, whereas Digital Immigrants-the term he used for the generation raising and teaching the Digital Natives-have been forced to adopted. Rather than speaking the language of digital, Digital Immigrants were raised in an analogue world and can never truly understand technology the way the Natives can. ...
... Prensky proposed that the lack of engagement by present students is the result of Immigrant instructors not teaching their Digital Native students in a way that is compatible with the way they think, putting them at odds with their instructors. Prensky (2005) argued in favour of a change in the way Immigrants teach and an overhaul of the present educational system to accommodate the skills, abilities and learning preferences of this new generation of learners. Claiming: ...
... It is suggested that a combination of individualism and collaboration encourages them to question, challenge and critique what they encounter and to construct alternatives to traditional institutions and structures. They think and process information differently and attention must be paid to their learning and transformation capabilities (Prensky, 2005). ...
Thesis
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A Case Study Examining Japanese University Students' Digital Literacy and Perceptions of Digital Tools for English Language Learning Robert Cochrane This thesis results entirely from my own work and has not been offered previously for any other degree or diploma. The word count for this thesis excluding references is of 56, 841 words. 1 Abstract Current Japanese youth are constantly connected to the Internet and using digital devices, but predominantly for social media and entertainment. According to literature on the Japanese digital native, tertiary students do not-and cannot-use technology with any reasonable fluency, but the likely reasons are rarely addressed. To fill the gap in the literature, this study, by employing a case study methodology, explores students' experience with technology for English learning through the introduction of digital tools. First-year Japanese university students in an Academic English Program (AEP) were introduced to a variety of easily available digital tools. The instruction was administered online, and each tool was accompanied by a task directly related to classwork. Both quantitative and qualitative data were collected in the form of a pre-course Computer Literacy Survey, a post-course open-ended Reflection Activity survey, and interviews. The qualitative data was reviewed drawing on the Technology Acceptance Model (TAM) and its educational variants as an analytical framework. Educational, social, and cultural factors were also examined to help identify underlying factors that would influence students' perceptions. The results suggest that the subjects' lack of awareness of, and experience with, the use of technology for learning are the fundamental causes of their perceptions of initial difficulty. Based on these findings, this study proposes a possible technology integration model that enhances digital literacy for more effective language learning in the context of Japanese education. 2
... Este mundo online ha dado lugar a una sociedad marcada por las innovaciones culturales y sociales que se han producido en los últimos tiempos, favoreciendo la aparición de una nueva generación conocida como los nativos digitales (Prensky, 2001). Dicho concepto, introducido por Mark Prensky (2001Prensky ( , 2005, forma parte del imaginario colectivo de la sociedad digital (Gómez, García & Hermida, 2012). De hecho, se trata de un concepto que, en un corto espacio de tiempo, obtuvo un amplio reconocimiento y aprobación (Kennedy, et al., 2010, p. 333). ...
... Se trata de individuos que poseen múltiples competencias digitales y que conocen el lenguaje de Internet, es decir, las redes sociales, las dinámicas virtuales, los videojuegos, los teléfonos móviles, etc., que, en definitiva, poseen un dominio innato del idioma y de los entornos online (García et al., 2007). Ellos emplean estas herramientas como extensiones propias de sus cuerpos y mentes, y son capaces de incorporar nuevas iniciativas a sus rutinas diarias con rapidez y precisión, ya que poseen múltiples competencias en este campo (Prensky, 2005). La mayor parte de los estudios apuntan que los nativos digitales, conocidos también como la generación digital, son aquellas personas que hacen una mayor utilización de estos recursos, dejando su huella en la construcción de la realidad social de los jóvenes (Gómez, García y Hermida, 2012). ...
... Los profesores inmigrantes digitales están intentando enseñar a una generación de jóvenes estudiantes que hablan una lengua diferente, originada antes de la revolución tecnológica (Prensky, 2001). Esta problemática que Prensky (2001Prensky ( , 2005 traslada al sector de la educación, puede extrapolarse a otros campos como la política, los medios de comunicación, las instituciones o las empresas. Se trata de dos generaciones de individuos, próximas entre sí, que hablan idiomas distintos. ...
... English is the most widely spread as well as spoken language of the globe (Kitao, 1996) helping individuals and nations to attain their personal and national goals (Schramma & Srinivasan, 2015). However, in this digital or googling age (Lahlafi and Rushton, 2016) when mobile phones can help learn "almost anything" (Prensky, 2005), pedagogues in the public sector colleges in Pakistan are employing the age old conventional methods to impart language skills especially the writing skills. Besides, according to Keller (2016) "technology infusions into learning environments have grown exponentially during the past two decades", therefore, now it is the need of the hour that the pedagogues must use mobile phones to help learning writing skills so that Pakistani students can also have their due share in the global development. ...
... And according to Pachler, Bachmair and Cook, (2010) mobile phones, in addition to changing the cultural norms, have potential to create new settings for learning. However, the pedagogues are busy wallowing in the past and "still doing a great many things the old way" (Prensky, 2005)whereas technology prevails all around. Besides, mobile technology has the potential to engage and motivate the students (Lahlafi and Rushton (2016). ...
Article
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These day mobile phones are being resorted to as indispensable pedagogical tools for imparting language skills to the present day students who are termed as ‘Generation Y’, ‘Net Generation’ and above all ‘Digital Natives’. Mobile phones have the potential to be reliable pedagogical tool to teach writing which is the most neglected skills to the intermediate students. The current paper examines the perceptions of two lecturers regarding the use of mobile phones and PowerPoint in teaching descriptive essay writing skills to intermediate students at M.A.O. College, Lahore. The qualitative data for this purpose was collected by means of semi-structured interviews from those two lecturers who taught experimental as well as control groups respectively. The findings of the study indicated that the lecturer of experimental group was very much in favour of mobile phones to be incorporated in the teaching writing class. Even the lecturer of control group favoured the use of new technology as she was not in favour of PowerPoint to be used for teaching writing skills. Moreover, the findings of the study indicated that the mobile phones can very easily, successfully and conveniently be employed as pedagogical tool to impart writing skills as they can motivate the lecturers for teaching as well as the students for learning the writing skills.
... Thus, educational institutions should take advantage of technology to avoid becoming obsolete. Second, pre-service and in-service teachers should not only learn how to deal with old and new digital platforms and skills (Van Dijck et al. 2018;Van Dijk and Van Deursen 2014), but they should also adapt quickly to a new type of students: the "digital natives" (Prensky 2001a(Prensky , 2001b(Prensky , 2006. According to Prensky's well-known notion (2001a), digital natives 'speak' 1 3 the language of the digital as naturally as their mother tongue. ...
