Theoretical and Epistemological Foundations of Integrating Digital Technologies in Education in the Second Half of the 20th Century

2014 ◽  
pp. 150-163 ◽  
Author(s):  
Eva Dakich
Keyword(s):  
20Th Century ◽  
Digital Technologies

Transforming K-12 Classrooms With Digital Technology

2017 ◽  
pp. 1506-1530
Author(s):  
Robert J. Leneway
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Emerging Technologies ◽  
New Technology ◽  
Digital Technologies ◽  
Learning Needs ◽  
Data Systems ◽  
Industrial Age ◽  
Evaluative Research ◽  
K 12

Powerful emerging technologies, data systems, and communications have converged to change how we play, work, communicate, learn, and even what we think. It is fundamentally changing our institutions and support systems, especially our schools and their classrooms. Thus, the teachers that use these classrooms need to also change. If schools and classroom designed for a 20th century industrial age are to survive, then how do they need to be transformed to respond to the rapidly changing needs of today's 21st century students? There is currently much “hype” on what technology can do for students and their classrooms. This chapter explores what the research says works regarding the integration of digital technologies for schools, teachers, and most importantly the 21st century students that today's classrooms are intended to serve. However, with most emerging technologies, the research has not kept pace with the ever increasing advance, so this chapter also highlights some of the promising new technology devices, programs, and educational practices in need of quality evaluative research. By exploring how today's students and their learning needs are being changed by current and emerging promising digital technologies, a personal vision for the reader should begin to emerge on how schools might transform their 20th century teachers and classrooms into spaces, including virtual spaces, that better serve today's 21st century students.

scholarly journals Das Musikinstitut der Fondazione Giorgio Cini

2020 ◽  
Vol 100 (1) ◽  
pp. 86-93
Author(s):  
Gianmario Borio
Keyword(s):  
20Th Century ◽  
New Technologies ◽  
Digital Technologies ◽  
Online Journal ◽  
Book Series ◽  
Wide Range ◽  
Archival Work ◽  
Work First ◽  
Different Sources ◽  
Detailed Picture

AbstractIn 2020, the Institute of Music of the Fondazione Giorgio Cini celebrated its 35th birthday. Its archive preserves 26 collections belonging to Italian composers and musicians of the 20th century: a significant quantity of sources encompassing several generations and aesthetic orientations (from Casella to Romitelli, from Rota to Manzoni etc.). The state of current discourse and new technologies are leading to a re-orientation of archival work. First, it can contribute to a more detailed picture of musical facts and personal interactions. Second, digital technologies create the conditions for new ways of evaluating the data found in different sources; and third, an archive is now increasingly conceived as a service and the use of its resources is not limited to historiographical research but also encompasses the dissemination of knowledge and musical practice. The book series „The Composer’s Workshop”, the online-journal „Archival Notes” and the workshop cycle „Research-led Performance” are examples of the wide range of activities connected with our archive.

Transforming K-12 Classrooms with Digital Technology

2014 ◽  
pp. 1-24 ◽  
Author(s):  
Robert J. Leneway
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Emerging Technologies ◽  
New Technology ◽  
Digital Technologies ◽  
Learning Needs ◽  
Data Systems ◽  
Industrial Age ◽  
Evaluative Research ◽  
K 12

Powerful emerging technologies, data systems, and communications have converged to change how we play, work, communicate, learn, and even what we think. It is fundamentally changing our institutions and support systems, especially our schools and their classrooms. Thus, the teachers that use these classrooms need to also change. If schools and classroom designed for a 20th century industrial age are to survive, then how do they need to be transformed to respond to the rapidly changing needs of today’s 21st century students? There is currently much “hype” on what technology can do for students and their classrooms. This chapter explores what the research says works regarding the integration of digital technologies for schools, teachers, and most importantly the 21st century students that today’s classrooms are intended to serve. However, with most emerging technologies, the research has not kept pace with the ever increasing advance, so this chapter also highlights some of the promising new technology devices, programs, and educational practices in need of quality evaluative research. By exploring how today's students and their learning needs are being changed by current and emerging promising digital technologies, a personal vision for the reader should begin to emerge on how schools might transform their 20th century teachers and classrooms into spaces, including virtual spaces, that better serve today's 21st century students.

scholarly journals New trends in the encyclopedic practice shaped by the digital age (based on Scholarpedia and Scholarly Community Еncyclopedia)

2021 ◽  
Vol 13 ◽  
pp. 46-62
Author(s):  
Oleksandr Ishchenko
Keyword(s):  
20Th Century ◽  
Digital Technologies ◽  
Digital Age ◽  
Multimedia Content ◽  
Late 20Th Century ◽  
Scholarly Community ◽  
New Approaches ◽  
Internet Resources ◽  
Qualitative Changes

The article describes the changes in the sphere of encyclopedia publishing (online encyclopedic practice) on the example of some notable Internet resources (Scholarpedia and Scholarly Community Encyclopedia) caused by the development of digital technologies. With the appearance of electronic encyclopedias in the late 20th century, the encyclopedic activity has innovated with the multimedia content and the speed of its search. However, today digital encyclopedic practice is moving from formal to qualitative changes associated with the improvement of encyclopedic content and its building. In particular, the model of creating the analyzed in this article the Scholarpedia and the Scholarly Community Encyclopedia shows new approaches to the organization of encyclopedic practice that are different from the traditional ones. It expands the opportunities for improving the quality of encyclopedias as well as reaching them to a new level.

