Great Thinkers
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Transcript of Great Thinkers
Adrienne Linenberger
Online Activity 1TCI 537: Bridging Technology
GapsNovember 20, 2010
Dr. Mizuko Ito
aka: Mimi Ito
Cultural Anthropologist of
Technology Use
Mimi Ito: Bio
Cultural Anthropologist Focus on Youth’s
changing relationships to media and communication
International expert on Mobile Technologies and new digital media in everyday life
Professor In Residence, Department of Anthropology and Department of Informatics at the University of California, Irvine
Mimi Ito: Author
Collaborative Author: Hanging out, Messing Around, and Geeking Out: Kids Living and Learning with New Media
Co-editor: Personal, Portable, Pedestrian: Mobile Phones in Japanese Life
Author: Engineering Play: A Cultural History of Children’s Software
Mimi Ito: Project
Co-led the Digital Youth Project, a study of ways youth use new media
How kids engage with and play with new media in their everyday lives
How digital technologies are changing the way young people learn, play, socialize and participate in civic life
Digital Youth Project
A 3-year ethnographic study of what kids are doing with new media
Focus on: Gaming, Online Communication, Digital Media Production
Goal: to understand the online/digital world from a youth-centered perspective
Based on Social and recreational life of kids, not at school
3 Main Categories of Engagement:(In terms of every day activity)
Hanging Out
Messing Around
Geeking Out
Hanging OutFriendship-driven activity
A lot of learning going on
Social behavior, getting along w/ friends, learning lessons about popularity, romance
Examples: Myspace, Facebook, Texting, IM
Generation Gap Issues
Parents uncertain of value of it
Adults frightened about potential trouble online
Peer group interaction is a major motivator
Parents need to become fluent in online communication
Messing Around
Peer-based, self-directed learning online
Trying out new forms of media online
Developing technical and media literacy through trial and error
Examples: creating videos or games, customizing personal pages, sharing and receiving feedback online
Generation Gap
Adults are uncertain of value
Parents don’t recognize the learning
Concerns with legality of Copyright issues: file sharing, remix, mash-ups
Adult lack of knowledge hinders creative support of learning
Geeking Out
Interest-driven activity
Specialized interests to pursue self-directed learning around things they are passionate about
Online resources offer communities of interest and expertise
Collaborative relationships: writing, video editing, gaming
Generation Gap
Adults have a more active role to play
Adults need to learn how to value and support this kind of learning
There are little to no models for supporting interests in such specialized programs like video editing, music making, etc.
Need a shift in collaborative activities as a family (e.g. family web pages, gaming interests)
Conclusions
Set social norms for kids to follow that are realistic with technology
Technology in education is not just about transforming school practice but understanding the needs of youth
Support productive learning through digital media by understanding how kids are learning
New parent challenge: How to monitor and mentor in ways that aren’t oppressive to kids
Kids need guidance in working through social development in their world
References
Big Thinkers: Mimi Ito on learning with new media, George Lucas Educational Foundation, 2009.
Mizuko Ito and others, Hanging Out, Messing Around, and Geeking Out: Living and Learning with New Media (Cambridge, MA: MIT Press, 2009.
Living and Learning with New Media: Summary of Findings from the Digital Youth Project, Digital Media and Learning, 2008
Technology In The Classroom