... Last but not least, this notion depicts the body in an instrumental way, that is to say, as a mere tool of the brain. According to Prensky (2001bPrensky ( , 2006, the body of digital natives can be understood as a tool used by the plastic brain to capture stimuli in digital environments. 5 This cognitive and "neurocentric" perspective (Gallagher 2018, p. 8) reduces human perception to an internal process that occurs in individual and detached brains. ...
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In a context of pervasive digitalization of the social world, both before and during the COVID-19 pandemic, the field of education has undergone major changes with the development of digital practices and settings. However, the physical presence of the subjects and the body remain something primordial and irreplaceable in traditional educational processes. Thus, it is often assumed that virtuality is opposed to the corporeal reality of the subjects involved in teaching, learning and studying. In this paper we aim to critically challenge this assumption by addressing the phenomenon of virtuality in a more original sense: as a fundamental dimension of corporeality itself. Drawing on Merleau-Ponty’s phenomenological insights, we argue that the experience of the virtual is inherently embodied and fully real. We understand corporeality and virtuality as entangled and multidimensional phenomena. At the same time, this leads us to rethink the digital as only one possible medium in which virtuality can appear as inherent to embodied experience. We develop our phenomenological approach in three instances. First, we question and bracket two common assumptions about corporeality. From our critical perspective, assumptions about a disembodied digitality and a devirtualized corporeality represent extremes within which educational discourses currently move. Second, we address the inherent virtuality of embodied experience. We outline the heuristic concept of the virtual body (Merleau-Ponty) to describe corporeality and virtuality as entangled and multidimensional phenomena that encompass extension, intercorporeality and intermediality. Finally, we make some remarks on the relationships of corporeality and virtuality considering the challenges of digital education.
... For example, in the research conducted with 96 middle school 8th-grade students in Jordan by Kan'An (2018), it is stated that the development level of 21CSs of students is an important predictor of students' academic success. Similarly, it has been stated in many studies that academic success is in a positive relationship with 21CSs such as digital-age literacy, critical thinking, and inventive thinking (Bowles-Terry, 2012;Pagani et al., 2016;Prensky, 2005;Zirak & Ahmadian, 2015). The main reason for the dissimilarity between results of our study and literature may be the fact that participants of our study were undergraduate students while participants of studies in the literature were students from primary and secondary schools. ...
... As result, the academic success of undergraduate students is expected to increase even more. Because studies on these issues reveal that there is a positive relationship between individuals' positive attitude and their perceptions towards a course and their success in that course (Aydin & Cekim, 2017;Bowles-Terry, 2012;Kan'An, 2018;Kaur & Zhao, 2017;Prensky, 2005;Veloo et al., 2015;Vilia & Candeias, 2020;Vysoká & Smetanová, 2016). ...
Article
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This study was performed to figure out the relationship between undergraduate students’ 21st-century skills, physics success, attitudes toward physics, and perceptions of physics teaching and learning. The study was carried out with 329 undergraduate students from Architecture-Engineering, Education, and Health Sciences Faculties. For collecting data of the study, the "Scale of Attitude toward Physics", "Scale of Perception Related to Physics Teaching and Learning" and "Malaysian 21st-Century Skills Instrument" which had been adapted into Turkish, were applied to the undergraduate students. Based on the statistical analysis carried out on the obtained data, a significant relationship wasn’t found between the 21st-century skills of undergraduate students and their physics success. On the contrary of this result, a significant relationship was determined between undergraduate students’ 21st-century skills and their attitudes toward physics, and their perception related to physics teaching and learning. Therefore, as it is known that positive attitudes and perceptions toward physics have positive effects on physics course success, it can be stated that undergraduate students' 21st-century skills indirectly affect the physics success of undergraduate students.
... Bunlara ek olarak, dijital yerlilerin internet, bilgisayar ve cep telefonu gibi dijital medya araçlarını kullanarak büyüdüğü ve dijital göçmen sayılan öğretmenlerinin öğrenme tarzlarından farklı bir öğrenme ve bilgiyi işleme sürecine sahip oldukları düşünülmektedir Bennett vd , 2008). Buna bağlı olarak Prensky (2005) öğretmenlerin 20. yy. ...
... Dijital yerlilerin teknolojiden yararlanarak farklı bilgi ve becerilere daha kolay bir şekilde sahip oldukları söylenebilir (Kurt vd., 2013). Dijital göçmenler ilk defa karşılaştıkları bir aracı kullanabilmek için kullanma kılavuzuna başvururlarken dijital yerliler aracın kendilerine öğretilmesini beklemek yerine keşfetme yöntemi ile aracı kendi kendilerine öğrenirler (Prensky, 2005). Ayrıca dijital göçmenler bilgi ve hizmetlere erişmek için fiziksel kütüphaneleri kullanırlarken, dijital yerlilerin birçoğu ağ üzerinde olmayan kütüphaneleri kullanmayı çoktan bırakmışlardır (Tonta, 2009). ...
... While the discussion of digital native and digital immigrant is not a new one and has been explored at length across various levels of education (Margaryan, Littlejohn, Vojt, 2011;Oomen-Early and Early, 2015;Prensky, 2001Prensky, , 2005, responses related to the infusion of responsible computing in other disciplines provide a new understanding of the siloed nature of deep understandings of computing and informational technology. At first glance the challenges of delivering on responsible computing topics appears to be associated with the programs and faculty within computing programs and the choices they are making about the direction of their curricular delivery. ...
... Reflecting their identity as "digital natives," many gifted and talented learners possess a large skill set pertaining directly to the new technologies and literacies (Prensky, 2006), as well as the capacity to learn how to use new technologies quickly. Gifted students' combination of advanced learning abilities in specific content areas, comfort with existing technology tools, and readiness to learn new tools easily suggests that many opportunities are possible for providing differentiated learning experiences through technology integration. ...
... But the views of Osakwe & Regina (2012) assert that most of the universities staff in Bayelsa State has little or no knowledge of the use of ICT tools at all due to poor infrastructure and nonavailability ICT centers. The various essential ICT tools expected to be available for academic, non-teaching staff and management of universities for administrative processes as hypothesized by Prensky (2005) include radio, television, digital storytelling, computer video game, digital whiteboard, projectors, fax machines, compact disk read only memory (CD-ROM), Internet, slides, cell phones, digital virtual library, web 2.0, digital tablet, and so on. Some of these resources appear to be insufficiently available for teaching and learning in Bayelsa state's public universities. ...
