What is a digital world?

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Everywhere I look, I see digits! On my alarm clock, TV, computer, car stereo- even my microwave, but the term ‘a digital world’ predominantly suggests a connected world. We use a wide range of technologies and programs to conkids-in-the-digital-worldnect ourselves to the World Wide Web and we use these technologies for an infinite number of reasons. Our world has been permanently digitalised- and it is here to stay. Whether we choose to accept digital technology in our lives or not, we can no longer argue that it has no permanent residence in society or that it is used merely for entertainment (Howell, 2012, p. 6).

I myself are an early GenY student and consider myself what Jennifer Howell (2012, p. 6) refers to as a ‘digital native’. Since engaging with the topic and considering what technologies are out there, I have come to realize that I might be a digital native in some respects, but I can also be considered by many of my peers as a ‘digital immigrant’ – someone who is still learning the ropes of the world of technology (Howell, 2012, p. 6). This is primarily due to the fact that I am confident and competent with many digital devices and programs, but my skills and understanding have not developed past the basics. I have always engaged with technologies on a rudimentary level, and my interest in furthering my digital skills has been minimal. For these reasons, my digital world is comparatively limited.

The clip below gives an excellent insight into why technology is so important for education.

In this unit, I have been introduced to technologies that I have never heard of but will continue to use during and after my education. Those who choose to permanently shun a digital world are doing themselves a disservice. The programs and technologies that are available to us can make our lives so much richer. As Prensky (2008) suggests, the future generations want and expect their education to be rich with digital enhancement. I have a duty to my future students to be digitally affluent so I can teach them what they expect to be taught.

References

Bailey, T. (2014, November 13). Growing up tech: Kids today in this digital world [Image]. Retrieved from http://pushstar.com/growing-up-tech-kids-today-digital-world/

Howell, J. (2012). Teaching with ICT. Melbourne: Oxford University Press.

Prensky, M. (2008, May 22). The 21st- century digital learner. Retrieved from http://www.edutopia.org/: http://www.edutopia.org/ikid-digital-learner-technology-2008

University of Colorado Denver. (2012, October 9). The future of digital education – University of Colorado Denver [Video file]. Retrieved from https://www.youtube.com/watch?v=wn8D0LAxsgY

Transmedia: Multi-platforms and digital convergence

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This morning I awoke to find my son had flung off his Thomas the Tank Engine blanket, flicked the TV onto ‘Batman’ and had prepared himself breakfast in his favourite Peppa Pig bowl. What a morning of transmedia he had! For those who are unsure, a definition of transmedia is a “set of narrative and non-narrative media elements that are spread systematically across multiple platforms” (Alper; Herr- Stephenson, 2013, p. 366). Still unsure? Well transmedia examples can be seen everywhere and have been around since storytelling began (Johnson, 2015). Superhero stories might have begun as verbal stories or urban myths that were turned into comic books, television shows, movies, action figurines and console games (Kinder, as cited in Alper et al., 2013, p. 366).

A great presentation defining ‘transmedia’. (Begeal, 2013)

(As cited in Sun, 2014)

(As cited in Sun, 2014)

Since the age of the internet, transmedia platforms and scenarios have exploded. Not only is transmedia in a digital setting being utilized by corporations large and small, it is also very popular among everyday users who can now tailor their digital platforms to incorporate their favourite characters or themes in a form of personal expression (Donnelley, 2015).

A number of gentlemen use a Game of Thrones prop to gain popularity with the ladies (Tinder boys doing things, 2015)

A number of gentlemen use a Game of Thrones prop to gain popularity with the ladies (Tinder boys doing things, 2015)

So we have been using transmedia since the dawn of mankind and this has inevitably dominated the online world, but does it have a place in education? As Alper and Herr- Stephenson (2013, p. 366) report, studies on the impact of digital transmedia in education are few, but with the diverse number of platforms, programs and themes that can be used to convert transmedia into educational tools, the possibilities are encouraging and positively met by students.

