Die Reihe der John D. und Catherine T. MacArthur Foundation zu digitalen Medien und LernenReihe
Diese Reihe befasst sich mit der komplexen und sich ständig weiterentwickelnden Beziehung zwischen digitalen Medien und Lernprozessen. Sie untersucht, wie Technologie die Art und Weise verändert, wie wir Wissen erwerben, kommunizieren und unsere Identitäten konstruieren. Die Sammlung bietet tiefe Einblicke in die gegenwärtigen Herausforderungen und Chancen, die das digitale Zeitalter für Bildung und gesellschaftliche Entwicklung mit sich bringt.
The book explores the origins of a significant industry that created beloved educational games like Oregon Trail and KidPix. It delves into the experimental initiatives that aimed to harness computers for child-centered learning, highlighting the innovative approaches and philosophies that shaped these early developments in educational technology. Through this lens, it examines the intersection of gaming and education, revealing how these pioneering efforts transformed learning experiences for children.
An exploration of how issues of race and ethnicity play out in a digital media
landscape that includes MySpace, post-9/11 politics, MMOGs, Internet music
distribution, and the digital divide.
An examination of young people's everyday new media practices-including video-
game playing, text-messaging, digital media production, and social media use.
Emergent practices in young people's digital media usage can drive technological innovation while also creating unexpected learning experiences and social interactions. The book explores how these developments influence both individual growth and broader societal changes, highlighting the dual nature of technology as a catalyst for creativity and a source of unforeseen challenges.
Contributors discuss how growing up in a world saturated with digital media affects the development of young people's individual and social identities. As young people today grow up in a world saturated with digital media, how does it affect their sense of self and others? As they define and redefine their identities through engagements with technology, what are the implications for their experiences as learners, citizens, consumers, and family and community members? This addresses the consequences of digital media use for young people's individual and social identities. The contributors explore how young people use digital media to share ideas and creativity and to participate in networks that are small and large, local and global, intimate and anonymous. They look at the emergence of new genres and forms, from SMS and instant messaging to home pages, blogs, and social networking sites. They discuss such topics as "girl power" online, the generational digital divide, young people and mobile communication, and the appeal of the "digital publics" of MySpace, considering whether these media offer young people genuinely new forms of engagement, interaction, and communication.ContributorsAngela Booker, danah boyd, Kirsten Drotner, Shelley Goldman, Susan C. Herring, Meghan McDermott, Claudia Mitchell, Gitte Stald, Susannah Stern, Sandra Weber, Rebekah Willett
"Drawing on extensive interviews with young people between the ages of 10 and 25, James describes the nature of their thinking about privacy, property, and participation online. She identifies three ways that young people approach online activities. A teen might practice self-focused thinking, concerned mostly about consequences for herself; moral thinking, concerned about the consequences for people he knows; or ethical thinking, concerned about unknown individuals and larger communities. James finds, among other things, that youth are often blind to moral or ethical concerns about privacy; that attitudes toward property range from "what's theirs is theirs" to "free for all"; that hostile speech can be met with a belief that online content is "just a joke"; and that adults who are consulted about such dilemmas often emphasize personal safety issues over online ethics and citizenship. Considering ways to address the digital ethics gap, James offers a vision of conscientious connectivity, which involves ethical thinking skills but, perhaps more important, is marked by sensitivity to the dilemmas posed by online life, a motivation to wrestle with them, and a sense of moral agency that supports socially positive online actions."--Publisher's description