Article
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This study examines leadership deficit and challenges of good governance in the management of universities in the study area. The study employed descriptive research design. The population for the study is 3000 and it consists of all the senior and junior university management staff in Bayelsa State. Stratified random sampling technique was used to select 340 respondents for the study. The research instrument for data collection was Leadership Deficit and Challenges of Good Governance in the Management of Universities Scale (LDCGMUS), which was validated using Cronbach alpha reliability that yielded a reliability coefficient index of r=73. Mean and standard deviation were used to answer the four research questions and t-test was used to test the four null hypotheses at 0.05 significant levels. The findings of this study indicated low accessibility of staff and students to ICT facilities due to lack of computers, corruption and poor accountability of policy implementation leading to poor job satisfaction and low productivity in the universities in Bayelsa State. Based on these findings, the researcher recommends among others that the government and stakeholders should make it an obligation to monitor the university activities in all ramifications in an attempt to reduce corrupt practices of any kind in the system, encourage proper accountability in the system by holding persons to be responsible for their actions and inactions and make ICT availability and accessibility to staff and students in order to ensure good and efficient policy formulation and implementation in universities in Bayelsa State.
... Moreover, future concepts for digital textbooks should consider usability, meaningful ways to involve learners in the creation and customization of learning content (Prensky 2005;Kapp et al. 2014), concepts to document and control students' own learning process but also learning fostering visual design, as form and content are related (Uhrmacher 2009). ...
Chapter
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Textbooks–printed and digital–reflect the knowledge of a society (Bölsterli Bardy 2014) and are designed to enable students to learn effectively, whether it will be knowledge, attitudes, competencies or capabilities (Reints and Wilkens 2014). To enable today’s students to acquire knowledge efficient and effective by means of digital textbooks, textbook producers are challenged by a number of new factors. These factors are multifaceted, interrelated and imply new requirements regarding the conception, design, and production of modern digital educational media. Using the example of recent German digital geography textbooks, this chapter elaborates on three exemplary challenges concerning the conception and design of contemporary digital textbooks. Firstly, the pictorial turn–postulated by Mitchell as early as 1992–is associated with a growing relevance of images for communication, meaning-making, and knowledge acquisition in our society (Mitchell 1992; Felten 2008). The pictorial turn affects the conceptual and visual design of current geography educational media in manifold manner. Particularly with the widespread use of digital imaging and new digital visualization techniques in recent years, a significant increase in number and types of visuals utilized in geography textbooks is apparent (Janko and Knecht 2014). Modern geography textbooks–digital even more so than printed textbooks–exceedingly utilize different types of visuals and visualizations to communicate subject content. However, numerous studies in image-text research revealed students’ difficulties with interlinking complex image-text relations and with decoding information from visuals (Hochpöchler et al. 2012; Mason et al. 2015; Schnotz et al. 2014). Secondly, the digital shift in today’s society affects the geography textbook market with an increasing demand for digital educational media fulfilling requirements for teaching and learning geography in the twenty-first century. Digital learning environments are, by their nature, highly visual and provide information in different logic and visual structures to printed textbooks (hypertext versus linear, multimedia-based and interactive versus static). Therefore, users need visual, digital, and information literacy skills combined with and applied to subject-specific knowledge. In contrast, a recent study from the US indicates that competencies in utilizing digital technologies in an effective and critical manner are still insufficient amongst today’s students (Alexander et al. 2016). Thirdly, technological innovations, such as digital textbooks, cannot be successfully implemented without considering the users’ attitudes, needs, and preferences because the motivational potential of digital technology itself is limited and the acceptance of digital educational media is determined by users’ subjective norms and perceived usefulness (Joo et al. 2014). Though recent digital geography textbooks from major German educational media publishers are largely digitally enriched versions or digital modifications of existing printed textbooks, elaborated didactic concepts exploiting the potential of digital technologies for learning and teaching geography in the twenty-first century still remain a desideratum (cf. Behnke and Bagoly-Simó 2016). This is in line with Rodríguez Rodríguez et al. (2015, p. 102) who claimed that “[…] very few instructional and learning models exist for using digital textbooks”. As a result, this chapter aims to analyze users’ attitudes and potential requirements regarding today’s digital textbooks. Users of digital textbooks are, firstly, students and, secondly teachers. In conducting this analysis, this paper will examine the following questions: (1) How Digitally Competent and Visually Literate Are today’s Students, Who Are Known as the Net-Generation? (2) Which Factors Affect today’s Students’ Acceptance of Digital Textbooks? (3) What Requirements Have today’s Digital Textbooks to Meet to Be Effectively Utilized in Learning Contexts? This chapter will focus on conceptual and media didactic thoughts, motivational aspects, and visual design factors, whereas considerations concerning subject education and subject content are not elaborated on in detail.
... These activities incorporate elements such as repeated self-learning, ongoing interaction and feedback which are aimed to increase learning interest and motivation of students [27]. The game format provides students with interesting choices, desirable goals, immediate feedback and opportunities to see and evaluate their improvement [28]. These features are usually available in gamification. ...
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Gamification in education provides a new pathway for learners to be more engaged in their learning journey. "Quizizz" is an online game that is used by educators for academic purposes. It allows educators to conduct self-paced online formative assessments in a fun and engaging manner. This study is a quantitative study undertaken to explore the perception of 91 distant post graduate students towards "Quizizz". Most of these post graduate students are English teachers serving at elementary schools, secondary schools and tertiary institutions. In this article, despite the students" perceptions towards "Quizizz" which generally are positive, however, the challenges to the learning process are also prominent. The questionnaire consists of 20 items. The data were analyzed descriptively (frequency and percentage) using SPSS version 25. Most of the respondents agreed that "Quizizz" is able to provide a platform which promotes positive reinforcement, motivation and immediate feedback when their marks are being displayed on the leaderboard. It is hoped that the findings could provide some insights to educators in employing "Quizizz" as their formative assessments.
... It is interesting that neither group are familiar with the tools for verification and advanced searching for digital media contents, as well as for the verification of Internet portals and transparency of social media pages. In this respect, it is the middle-aged participants who show a higher level of knowledge and usage of an advanced Google search than the young respondents, which is contrary to a common belief that the young are "digital natives" [46] and that this is what makes them digitally literate. This research shows that this is not necessarily so, and it confirms the hypothesis of the paper that the young, despite their many hours on the Internet, are not familiar with all its capacities and that they have inadequately developed digital competences, whereas members of the middle-aged generation, probably due to their experience and an established critical approach to the media, reveal a higher level of critical media literacy and information literacy. ...