While some might be sceptical on how action figures and stories can equate to adequate learning, I believe that transmedia in a digital world holds endless possibilities for teachers and students alike. Carolyn Sun’s (2014) article tackles this topic, suggesting that children must be interested to learn, and transmedia can be used to inspire their imagination whilst teaching them lifelong skills in a setting that is fun, educational and relevant.

References

Alper, M; Herr-Stephenson, R. (2013). Transmedia play: Literacy across media. Retrieved from https://lms.curtin.edu.au/bbcswebdav/pid-3339728-dt-content-rid-19586467_1/courses/EDUC1015-DVCEducatio-1132960346/EDUC1015-DVCEducatio-1132960346_ImportedContent_20150209105434/Transmedia%20Play_%20Literacy%20Across%20Media.pdf

Begeal, J. (2013). Transmedia storytelling 101 [Streaming video].  Retrieved from https://prezi.com/69exjuet3mnx/transmedia-storytelling-101/

Donnelley, T. (2015). The latest annoying Tinder trend that will make you swipe left. Retrieved from http://nypost.com/2015/04/07/the-latest-annoying-tinder-trend-that-will-make-you-swipe-left/

Johnson, D. (2015). A History of Transmedia Entertainment. Retrieved from http://spreadablemedia.org/essays/johnson/#.VS8uF0blCrt

Sun, C. (2014). Transmedia and Education: How transmedia is changing the way we learn. Retrieved from http://www.thedigitalshift.com/2014/06/featured/many-ways-tell-story-transmedia-transforming-education-classrooms/

Participation and the Digital Divide

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In my world, technology is everywhere. I cannot go a day without using some form of technology and I don’t think I could if I tried. I am technologically dependant. This leads me to consider those whose lives are not enhanced by the opportunities technology can provide, such as connectivity, education and the world wide resources of information. Initially I am lead to think of third world countries, where PC’s, iPhones or even a reliable internet connection are beyond the majority of the population. Many companies, including Facebook (2015) are attempting to bring the internet to less fortunate countries and one of their inspiring stories can be seen below:

I have come to realise this ‘digital divide’ (Howell, 2012, p. 55) is

not unique to underprivileged countries, and occurs in varying forms among those who have a high level of digital expectancy (Howell, 2012, p. 57). Prue Bentley (2014) speaks of this digital

(The Australian, 2012)

(The Australian, 2012)

divide in her article – suggesting that a lack of adequate internet service providers and internet speed in Australia is creating an unacceptable chasm in the opportunities of digital users.

I have to agree that a lack of internet provider options can be a major setback for many Australians. I find myself experiencing the very digital divide Prue Bentley (2014) spoke of – I have only one internet connection option which is expensive, slow and unreliable. I believe that while technology in an educational environment is paramount to students’ learning, it is unreasonable to expect parents to provide their children with the expensive equipment their schooling requires. The Australian Government has grants that can assist some students with costs, (Australian Business financing centre, 2015) but it cannot assist everyone.

“If kids have to get their own computer and software they are looking at about $600 worth of software costs.” (Joseph Sweeney, as cited in news.com.au, 2012.)

What is needed is a more affordable option, so that schools and parents can provide our children with the technology they require to learn effectively. Kevin Rudd made an attempt with his ‘Laptop for every student’ scheme (Braue, 2011), but much more is required to ensure the ‘digital divide’ becomes an irrelevant term in Australian education.

References

Australian Business financing centre. (2015). Can the Australian government offer its assistance to students who want to buy laptops? Retrived from http://www.australiangovernmentgrants.org/qa/qa.php?id=australian-government-assistance-to-buy-laptops

Bentley, P. (July, 2014). Lack of affordable broadband creating ‘digital divide’. Retrieved from http://www.abc.net.au/news/2014-07-02/bridging-the-digital-divide/5566644

Braue, D. (August, 2011). Rudd giveaway gripes: students slam ‘slow’ laptops. Retrieved from http://www.smh.com.au/digital-life/computers/rudd-giveaway-gripes-students-slam-slow-laptops-20110815-1iq3w.html

Fari, F. (2015). Facebook created Internet.org because we believe a connected world is a better world [Video file]. Retrieved from https://www.youtube.com/watch?v=TZfe6LC0078

Howell, J. (2012). Teaching with ICT. Melbourne: Oxford University Press.

Sweeney, J. (2012). Educators fear ‘digital divide’ for students if Canberra pulls out of free laptop scheme. Retrieved from http://www.news.com.au/technology/educators-fear-digital-divide-for-students-if-canberra-pulls-out-of-free-laptop-scheme/story-e6frfro0-1226520160157

The Australian. (2012). Children at Mornington Island State School on Mornington Island in Queensland, with laptops they received under the One Laptop Per Child (OLPC) scheme [Image]. Retrieved from http://www.news.com.au/technology/educators-fear-digital-divide-for-students-if-canberra-pulls-out-of-free-laptop-scheme/story-e6frfro0-1226520160157

Bound Round Evaluation Matrix

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Name of teaching resource

Bound Round (iPad App)
Weblink (if web based)

https://itunes.apple.com/us/app/bound-round/id583732241?ls=1&mt=8
Who should this digital teaching resource be used with? (ie year/grade)

The app is designed for children between the ages of 8 & 12 years old or year levels 3-6
How should it be used? (e.g. individual, whole class)

This app could be used in an individual or whole class situation. It could easily be integrated with an interactive whiteboard to enhance the classroom learning environment.
Which subject or learning area would it be most appropriate to use in?

English and Geography.
Identify the strengths of this teaching resource

This app is very valuable as a geographical learning resource, as it includes detailed pictures, maps and locations from all over the world. In addition to this, children worldwide are encouraged to participate in supplying information about their local area, providing strong emphasis on culture, race and language.

The app makes learning about the world’s geography interesting and interactive.

This is a free App.
Identify any weaknesses of this teaching resource

One dominant weakness of this app is its reliance on an online connection to function.

This app would be best utilised for children who are travelling on holidays.

Currently, this program is only available as an iPad app.
Explain any ideas you may have for further use of this teaching resource

This resource could be used as an interactive resource connecting children and classrooms across the globe. Through this app, students could have international ‘pen friends’ with whom they share written correspondence, photographs, videos and maps. They could even teach each other basic language skills from their respective countries. This could be done as an individual or class activity.

Don’t just take it from me! Watch what these kids have to say about the Bound Round App.

TinkerPlots Evalutation Matrix

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Name of teaching resource

TinkerPlots
Weblink (if web based)

http://www.tinkerplots.com/
Who should this digital teaching resource be used with? (ie year/grade)

Year levels 4 and up.
How should it be used? (e.g. individual, whole class)

TinkerPlots could be used as either an individual, group or whole class activity and could easily be enhanced using an interactive whiteboard. It would be a great program to use among small groups within a class.
Which subject or learning area would it be most appropriate to use in?

Maths, science, social science or any subject where data collection is present.
Identify the strengths of this teaching resource

This program can be used with minimal knowledge of graphs and gives teachers the opportunity to subtly introduce complicated graphic terminology.

It presents data collection as fun and interactive, while being used by a broad spectrum of ages.

It can perform very simple or very technical data presentation while having a user-friendly interface.

It is visually pleasing and gives students a choice in presentation – allowing room for individual expression.
Identify any weaknesses of this teaching resource

For younger grades teachers may still have to assist students, making it a classroom only resource.

This resource is not available as an online program and will require downloading onto a PC.

Unfortunately, this program will be discontinued after August 2015.
Explain any ideas you may have for further use of this teaching resource

TinkerPlots can provide another perspective for many mathematical areas and would be an effective learning tool to compliment classroom teaching. It could easily integrate mathematical concepts into other areas of learning such as History and Geography.

This TinkerPlots demo movie will inspire you to introduce this great program to your classroom!