Digital technologies and their introduction to the economy and social life

2020 ◽  
pp. 74-79
Author(s):  
Aleksandra Andreevna Kiseleva
Keyword(s):  
20Th Century ◽  
Digital Technology ◽  
Technology Use ◽  
Social Life ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Economy ◽  
The Internet ◽  
Cultural Relations

The article demonstrates that the digital economy means economic, social, and cultural relations based on the digital technology use. The digital economy is often referred to as the Internet-based economy, due to the dramatic changes that digital computing and communication technologies brought to the economy in the second half of the 20th century.

Digitisation of Youth Work and an Evaluation of Social Media as a Tool in Meeting the Profession's Core Principles in a UK Context

2020 ◽  
pp. 127-152
Author(s):  
Luke Gaspard ◽  
Paul Olaitan
Keyword(s):  
Social Media ◽  
Young People ◽  
20Th Century ◽  
Child Neglect ◽  
Digital Technologies ◽  
Youth Engagement ◽  
Youth Justice ◽  
Children And Young People ◽  
Contributory Factors ◽  
Victorian Period

While some commentators have rightly questioned characterisations of the 20th century as the ‘Century of the child,' sociologists have gone as far as claim a more accurate title would be that of the ‘Century of child neglect.‘ In this respect, numerous provisions from the late Victorian period onward, many enacted through legislation, within the fields of social care, youth justice, education, and welfare all help to characterise the immense strides made in drawing the care and interests of children and young people more centrally into the focus and attention of policymakers and society more widely. These developments build on positivistic ideas of societal causation: that the structure of society, and in particular inequality, neglect and oppression, were contributory factors in the behaviours and vulnerabilities that people express and experience, and social welfare responses needed to aim to ameliorate such structural impositions. This chapter considers how digital technologies, specifically within the form of social media, figures as a form of youth engagement and outreach.

scholarly journals Acoustic, Electric and Virtual Noise: The Cultural Identity of the Guitar

2006 ◽  
Vol 16 ◽  
pp. 35-39 ◽  
Author(s):  
Gavin Carfoot
Keyword(s):  
Cultural Identity ◽  
20Th Century ◽  
21St Century ◽  
Digital Technologies ◽  
Musical Sound

Guitar technology underwent significant changes in the 20th century in the move from acoustic to electric instruments. In the first part of the 21st century, the guitar continues to develop through its interaction with digital technologies. Such changes in guitar technology are usually grounded in what we might call the “cultural identity” of the instrument: that is, the various ways that the guitar is used to enact, influence and challenge sociocultural and musical discourses. Often, these different uses of the guitar can be seen to reflect a conflict between the changing concepts of “noise” and “musical sound.”

scholarly journals РЕАЛЬНІСТЬ ЯК ВИГАДКА? ПОНЯТТЯ “МЕТАМОДЕРНІЗМ” І “МЕТАМОДЕРН” В СУЧАСНОМУ КУЛЬТУРОЛОГІЧНОМУ І ЛІТЕРАТУРОЗНАВЧОМУ ДИСКУРСІ

2021 ◽  
pp. 152-164
Author(s):  
Ольга Бандровська
Keyword(s):  
New Media ◽  
20Th Century ◽  
21St Century ◽  
Cultural Change ◽  
Digital Technologies ◽  
Literary Text ◽  
David Foster Wallace ◽  
The Past ◽  
Literary Trend ◽  
The Impact

At the beginning of the 20th century, postmodernism has depleted its cultural and aesthetic potential, and as most critics agree, it has become a phenomenon of the past. Among the conceptions aimed at comprehending the impact of the new media and digital technologies, together with the trend towards globalization, digimodernism, automoderrnism, altermodernism, performatism, and metamodernism can be listed as the most conspicuous ones. Proceeding from the fact that metamodernism is a theoretically developed and strongly institutionalized conceptualization of both current cultural change and 21st-century fi ction, this paper focuses on its cultural and literary strategies. Primarily, the study aims to analyze the fundamentals of metamodernism elaborated in the works by Timotheus Vermeulen and Robin van den Akker and in metamodernist web manifestoes. To achieve this goal, such notions as a “structure of feeling” and “new sincerity” that refl ect an emerging cultural sensibility, along with the principle of the metamodernist oscillation between modernist and postmodernist modes, are highlighted. The claim that the Metamodern era replaces Postmodernity is also under investigation. In addition, the paper explores the main features of metamodernism in the works by David Foster Wallace, one of the most famous and infl uential US writers of his generation, a talented novelist and essayist. Application of nonlinear, rhizomatic structures at the narrative level, modeling of the reality according to the principle “what if this is true?”, and a combination of the principles of “new sincerity” and post-irony in Wallace’s novel “Infi nite Jest” are considered. The paper concludes that metamodernism as a literary trend of the recent decades suggests new fi ctional patterns of aesthetic innovations, primarily in returning multiple facets of reality into a literary text. Key words: metamodernism, Metamodern, postmodernism, Postmodern, “new sincerity”, “structure of feeling”, Vermeulen and van den Akker, “Notes on Metamodernism”, David Wallace, “Infi nite Jest”.

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