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The presence of “fake news” and potentially manipulative content in the media is nothing new, but this area has largely expanded with the emergence of the Internet and digital media, thus opening itself up to anyone who has online access. As a result, there is an increasing amount of such content in the media, especially in digital media. This paper deals with the perception of fake news and potentially manipulative content by various generations—in particular, the perceptions of the young and the middle-aged generations, with the focus being on their ability to recognise, verify, and relate to such content. The results of this study were gained by means of a qualitative methodology applied to focus groups in Bosnia and Herzegovina. The results are presented through a thematic analysis of the differences in perception of “fake news” between these generations, firstly in terms of their apprehension and interpretation of it, and secondly in terms of their relation to it. The authors conclude that both generations lack competence concerning media literacy, and that providing education in the field of digital media might offer a long-term solution for building resistance to “fake news” for future generations.
... In this respect, teachers have important responsibilities in order not to fall behind students who are competent in using technology in the classroom environment. Prensky (2005) stated that the digital knowledge level of students in the classroom environment is higher level than teachers, that teachers do their work with old methods, and now teachers should remove their minds from their daily work and follow the new ideas. In this respect, it is very important for teachers to have a high level of technological competence in order to address a generation that uses technology effectively at every stage of their lives. ...
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The aim of this study was to determine the attitudes of teachers towards using digital games in social studies courses. The sample of the study was consisted of social studies teachers and primary school teachers who attend social studies course in secondary schools affiliated to Van District National Education Directorate. Total 192 teachers voluntarily participated in the study. In the study, the Digital Games Utilization Scale (DGUS) was used to collect quantitative data. The data was analyzed using the SPSS 21.0 package program. For the analysis of quantitative data, arithmetic mean, standard deviation, independent sample t-test and One Way ANOVA tests were performed. As a result of the research and based on the findings obtained by using DGUS, it has been determined that there is no significant difference in terms of sub-dimensions of DGUS (attitudes related to the use of digital games in the courses, attitudes related to the negative aspects of digital games, attitudes related to the positive aspects of digital games, attitudes related to the impact of digital games on learning in the classroom on the part of students) and variables such as teachers' age groups, professional seniority, educational status and gender.
... Історія майбутнього Америки з 1584 по 2069», що була опублікована в 1991 році. Її автори Ніл Хоув та Уільям Штраус, уперше зобразили історію США, в якості послідовних біографій, та проаналізували історичні аналогії між генераціями різних часів і дійшли до висновку, що кожне п'яте покоління має подібні цінності та переживають спільний досвід на основі схожих обставин [3]. Покоління Z (Generation Z, Net Generation) -це певне перехідне покоління з ХХ в XXI століття. ...
... Independientemente de las diferentes denominaciones y sus definiciones, tal y como afirma el propio Prensky (2005), las personas pertenecientes a la generación digital utilizan las TIC como una prolongación de su cuerpos y mentes, lo que les permite incorporar estas herramientas de forma automática en su día a día más rutinario. Si bien no se puede, ni se podría en ningún caso, hablar de una exclusividad en las poblaciones más jóvenes, sí resulta interesante distinguir cómo en esta generación ha impactado de modo más significativo el uso y control de internet, como parte fundamental de la vida misma (Cerrillo-Garnica, 2019). ...
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La Ciberpsicología es mencionada en un artículo en español en el año 1999 por Gordo-López, cuando ya tenía unos años de investigación y desarrollo en Estados Unidos (Suler, 1996). La Ciberpsicología estudia la relación entre las personas y el uso de la tecnología en nuestro día a día, su impacto en la conducta humana y su relación con inteligencia artificial. Su objetivo es comprender, prevenir en forma primaria y secundaria trastornos psicológicos y psicopatológicos, así como fomentar nuevas y buenas prácticas en el uso de las tecnología de la información y comunicación (TIC). Así como también investigar aplicaciones en salud, educación, organizaciones… incluyendo todos los ámbitos de la Psicología, dirigidas a mejorar la experiencia de los usuarios. También intenta determinar si las teorías existentes en la Psicología pueden aplicarse al comportamiento que se manifesta en el espacio digital también llamado ciberespacio. El cual alude a un marco espacio-temporal donde no hay un pacto social sobre qué comprende, y donde no solamente navegan personas, sino que incorporamos sistemas de inteligencia artificial con los que interactuamos. Por ejemplo, “hablamos” con asistentes de voz de smartphone que aprenden de nosotros, y compartimos información que nos etiqueta en cada una de nuestras interacciones en el espacio de internet. A partir de esta “nueva realidad”, sin duda que la Psicología debe actuar para investigar y comprender las implicaciones evolutivas, en los ámbitos educativo, organizacional, clínico y comunitario que redefinen roles y requieren prevenir riesgos psicodigitales. Implica un cambio de paradigma humano de tal magnitud que cambia por las próximas décadas nuestros modelos sociales. Además de que hará cada vez más necesario la inclusión de este tipo de contenidos en los programas curriculares y académicos en Psicología, los cuales actualmente carecen de contenidos teóricos y prácticos que formen psicólogos/as competentes en el espacio digital que abarca la Ciberpsicología. Hay que tener presente que gran parte del mérito por el cual las tecnologías están siendo ampliamente adoptadas corresponde a la Psicología por aportar su conocimiento del ser humano. Ahora, llegada la segunda década del siglo, urge empoderar a profesionales para atender a una población que habita tanto en el plano físico como el digital, no solamente interactuando, sino generando activos digitales humanos. Por ejemplo, un vídeo o un post que publicamos hace 15 años, no solamente puede ser visto por otras personas, sino que pueden opinar, y modificarlo digitalmente de modo que algo que sería una representación de cómo éramos se convierte en un activo, al que le pueden poner voz diferente, asociar ese post a otras personas o abrir una polémica digital. Al mismo tempo, ya la tecnología permite imitar voz, rostro, reproducir emociones, etc. Conocemos las bases del cerebro y la conducta, pero no estamos preparados para una sociedad en la cual el declive de la palabra escrita corre en dirección opuesta al audiovisual y los íconos. Cada vez más escribimos menos, y nos comunicamos con símbolos. La tecnología como oportunidad, pero también como espacio en el que se dan comportamientos agresivos, adicciones, sobreexposición. En este libro asistimos a una obra colectiva de profesionales con trayectoria y recorrido de países hispanohablantes. Su aportación en los diferentes capítulos ofrecen una mirada del uso de la tecnología en la atención a la salud mental, al individuo digital y su aplicación en los ámbitos familiar, escolar y relacional comportamental. La finalidad es establecer una aproximación, basada en la evidencia, que permita a profesionales y estudiantes de la Psicología adquirir los conocimientos base en los cuales empezar a comprender la magnitud del fenómeno en este siglo XXI.
... Eğitim sistemi içerisinde tüm öğrencileri dahil edebilmek, daha doğal ve etkili öğretim ortamları sunabilmek için ise öncelikle öğrenci kitlesinin özelliklerini tanımak ve bu özelliklere uygun yenilikçi öğrenme yolları arayışı içinde olmak gerekmektedir (Waycott, Bennett, Kennedy, Dalgarno ve Gray, 2010). Dijital yerli ya da yeni neslin bilgiye hızlı erişme ve keşfederek öğrenme isteği, aynı anda birden çok bilgiye erişme, metin yerine grafiği tercih etme, oyun temelli öğrenmeyi tercih etme gibi özelliklere sahip oldukları belirtilmektedir (Prensky, 2001;Prensky, 2005). Bu özellikler incelendiğinde eğitim sistemi içerisinde etkili, çekici ve eğlenceli öğrenme ortamları sunabilmek için motivasyon sağlayıcı, öğrenmeye teşvik edici, keşfedici oyun tasarım özelliklerini bünyesinde barındıran dijital yollardan biri de oyunlaştırmadır (Dicheva, Dichev, Agre ve Angelova, 2015;Dominguez, Saenz-De-Navarrete, de-Marcos, Fernandez-Sanz, Pages ve Martinez-Herraiz, 2013;Lee ve Hammer, 2011). ...
... Par ailleurs, comme prévu, l'analyse des temps de réaction pondérés a indiqué que la copie dactylographiée du texte demandait plus d'effort cognitif pour les participants que la copie à la main. Les participants à l'étude étaient des étudiants de deuxième année de licence (Prensky, 2001(Prensky, , 2005. De ce fait, ils pourraient donc être considérés comme des dactylographes expérimentés. ...
Thesis
Avec la généralisation des outils numériques, l’ordinateur tend de plus en plus à remplacer l’écriture manuscrite dans la majorité des activités scolaires et académiques faisant appel à l’écriture (e.g., rédaction, prise de notes, évaluations, etc.). Évaluer son niveau de maîtrise et comprendre ses conséquences sur ces activités est donc indispensable, d’un point de vue théorique, mais aussi pédagogique. Cette thèse a eu pour premier objectif d’évaluer le niveau de maîtrise de la frappe au clavier par rapport à l’écriture manuscrite et son impact sur l’activité en cours. Le niveau de maîtrise de la frappe au clavier a été évalué via l’effort cognitif avec le paradigme des temps de réaction secondaires à une tâche de copie (Expérience 1), puis les performances de rappel dactylographique et manuscrite à une tache de mémorisation à court terme ont été évaluées (Expériences 2a et 2b). Le second objectif de cette thèse a été d’étudier les conséquences de cette différence de maîtrise sur la production de texte lorsque les demandes de la planification, de la traduction et du contrôle augmentent également (Expériences 3, 4 et 5). Spécifiquement, les conséquences sur la coordination des processus rédactionnels via les périodes d’exécution et sur la qualité textuelle ont été évaluées. Les résultats montrent d’une part que le coût cognitif de la dactylographie est plus élevé que celui de l’écriture manuscrite chez des étudiants de Licence et que ce coût a impacté la performance de rappel à une tâche de mémoire à court terme. D’autre part, les rédacteurs qui ont utilisé un ordinateur rédigeaient leur texte avec moins de coordination parallèle des processus, et produisaient des textes de moindre qualité lexicale, syntaxique et orthographique mais en maintenant la qualité globale de leur texte. Les résultats révèlent aussi que la coordination parallèle des processus se déroule principalement pendant les périodes d’exécution de production et que les processus qui interviennent le plus pendant ces périodes d’exécution sont la transcription et la traduction.
... Al hablar sobre los nativos digitales, el escritor norteamericano Marc Prensky (2006) sostiene que ellos "son hablantes nativos de tecnología, fluidos en el lenguaje digital de los ordenadores, videojuegos e Internet" (p. 9); afirmando además que los inmigrantes digitales han acogido varios ámbitos de la tecnología digital pero que ellos "como quienes aprenden otra lengua más tarde, retienen un "acento" porque todavía tienen un pie en el pasado. ...
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El objetivo principal de este estudio es dar a conocer la contribución del Smartphone en el desarrollo del periodismo móvil en Lima durante el 2018, así como la labor que desarrollan los periodistas en este ámbito. De la misma manera saber cómo el empleo de este dispositivo móvil contribuye al tratamiento de la información periodística, e identificar la importancia de las aplicaciones (apps) del Smartphone en el trabajo periodístico. En esa razón, realizamos un estudio de enfoque cualitativo, con un diseño fenomenológico y exploratorio. Se recurrió a la observación no participante y al trabajo de campo, así como a un mapeo de experiencias en el periodismo móvil alrededor del mundo para apreciar la dimensión del fenómeno de estudio. De la misma manera, ejecutamos entrevistas en profundidad a periodistas que se desenvuelven en el ámbito del periodismo móvil y digital, tanto en el Perú como en el extranjero (países iberoamericanos). En el análisis y discusión de resultados, se analizan los resultados obtenidos, los cuales están vinculados con los problemas y objetivos del estudio. Entre las conclusiones más relevantes, se aprecia que el Smartphone contribuye significativamente en el desarrollo del periodismo móvil en Lima durante el 2018, y con ello mejorado la labor que desarrollan los periodistas en este ámbito. Asimismo, se distingue que con el uso de este dispositivo móvil se presenta un cambio estructural en el tratamiento de la información periodística, y que las aplicaciones (apps) del Smartphone son importantes ya que otorgan un valor agregado a la labor periodística.
... Por lo tanto, el campo de acción pedagógico está cambiando. Los participantes de los ambientes de aprendizaje actuales conviven con las tecnologías de información y comunicación, son nativos digitales, de acuerdo al término propuesto por Prensky (2001). Se hace necesario repensar el proceso de enseñanza aprendizaje, el facilitador o mediador del aprendizaje, en este momento, tiene la tarea y el reto de gestar un proceso didáctico más interactivo, donde los espacios de aprendizaje traspasan las cuatro paredes donde se desarrolla el cuándo, y el cuánto tiempo enseñar no está estipulado de forma inflexible, porque ello va a depender de la participación referencial heterogénea que variará debido al interés, el buen uso de los entornos virtuales, la interacción dialógica, entre otras. ...
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TIC and Pedagogy: Computer Assisted Language Learning
... Digital game-based learning-two-dimensional process. Source: Prensky, (2005) ...
Article
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Today, the rapid development of technology has also affected the existing learning processes. In addition, this development has made it necessary for children to develop skills by the needs of the 21st century. In this research, an alternative to the question of how we can support and update learning activities suitable for our age is presented. Digital game-based learning concepts are explained in the light of the literature and suggestions on how to use them from early childhood are presented. Game is the most important supportive activity for development areas in early childhood. It also similarly affects learning processes. Learning with play makes the child more active and makes him excited about learning. This increases the motivation to learn. According to the research, when DGBL is used effectively, it has been seen that children support many 21st century skills such as critical thinking, problem-solving, and cooperative learning. This review demonstrated the importance of combining learning and game of digital technology used as an education model. In addition, Practical recommendations are presented for using technology in preschool children.
... Gibbons (2002) also suggests, for the pre-reading stage, predicting, storytelling, and sequencing illustrations. Whereas, in the post-reading stage, she suggests using activities which encourage students to give alternative possibilities and ideas for the text by, for example, creating cartoon strips (or as this paper suggest storyboards), participating in readers' theatre, and producing story Now this may sound rather complex due to the teacher-centred nature of the Libyan educational system in general, but it may come to light that as a way to move towards current learning/teaching perspectives, and let's not forget the status of digital technology in the past few years, in which students have become 'digital natives' (Prensky, 2005), this may be the right time to make that move, and therefore facilitate better transition to learner-centredness. But, one thing which needs to be emphasised when we use the term technology integration, is that the main focus ought to be pedagogy and not technology per se. Meaning that technology is only a tool for effective delivery (teaching), which makes it important for teachers not to confuse technology with teaching. ...
... Por lo tanto, el campo de acción pedagógico está cambiando. Los participantes de los ambientes de aprendizaje actuales conviven cotidianamente con las tecnologías de información y comunicación, son nativos digitales, de acuerdo al término propuesto porPrensky (2001). Esto hace necesario repensar el proceso de enseñanza aprendizaje, el facilitador o mediador del aprendizaje, en este momento, tiene la tarea y el reto de procurar un proceso didáctico más interactivo, donde los espacios de aprendizaje traspasen las cuatro paredes del aula, y el tiempo empleado para la enseñanza no sea estipulado de forma inflexible, porque ello va a depender de la participación potenciada por la motivación y el interés, el buen uso de los entornos virtuales, la interacción dialógica, entre otras.Es un paso natural, por lo tanto, el rediseño de las prácticas pedagógicas en el ámbito de la sociedad de la información y la cultura digital, otra razón que impulsa la realización de este estudio. ...
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El presente capítulo tiene como propósito presentar los resultados de una evaluación integral de un Sistema de Educación a Distancia Universitaria, SEDUD, desde la perspectiva de los estudiantes, esta evaluación se realiza sobre los aspectos académicos sustentados en los aspectos organizacionales y tecnológicos, en el contexto de la Universidad Central de Venezuela, UCV, lo que constituye el objetivo general del estudio. Para la obtención del mismo se planteó una investigación de campo, de tipo descriptiva con la finalidad de indagar las características propias y fundamentales del Sistema de Educación a Distancia de la UCV, SEDUCV, a fin de conceptualizarlo considerando los elementos que lo conforman, haciendo énfasis en los aspectos ya señalados. Para la recolección de datos se diseñó un instrumento con el uso de la herramienta tecnológica Google Form; la cual es una aplicación de Google Drive. Se utilizaron preguntas de tipo cerradas, con una escala de Likert de tres (3) niveles de intervalos de frecuencia, a saber: Siempre, A veces, Nunca, respectivamente. Para conocer y valorar la periodicidad con la que se realizan las determinadas actividades y procesos propios del SEDUCV, además de los aspectos académicos, tecnológicos y organizacionales que se toman en consideración y están presentes en su funcionamiento. Los resultados arrojados en la diferentes dimensiones evaluadas apuntan hacia que hay una alta aceptación por parte de los estudiantes de estudiar en el SEDUCV ya que se consideran parte de la generación Milenials que aprovechan las bondades que ofrece un estudio mediado por las tecnologías desde la perspectiva académica y organizacional.
... Some of the demotivating factors nowadays include industrialization, mechanization, and robotics. Prensky (2006a) refers to the children of today as "digital natives". They gratify their needs for company, belonging, and communication sitting in a chair, in front of a computer, tablet or mobile phone. ...
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A good understanding of potential differences in motor coordination and weight status in children from rural and urban areas may advance targeted measures implemented by experts in the field of sports and physical education. This research study is focused on investigating differences in the total motor coordination score and weight status in 70 children aged (7 to 8) living in different residential areas within the territory of the city of Šabac, Republic of Serbia (35 urban and 35 rural areas). The Körperkoordinations Test für Kinder battery of tests was used for the assessment of the overall motor coordination. By application of t-test for independent samples, the obtained results indicate that there are statistically significant differences in the majority of the applied motor tests (walking backward, p=0.000; hop for height on one leg, p=0.033; side jumps, p=0.002), as well as in the total motor coordination scores (p=0.000) in favor of the children from rural environments. The weight status of children indicates no statistically significant differences between the two groups (p=0.376).
... When these features are examined, one of the digital ways that includes motivating, encouraging and exploratory game design features in order to provide effective, attractive and fun learning environments in the education system is gamification [10] [11]. If we think that everything that people do for fun to pass time can be called a game, the concept of game play is a very old concept [8]. The concept of the game industry is a rapidly developing field with the influence of individuals who are called digital natives of developing mobile hardware tools. ...
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The requirements imposed by society also apply to modern preschool education. First of all, it includes the need to create optimal conditions for the education of a dynamic and creative personality, which contributes to a full-fledged interaction with the environment in accordane with their age characteristics and capabilities. In the concept of preschool education and upbringing, the formation of creative and creative potential is an essential task in preschool education. In this regard, it is crucial to create an atmosphere of freedom of expression, encourage children to be proactive and independent, and approve original creative solutions, according to leading scientists such as L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, E.I. Ignatiev, T.S. Komarova, N.P. Sakulina, I.V. Strakhov, E.I. Fleerin, the foundations of creative activity and creative potential are laid at preschool age. Therefore, preschool age is more sensitive to the formation of this personality quality. The article discusses the issues of an integrative approach to the quality of preschool education in developing children's creative potential. The essence of the integrative approach is the combination of knowledge from different fields that complement each other. According to T.S. Komarov, "integration is a deeper form of interconnection, interpenetration of different content of upbringing and education of children. It covers all types of children's activities (artistic and creative activities, various games: didactic, mobile; dramatization games, plot-role-playing; visual activity, artistic speech, music). Keywords:an integrative approach, preschool children, creativity, creative potential, development
... The generation of young people, who were born around 1990s, may be called "digital natives", since they were born together with Internet and mobile technologies. [1] Typical knowledge practices for this generation are claimed to be multi-tasking, that is, carrying out several activities side-byside. [2] They are also reading comfortably from screens, are fond of computer games, and are using social media extensively. ...
Conference Paper
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The primary purpose of this research paper is to understand the role of national cultural dimensions on e-learning practices in Mongolia. Adaptation to customer needs is a key component of competitiveness in any service industry. In e-learning on HE (higher education), which is increasingly worldwide, students with different learning styles prefer different learning formats, so the issue is critical for competitiveness. Students preferring particular learning styles are unlikely to choose modes which do not fit their styles well and are likely to prefer learning modes that fit their learning styles. This conceptual paper uses Hofstede's national cultural dimensions and Hall's high-and low-context culture. This research proposes that national cultural dimensions of power distance, uncertainty-avoidance, individualism, short term orientation and high-context communication style influence e-learning practices. This study provides e-learning strategies, which suggested strategies can be implemented by universities in other countries with similar national cultural dimensions as well.
... Para (Gallego, 2014) la gamificación abre una nueva vía hacia el aprendizaje basado en proyectos, permitiendo que los participantes se involucren en proyectos complejos, tal que los lleva a la realidad. En línea con la sociedad actual (Prensky, 2005), en donde todos los participantes deben tener un papel activo frente al aprendizaje cooperativo. ...
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La presente obra tiene por finalidad promover reflexiones epistémi�cas relacionadas con los procesos de liderazgo pedagógico en contextos complejos, basadas en experiencias docentes y académicas, en los con�textos de las actuales crisis económicas, de salud y sociales vividas por la población mundial y que afectan a estudiantes y docentes, durante los años 2020 y 2021 La obra es colectiva y resultado de una convocatoria presentada por el Centro de Investigación Iberoamericano en educación, que convocaba a docentes, académicos y estudiantes de postgrado a compartir sus ex�periencias y reflexiones en torno a cómo se expresa el liderazgo en los centros educativos y aportar reflexiones educativas, de cómo liderar ante el desarrollo del Paradigma de la Complejidad (Morin, 2001), de cómo académicos y docentes asumen la nueva pedagogía en los contextos crí�ticos provocados por la desigualdad, la crisis social y de salud, que nos enfrenta a realidades complejas que nos llenan de incertidumbres. Es así como nace este libro titulado: “Liderazgo Situado en el Paradigma de la Complejidad: Docentes que construyen la nueva pedagogía, aquí y ahora”.
Chapter
The past decade has seen an exponential rise in online courses, platforms, modules, as well as general online networks that contribute in a general way to learning and education. The more formal structures promise certification and accreditation for short modules or extended courses. Research shows that in terms of learner engagement of those enrolled in MOOCs, either drop out, or else passively lurk without any active participation. On the other hand, other figures show that with certain thematic online forum and discussion boards, users participate more enthusiastically, often at times contributing to content which may or may not be trustworthy. The characteristics and traits of the online learner can affect the outcome of the learning trajectories and this has to be taken into consideration when designing self-directed courses. In this chapter, the authors aim to provoke some thoughts on designing self-directed learning using cooperative online networks. In the discussion, they explore possibilities of setting up alternative pathways for a more genuine approach to education.
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Online teaching is becoming a necessity for the students to learn things in the Covid19. Many of the educational institutions are still closed due to the pandemic, but the learning process is in progress with the support of online teaching. It helps the students to learn courses from their teachers, complete assignments, and equip themselves. The purpose of the study is to find out the effectiveness of online teaching among the students of semi-urban areas. The research behind choosing the topic is to analyze the impact of online teaching on students learning and the facilities available to access the content online. In this study, the researcher studies the effectiveness of online teaching among the students in semi-urban areas of Nagapattinam district, South India. The researcher has chosen 117 samples to measure the effectiveness of online teaching in educational institutions. The research has reached the conclusion based on the results.
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En el presente artículo se hará una propuesta formal de un proceso mixto de gestión de la calidad para el desarrollo de objetos de aprendizaje basado en los roles de los participantes, se definirán los aspectos que evalúa cada actor, se presentará una guía de mejores prácticas para el desarrollo de estos recursos y se propondrán los lineamientos para la creación de los instrumentos de evaluación basados en cada uno de los actores. La importancia del presente trabajo radica en la necesidad de definir procesos integrales de gestión de la calidad de objetos de aprendizaje en los cuales se involucre a todos y cada uno de los participantes, ya que un conocimiento más profundo del papel que juegan cada actor en este proceso permitirá un incremento en la calidad final de los productos generados.
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This study aimed to find out the role of the iPad in enhancing students' motivation towards learning the English Language. The findings of the study showed that there were improvements in the level of student's performance during English classes. It also showed that there were positive attitudes towards using iPad in learning English from the parents' perspectives. The results also showed that the total degree of teachers’ attitudes towards the use of iPad in motivating students towards learning the English language is dramatically increasing. Based on these results, the researchers recommended the Ministry of Education, and teachers of English to adopt the iPad as an educational tool in their teaching.
Article
The way digital information and communication technologies are discussed and taught in a school environment may not systematically include the debate about the impact on ethical behavior. The preference is to present them as a tool for studies, engagement or entertainment, but its use at an earlier age presents cyberculture to a person in moral development, with implications still little explored since it is a recent phenomenon. The objective of this article is to analyze reactions to ethical and moral situations in the use of digital information and communication technologies by college students who were exposed to the internet at the age of moral development. From a quantitative approach, this paper includes a brief explanation of moral development theories and presents the results of a study with 308 participants in situations such as piracy, plagiarism and cyberbullying. It was possible to identify divergence in behavior due to the media used. It also highlights the importance of institutions maintaining appropriate networks to address problems related to the inadequate use of the Internet, and indicates educommunication to overcome this challenge and progress of local and global human development.
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Paiwan indigenous medicinal plants has always been a hardest exploration range of ancient culture in Taiwan indigenous traditional knowledge owing to the difficulty of finding these rare species of plants. Moreover, sometimes it is difficult to derive knowledge due to the pass away of the seniors and the uncertainty of the knowledge. In this study, we adopt culture of medicinal plants as the theme for designing a script of a vivid film for teaching people how to use and name a native title of Paiwan medicinal plants, including the way of analyzing whether the plants are on the danger of extinction and how to seek multiply seed sources. It is expected that the file can enhance the learners’ impression and comprehension. On the other hand, we also develop a role-playing game based on the same content. Moreover, an experiment is conducted to compare the learning performances of the film teaching group and the digital game-based learning group.
Article
The paper considers the practical application of flipped classroom methodology to training engineering master students. The paper presents the results of the pedagogical experiment conducted in classes with master students majoring in oil and gas industry. The experiment aims to propose the efficient methods of acquiring and developing the key language competences through the flipped/inverted classroom approach. The paper covers the academic achievements and possible drawbacks of the applied methodology in training engineering students. The research included several stages revealing the level of student satisfaction and self-reported progress prior and after the experiment. The short-term outcomes clearly indicate the flipped classroom efficiency and increased engagement while the long-term results can lead to self-motivated pursuit of knowledge for either personal or professional reasons. The formative and summative assessment demonstrated a significant increase in students’ academic achievements while promoting their engagement in the education process. The attempt of introducing lifelong learning idea in language classes within tertiary education is implemented.
Article
Airports play a vital link in tourism mobilities in a competitive environment to satisfy passengers and increase non-aeronautical revenues. Drawing on the Social Practice Theory this paper seeks to explore the multi-layered use of technology by young adult travellers at departure terminals in airports. Guided by constructivist paradigm, seven focus group interviews over two time periods with 52 travellers were conducted that revealed differences in meanings, competencies and structures associated with process and discretionary technologies at airports. By focusing on practices rather than understanding individual behaviour the research reveals meanings associated with technology practices by young adults at airports, an alignment by young adults with process technologies and gaps with discretionary technologies at airports. Practically, this research provides airport management with a useful lens to increase satisfaction and revenues by re-imagining discretionary technologies in similar ways to process technologies at airport departure terminals.
Chapter
This study overviews contemporary studies on the use of video games for second language acquisition within the past ten years spanning the development of computer-assisted language learning (CALL) and its connections to SLA, definitions of video games, empirical studies on the facilitative roles played by video games for second language (L2) learning and utilizing massively multiplayer online role-playing games (MMORPGs) for language learning. The purpose of this chapter is to help the readers obtain a systematic understanding of the development and application of video games in second language education. Findings of this study suggests that players are able to acquire L2 knowledge while playing video games. It also suggests that future research should focus more on the actual integration of video games into language instruction.
Article
To understand and predict the consumer patterns of generational groups within a highly technological world, it is critical to study their experiences, social views, and attitudes about music. Today, limited information is available to the research community about “Gen Z,” a population group that recently entered college life and the next largest consumer group after the Millennials. This study aims at closing this gap by exploring and comparing distinctive patterns and consumer behavior in the music market between Gen Z and Millennials. Using a group of 1,624 college students from two universities in the United States, we found that Gen Z is less prone to music piracy than Millennials, and those who pirate music tend to share similar social norms, a limited understanding of copyright infringements, and poor views about the music industry. New technologies are also transforming the way future generations are drawn into music piracy. We conclude that music infringement will continue to be an ethical dilemma and the industry should continue in its effort to design consumer policies to assist young generations.
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In recent years, researchers have shown great interest in studying children's skills in executive functions, as their deficiency has been linked to neurodevelopmental disorders, such as dyslexia. Executive functions are considered an important element of academic success, as they support cognitive processes that are fundamental to learning. And since it has been proven that the use of new technologies is a very supportive method of intervention for people with dyslexia and that the use of appropriate software programs and applications significantly improves the academic performance and self-confidence of dyslexic people, the purpose of this study is investigation and recording of computer applications for people with dyslexia related to executive functions. The findings of the research revealed a direct correlation between dyslexia and Executive Functions (EF), as well as connection of EF with the pyramid of consciousness-intelligence-knowledge and metacognitive skills, necessitating their inclusion in intervention of dyslexia and in intervention of each learning disorder. Finally, the findings recorded a variety of ICT applications for the subject, but not a thorough and extensive research on many of them. Therefore, there were a number of useful applications, which due to non-reporting of the results of their pilot application, were not included in the research.
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This article seeks to present and analyze methods to combat online hate speech using gamification and video games. Taking as a starting point the project “Play Your Role: Gamification Against Hate Speech”, funded by the European Commission's programme, Citizenship, Rights and Justice, which is related to the ONu's goal 16, Peace, Justice and Strong Institutions, we will contextualize and present a set of complementary and interrelated tools, such as online video games, pervasive games and pedagogical itineraries to counteract online hate speech, through gaming culture and connected social spheres as a motor for the promotion of mediatic literacy and digital citizenship.
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Pre-print version of 45. Pendergast, D. (2010) Getting to know the Y Generation. In: P. Benckendorff, G. Moscardo, & D. Pendergast. (Eds). Generation Y and Tourism. London: CABI International, 1-15.
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Background: E-learning community (eLC) of the School of Medicine Atma Jaya Catholic University of Indonesia consisted of twelve students. eLC trained lecturers about e-learning in personal or small group format. This study aimed to compare the differences between the development of computer-related attitude between lecturers and e-learning community members upon the service from e-learning community for lecturers. Method: This research was an experimental quantitative and qualitative study. Subjects were 12 students of eLC and 32 lecturers who received eLC’s services. The quantitative data was collected through questionnaires of the Computer Anxiety Rating Scale (CARS) and Computer Self-Efficacy (CSE). The qualitative data was collected through focus group discussion and in-depth interviews. CARS and CSE data were collected four times: (1) prior to the eLC trainings, (2) right after the eLC first training, (3) after the second training of eLC, and (4) right after one month of the last training from eLC. Data analysis was conducted using Friedman test, Mann-Whitney test. Qualitative data analysis were performed using content analysis.Results: There was a significant decrease from the score of CARS 1 to the score of CARS 4 for the eLC members (p=0,045). Results of CSE for eLC members showed no significant differences across the data collection. For faculty members, the significant differences were found between CARS 3 and CARS 4 (p=0,014). CSE scores of faculty members showed no significant differences. Comparison of CARS and CSE between faculty members and eLC members showed no significant differences. The qualitative data analysis showed some important aspects found in both of the groups. There are communication, interaction, the importances of eLC trainings, as well as suggestions to both of the groups about e-learning. Subjects’ opinions were divided into two groups: one who experienced positive changes in their computer-related attitude and one who did not experience any changes. Conclusion: Faculty members found that eLC were important in relation to e-learning training for lecturers. Students strongly agreed that being the member of eLC made him/her had a great opportunity to closely communicate to their lecturers. The faculty members’ anxiety level of computer using was low; on the other hand, their awareness of computer technology was good enough. The institution should employ this opportunity to apply e-learning more seriously and extensively.
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