Facebook v MySpace - a class divide

Rising star, Danah Boyd (note the first named URL! 'danah.org' - now that says something like 'KMA, Mimi Ito is my advisor' lol), on social networking and class.

Boyd believes richies use facebook and the rest of us use myspace.

But of course ... this reminds me of something Pippa Norris has written (who I think I have quoted on this blog previously - but here is is again),

Even if the basic digital divide shrinks gradually over time, it is naive to believe that the virtual world can overturn fundamental inequalities of social stratification that are endemic throughout post-industrial societies’ (Norris 2001: 17)

Norris, Pippa. (2001) Digital divide: Civic engagement, information poverty, and the internet worldwide. Cambridge: Cambridge University Press.

The uses of multimedia

Video from seminar at CCI - Centre of Excellence for Creative Industries and Innovation

Schoolboys plotted massacre online

Language and Education - Vol 21:3, 2007

Exciting news. A special issue of Language and Education has just been published: Young people's engagement with digital literacies in marginal contexts in a globalised world'.

To all my colleagues, congratulations. It's a great, stimulating read.

Sue and I have a paper in this issue called:

Negotiating digital literacy practices across school and home: Case studies of young people in Australia

ABSTRACT In this paper, we suggest a view of young people’s digital technology use as negotiated social and literate practice. Rather than emphasising the boundedness of school and home spaces and literacy practices, we argue that young people’s practices that develop around their use of digital technologies flow across these spaces, making simple distinctions and binaries about use in each domain problematic. To help illustrate, we present ethnographic case study snapshots of 15–16-year-olds from contrasting schools in and around Melbourne, Australia. In our thinking, we bring together insights from a range of work in the hope of prompting a reframing and rethinking of the relationship between home and school and the other spaces young people inhabit and create. We use Bakhtin’s ideas about ‘dialogic negotiation’ and Bourdieu’s notion of habitus to suggest that texts, meanings and practices do not emerge wholly from one social/physical domain but are traced and sourced from the whole life world of experience. In this framing, young people’s engagement with language, learning and technology might be characterised as a dialogic negotiation of a complex range of texts and practices that flow across and between school, home and other spaces.

If you want a copy and can't get it from the website let me know.

Informing ourselves to death?

Been reading some classic Neil Postman stuff. This is from a speech given in 1990:

The computer and its information cannot answer any of the fundamental questions we need to address to make our lives more meaningful and humane. The computer cannot provide an organizing moral framework. It cannot tell us what questions are worth asking. It cannot provide a means of understanding why we are here or why we fight each other or why decency eludes us so often, especially when we need it the most. The computer is, in a sense, a magnificent toy that distracts us from facing what we most needed to confront -- spiritual emptiness, knowledge of ourselves, usable conceptions of the past and future. Does one blame the computer for this? Of course not. It is, after all, only a machine. But it is presented to us, with trumpets blaring, as at this conference, as a technological messiah.

Through the computer, the heralds say, we will make education better, religion better, politics better, our minds better -- best of all, ourselves better. This is, of course, nonsense, and only the young or the ignorant or the foolish could believe it .... it is only a machine but a machine designed to manipulate and generate information. That is what computers do, and therefore they have an agenda and an unmistakable message.

There is no escaping from ourselves. The human dilemma is as it has always been, and we solve nothing fundamental by cloaking ourselves in technological glory.

School teacher fined over Microsoft piracy

It seems that teachers are all maoist, pinko, tree-hugging sleepers with a bent for software piracy.

Seriously though, this kind of deliberate attempt at bringing down the bill and melinda gates foundation can only end in tears for all of us. I denounce this senseless act of decency.

Teacher fury at rating website, or ...

student's get some much needed payback?

Have those teachers who are complaining about websites such as ratemyteachers forgotten that they are in the business of passing partial, half-formed, and powerful ratings on their students?

This whole beat up is a good example of how many 'grown ups' just don't get (understand) how young people interact with each other and new media.

Robert Marley sang, 'Slave driver the tables have turned ... catch-a-fire you're gonna get burned'

Bring on ratemypolitician

The rise of teachers' blogs

Teacher blogging stuff from the Guardian (UK)

Xavier pupils suspended after bullying caught on film

um?

