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Disconnected

Disconnected Author Carrie James
ISBN-10 9780262325578
Release 2014-10-03
Pages 198
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Fresh from a party, a teen posts a photo on Facebook of a friend drinking a beer. A college student repurposes an article from Wikipedia for a paper. A group of players in a multiplayer online game routinely cheat new players by selling them worthless virtual accessories for high prices. In Disconnected, Carrie James examines how young people and the adults in their lives think about these sorts of online dilemmas, describing ethical blind spots and disconnects. 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.



Education and Social Media

Education and Social Media Author Christine Greenhow
ISBN-10 9780262529044
Release 2016-05-13
Pages 272
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How are widely popular social media such as Facebook, Twitter, and Instagram transforming how teachers teach, how kids learn, and the very foundations of education? What controversies surround the integration of social media in students' lives? The past decade has brought increased access to new media, and with this new opportunities and challenges for education. In this book, leading scholars from education, law, communications, sociology, and cultural studies explore the digital transformation now taking place in a variety of educational contexts. The contributors examine such topics as social media usage in schools, online youth communities, and distance learning in developing countries; the disruption of existing educational models of how knowledge is created and shared; privacy; accreditation; and the tension between the new ease of sharing and copyright laws. Case studies examine teaching media in K--12 schools and at universities; tuition-free, open education powered by social media, as practiced by the University of the People; new financial models for higher education; the benefits and challenges of MOOCS (Massive Open Online Courses); social media and teacher education; and the civic and individual advantages of teens' participatory play. ContributorsColin Agur, Jack M. Balkin, Valerie Belair-Gagnon, danah boyd, Nicholas Bramble, David Buckingham, Chris Dede, Benjamin Gleason, Christine Greenhow, Daniel J. H. Greenwood, Jiahang Li, Yite John Lu, Minhtuyen Mai, John Palfrey, Ri Pierce-Grove, Adam Poppe, Shai Reshef, Julia Sonnevend, Mark Warschauer



Worried About the Wrong Things

Worried About the Wrong Things Author Jacqueline Ryan Vickery
ISBN-10 9780262339346
Release 2017-08-04
Pages 360
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It's a familiar narrative in both real life and fiction, from news reports to television storylines: a young person is bullied online, or targeted by an online predator, or exposed to sexually explicit content. The consequences are bleak; the young person is shunned, suicidal, psychologically ruined. In this book, Jacqueline Ryan Vickery argues that there are other urgent concerns about young people's online experiences besides porn, predators, and peers. We need to turn our attention to inequitable opportunities for participation in a digital culture. Technical and material obstacles prevent low-income and other marginalized young people from the positive, community-building, and creative experiences that are possible online. Vickery explains that cautionary tales about online risk have shaped the way we think about technology and youth. She analyzes the discourses of risk in popular culture, journalism, and policy, and finds that harm-driven expectations, based on a privileged perception of risk, enact control over technology. Opportunity-driven expectations, on the other hand, based on evidence and lived experience, produce discourses that acknowledge the practices and agency of young people rather than seeing them as passive victims who need to be protected. Vickery first addresses how the discourses of risk regulate and control technology, then turns to the online practices of youth at a low-income, minority-majority Texas high school. She considers the participation gap and the need for schools to teach digital literacies, privacy, and different online learning ecologies. Finally, she shows that opportunity-driven expectations can guide young people's online experiences in ways that balance protection and agency.



Young People Ethics and the New Digital Media

Young People  Ethics  and the New Digital Media Author Carrie James
ISBN-10 9780262258289
Release 2009-10-09
Pages 128
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Social networking, blogging, vlogging, gaming, instant messaging, downloading music and other content, uploading and sharing their own creative work: these activities made possible by the new digital media are rich with opportunities and risks for young people. This report, part of the GoodPlay Project, undertaken by researchers at Harvard Graduate School of Education's Project Zero, investigates the ethical fault lines of such digital pursuits. The authors argue that five key issues are at stake in the new media: identity, privacy, ownership and authorship, credibility, and participation. Drawing on evidence from informant interviews, emerging scholarship on new media, and theoretical insights from psychology, sociology, political science, and cultural studies, the report explores the ways in which youth may be redefining these concepts as they engage with new digital media. The authors propose a model of "good play" that involves the unique affordances of the new digital media; related technical and new media literacies; cognitive and moral development and values; online and offline peer culture; and ethical supports, including the absence or presence of adult mentors and relevant educational curricula. This proposed model for ethical play sets the stage for the next part of the GoodPlay project, an empirical study that will invite young people to share their stories of engagement with the new digital media.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning



Digital Youth with Disabilities

Digital Youth with Disabilities Author Meryl Alper
ISBN-10 9780262527156
Release 2014-11-14
Pages 120
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Most research on media use by young people with disabilities focuses on the therapeutic and rehabilitative uses of technology; less attention has been paid to their day-to-day encounters with media and technology -- the mundane, sometimes pleasurable and sometimes frustrating experiences of "hanging out, messing around, and geeking out." In this report, Meryl Alper attempts to repair this omission, examining how school-aged children with disabilities use media for social and recreational purposes, with a focus on media use at home. In doing so, she reframes common assumptions about the relationship between young people with disabilities and technology, and she points to areas for further study into the role of new media in the lives of these young people, their parents, and their caregivers.Alper considers the notion of "screen time" and its inapplicability in certain cases -- when, for example, an iPad is a child's primary mode of communication. She looks at how young people with various disabilities use media to socialize with caregivers, siblings, and friends, looking more closely at the stereotype of the socially isolated young person with disabilities. And she examines issues encountered by parents in selecting, purchasing, and managing media for youth with such specific disabilities as ADHD and autism. She considers not only children's individual preferences and needs but also external factors, including the limits of existing platforms, content, and age standards.



Education for Life and Work

Education for Life and Work Author Committee on Defining Deeper Learning and 21st Century Skills
ISBN-10 9780309256506
Release 2013-01-01
Pages 229
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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.



Living and Learning with New Media

Living and Learning with New Media Author Mizuko Ito
ISBN-10 9780262258272
Release 2009-06-05
Pages 128
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This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings -- at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.John D. and Catherine T. MacArthur Reports on Digital Media and Learning



What Counts as Learning

What Counts as Learning Author Sheryl Grant
ISBN-10 9780988725539
Release 2014-08-29
Pages 136
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This report is an early response to designing badge systems grounded in actual practice. It provides a building block for anyone interested in designing open digital badge systems, and also for educators, policymakers, technologists, humanists, scholars, and administrators who have a stake in how badge systems might impact learning, assessment, and opportunities for lifelong learners.



The Civic Potential of Video Games

The Civic Potential of Video Games Author Joseph Kahne
ISBN-10 9780262258319
Release 2009-06-05
Pages 112
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This report focuses on the civic aspects of video game play among youth. According to a 2006 survey, 58 percent of young people aged 15 to 25 were civically "disengaged," meaning that they participated in fewer than two types of either electoral activities (defined as voting, campaigning, etc.) or civic activities (for example, volunteering). Kahne and his coauthors are interested in what role video games may or may not play in this disengagement.Until now, most research in the field has considered how video games relate to children's aggression and to academic learning. Digital media scholars suggest, however, that other social outcomes also deserve attention. For example, as games become more social, some scholars argue that they can be important spheres in which to foster civic development. Others disagree, suggesting that games, along with other forms of Internet involvement, may in fact take time away from civic and political engagement.Drawing on data from the 2006 survey, the authors examine the relationship between video game play and civic development. They call for further research on teen gaming experiences so that we can understand and promote civic engagement through video games.



Quest to Learn

Quest to Learn Author Katie Salen
ISBN-10 9780262515658
Release 2011
Pages 142
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The design for Quest to Learn, an innovative school in New York City that offers a"game-like" approach to learning.



Custodians of Conscience

Custodians of Conscience Author James S. Ettema
ISBN-10 0231106750
Release 1998
Pages 233
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Through in-depth interviews with award-winning investigative reporters and detailed analyses of the stories that brought them professional acclaim, the authors explain how journalists resolve, practically if not conceptually, the paradox of a press that is committed to exposing wrongdoing and is at the same time adamant about its disinterest in questions of right and wrong.