US Federal Study Finds No Edge for Students Using Technology-Based Reading and Math Products

umm ... duh!

see also

Andrews, Richard. (ed.) (2004) The impact of ICT on literacy education. London: RoutledgeFalmer.

This book is basically a collection of the studies listed below. If you don't want to buy the book, get the reports online at the EPPI centre.

Burn, Andrew, and Leach, J. (2004) A systematic review of the impact of ICT on the learning of literacies associated with moving image texts in English, 5-16. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Locke, Terry, and Andrews, Richard. (2004) A systematic review of the impact of ICT on literature-related literacies in English 5-16. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Low, Gordon, and Beverton, Sue. (2004) A systematic review of the impact of ICT in literacy learning in English for learners between 5 and 16, for whom English is a second or additional language. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Torgerson, C, and Zhu, D. (2003) A systematic review and meta-analysis of the effectiveness of ICT on literacy learning in English, 5-16. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Andrews, Richard, Burn, Andrew, Leach, J, Locke, Terry, Low, G, and Torgerson, C. (2002) A systematic review of the impact of networked ICT on 5-16 year olds' literacy in English. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Tech threatens family bonding: study

A study conducted by Australian Telco, AAPT, has investigated a range of parental attitudes towards young people's use of technologies. 1000 parents were 'surveyed'.

About 40 per cent of Australian parents believe their children's fixation with technology is robbing the family of precious face-to-face time, a study has found.

The research by telco AAPT has revealed that 16 to 20-year-olds spend an average of 3.2 hours a day using technology.

This compares with just two hours of face-to-face communication spent with parents.

Almost half of the 1000 parents surveyed believed two hours was not enough time and would prefer about seven hours of face-to-face time with their children throughout the day.

Despite this, almost 80 per cent believe technology has dramatically helped their family to stay in contact.

Interesting stuff of course. I recall something about studies done on the very low average time most fathers spend interacting with their teenage children each day: less than a minute.

It seems to me that here again, in research such as this where parents are interviewed about the 'problems' associated with their children's technology use, the responses are inevitably negative, with undercurrents that appeal to fears about alienation, social fragmention, addiction, youth deviance etc while at the same time finding that people also recognise the ways communication technologies have enabled broader family interactions.

While these two different 'findings' seem to be in contradiction, they are fairly normal findings. One one hand you have a kind of moral discourse about what good or normal adolescence should be with behaviours which fall outside of this being seen as a problem. The problem is of course technology, or violent computer games or internet addiction, or some other technological deterministic view of the power of technology to influence social behaviour of itself, as if technologies have some power to take over humans, or to influence those with less moral fibre or less will power to resist the urges to give in to it.

On the other hand, the discourse of technological advanncement suggests that communication technologies have radically altered social behaviours and allowed us to do things that were not possible in the past.

I guess in the end these two different discourses are not that different.

Research like this taps into such discourses, fears, insecurities, hype and hope, and rather than offer anything new, tends to perpetuate the same kind of simplistic view of young people's use of technologies: as dupes, deviates or cyberkids.

Click here to give 'em the flick

Danah Boyd is part of Mimi Ito's (yes and a whole bunch of others) Informal Learning project and here writes about relationships and myspace. I'm sure I have some data on this as well.

Walking the streets of Cyberia

A perspective from Robyn Treyvaud, a former teacher, who is a consultant to the Centre for Strategic Education. The CSE is headed up by Tony Mackay. Some interesting representation on the CES board.

This piece makes interesting reading next to my own views to be published in ACER's Teacher Magazine in the next couple of months, which you can also find here.

pathogising technologies

Blaming technologies for our ills is nothing new of course, but I'm wondering how these quacks can claim to 'treat internet addition' as if 'it' was some kind of disease. Pop a pill, I imagine.

Hysteria around complex social phenomenon like this makes me wonder how it might be possible to cut through the crap and tell a different story. While I have no doubt that there are many and serious social problems connected with this kind of stuff, to lay the blame at 'the internet' or 'the game' is just silly.

I mean no one would ever suggest that democracy could be brought to a totalitarian state through force and warfare, would they?