A Very Bad Wizard

A Very Bad Wizard Author Tamler Sommers
ISBN-10 9781135108434
Release 2016-05-26
Pages 322
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In the first edition of A Very Bad Wizard: Morality Behind the Curtain – Nine Conversations, philosopher Tamler Sommers talked with an interdisciplinary group of the world’s leading researchers—from the fields of social psychology, moral philosophy, cognitive science, and primatology—all working on the same issue: the origins and workings of morality. Together, these nine interviews pulled back some of the curtain, not only on our moral lives but—through Sommers’ probing, entertaining, and well informed questions—on the way morality traditionally has been studied. This Second Edition increases the subject matter, adding eight additional interviews and offering features that will make A Very Bad Wizard more useful in undergraduate classrooms. These features include structuring all chapters around sections and themes familiar in a course in ethics or moral psychology; providing follow-up podcasts for some of the interviews, which will delve into certain issues from the conversations in a more informal manner; including an expanded and annotated reading list with relevant primary sources at the end of each interview; presenting instructor and student resources online in a companion website. The resulting new publication promises to synthesize and make accessible the latest interdisciplinary research to offer a brand new way to teach philosophical ethics and moral psychology.



Digital Media Youth and Credibility

Digital Media  Youth  and Credibility Author Miriam J. Metzger
ISBN-10 9780262062732
Release 2008
Pages 202
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The difficulties in determining the quality of information on the Internet--inparticular, the implications of wide access and questionable credibility for youth andlearning.



Connected Learning An Agenda for Research and Design

Connected Learning  An Agenda for Research and Design Author Mizuko Ito
ISBN-10 9780988725508
Release 2013-01-14
Pages 92
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This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition. This report investigates how we can use new media to foster the growth and sustenance of environments that support connected learning in a broad-based and equitable way. This report also offers a design and reform agenda, grounded in a rich understanding of child development and learning, to promote and test connected learning theories. The research is conducted as part of the Connected Learning Research Network, supported by the MacArthur Foundation’s Digital Media and Learning initiative. The research network is an interdisciplinary collaboration among researchers, designers, and practitioners to advance an evidence-driven approach to learning, the design of learning environments, and educational reform that addresses contemporary problems of educational equity.



Social Lives

Social Lives Author Wendy Walker
ISBN-10 1429928239
Release 2009-09-01
Pages 320
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Step into picture-perfect Wilshire, home to some of the most privileged people in the world, where one woman's desperate act could bring the precariously balanced social order crashing down... Wilshire, Connecticut, the gilded enclave of Manhattan's prosperous elite, appears to be a vision of suburban tranquility: the mansions are tastefully designed, the lawns are expertly manicured, and the streets are as hushed as the complexities in the residents' lives. While Wilshire's husbands battle each other in the financial world, their wives manage their estates and raise the next elite generation. Some women are envied, some respected, and others simply tolerated. But regardless of where they stand, each woman is defined by the world she inhabits and bound by the unyielding social structure that surrounds her. Rosalyn Barlow, the most envied woman in Wilshire, is waging a battle of social manipulation to silence the scandalous gossip that threatens her daughter's reputation while her self-made billionaire husband grows more and more distant in his young retirement. But for fourteen year-old Caitlin Barlow, navigating life as a teenager in a culture of wealth and sexual promiscuity has become far more perilous than either of her parents knows. Newcomer Sarah Livingston has nothing but disdain for everyone and everything around her and a growing terror at having another child in a world she's come to resent. As she is pulled into the Barlow family's storm, the walls begin to close in around her marriage and the life she once thought she wanted. And for Jacqueline Halstead, who's just discovered her husband is under investigation for fraud surrounding his hedge fund, saving her family from total ruin means doing the unthinkable - and shaking the Barlow family, Wilshire's insular community, and herself to the core.



The Future of Learning Institutions in a Digital Age

The Future of Learning Institutions in a Digital Age Author Cathy N. Davidson
ISBN-10 9780262258135
Release 2009-06-05
Pages 88
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In this report, Cathy Davidson and David Theo Goldberg focus on the potential for shared and interactive learning made possible by the Internet. They argue that the single most important characteristic of the Internet is its capacity for world-wide community and the limitless exchange of ideas. The Internet brings about a way of learning that is not new or revolutionary but is now the norm for today's graduating high school and college classes. It is for this reason that Davidson and Goldberg call on us to examine potential new models of digital learning and rethink our virtually enabled and enhanced learning institutions.This report is available in a free digital edition on the MIT Press website at http://mitpress.mit.edu/9780262513593.John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning



Confronting the Challenges of Participatory Culture

Confronting the Challenges of Participatory Culture Author Henry Jenkins
ISBN-10 9780262258296
Release 2009-06-05
Pages 145
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Many teens today who use the Internet are actively involved in participatory cultures -- joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning