scholarly journals „Digital natives” – szanse i zagrożenia wynikające z wykorzystania nowoczesnych mediów w procesie kształcenia

2021 ◽  
pp. 159-173
Author(s):  
Wioleta Wieczorek-Płochocka
Keyword(s):  
Young People ◽  
Digital Technology ◽  
Digital Natives ◽  
Media Education ◽  
Modern Media ◽  
Technological Communication

The aim of this article is to analyze the most important opportunities and threats related to the use of modern media in the process of educating and educating the gene- ration known as “digital natives”. This generation is considered to be a generation that treats modern technological, communication and information solutions as something natural. This feature can be used effectively in school. For this to happen, however, it is necessary to properly planned and implemented media education, which will allow to take advantage of the opportunities and eliminate the risks associated with the use of digital technology by young people.

scholarly journals Modern Media Design: the Impact of Digital Technology on the Development of Regional Publications

2018 ◽  
Vol 7 (3.14) ◽  
pp. 421
Author(s):  
Irina Anatoljevna Sukhotina ◽  
Olga Nikolaevna Ivanishcheva ◽  
Anasstasija Vjacheslavovna Koreneva ◽  
Irina Mihajlovna Shadrina ◽  
Tatjana Vjacheslavovna Ashutova
Keyword(s):  
Young People ◽  
Human Resources ◽  
Digital Technology ◽  
Front Page ◽  
Media Design ◽  
Modern Media ◽  
Regional Newspapers ◽  
The Impact ◽  
Regional Newspaper

The article examines the principal laws of print design, such as communicativeness, usability and visual attractiveness, in terms of their current use in a modern urban regional newspaper. This paper also presents an analysis of "The Evening Murmansk" newspaper design (logo, photos, front page), along with experts' interviews and readers' polls. The relevance of the work is the unique regional material, as well as a special view on the regional media fate, presented by the perception that modern urban regional newspapers are understaffed with both technical and human resources to attract attention of readers, especially of young people.  

The Myth of the Digital Native and What It Means for Higher Education

2018 ◽  
pp. 97-114
Author(s):  
Linda Corrin ◽  
Tiffani Apps ◽  
Karley Beckman ◽  
Sue Bennett
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Young People ◽  
Digital Technology ◽  
University Education ◽  
Childhood And Adolescence ◽  
Digital Native ◽  
College And University ◽  
Radical Transformation

The term “digital native” entered popular and academic discourse in the early 1990s to characterize young people who, having grown up surrounded by digital technology, were said to be highly technologically skilled. The premise was mobilized to criticize education for not meeting the needs of young people, thereby needing radical transformation. Despite being repeatedly discredited by empirical research and scholarly argument, the idea of the digital native has been remarkably persistent. This chapter explores the myth of the digital native and its implications for higher education. It suggests that the myth’s persistence signals a need to better understand the role of technology in young people’s lives. The chapter conceptualizes technology “practices,” considers how young adults experience technology in their college and university education, and how their practices are shaped by childhood and adolescence. The chapter closes with some propositions for educators, institutions, and researchers.

scholarly journals Aesthetic Visual Aspects in Digital Presentation of Cultural and Historical Heritage

2019 ◽  
Vol 5 (2) ◽  
pp. 71-80
Author(s):  
Dimitar Dobrevski ◽  
Keyword(s):  
Young People ◽  
Digital Technology ◽  
Visual Literacy ◽  
Virtual Space ◽  
Theoretical Research ◽  
The Internet ◽  
Small Children ◽  
Cultural Community ◽  
Wide Range ◽  
Historical Heritage

All serious theoretical research in the field of communication shows that, under the influence of global processes of globalization, information is increasingly visualized and iconized. Young people communicate using the wide range of opportunities provided by digital technology and the Internet. We spend a lot of our time in the virtual space. Everything seems fraudulently easy - everyone in minutes can upload information that is rapidly becoming available worldwide. Even small children handle as computer technicians. At the same time, the majority of participants in this communication have a substantial deficiency in visual literacy. Even specialists often ignore the language of forms, colors and compositional organization of space, which requires serious preparation, training and continuous specialization. Worldwide there are no good examples, but unfortunately they are not yet available to the cultural community in our country. The report raises a number of questions and issues for discussion and tries to draw attention to possible ways of solution. Keywords: visual communication, iconography, language of colors and forms

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

scholarly journals Associations between Online Hate Victimization and Perpetration

2021 ◽  
pp. 109-128
Author(s):  
Sebastian Wachs ◽  
Michele F. Wright
Keyword(s):  
Young People ◽  
Coping Strategies ◽  
Media Education ◽  
Self Report ◽  
Intervention Programs ◽  
Effective Intervention ◽  
Effective Prevention ◽  
Victims Of Violence ◽  
Explanatory Mechanism ◽  
The Relationship

It is well known that victims of violence are more likely than non-victims to be perpetrators, and that perpetrators are more likely than non-perpetrators to be victims. However, the overlap between being the victim of violence and the perpetrator of violence is not well understood when it comes to online hate. An explanatory mechanism in this relationship could potentially be the use of specific coping strategies. We sought to develop a better understanding of the relationship between the victims and the perpetrators of online hate to inform effective intervention and prevention initiatives in the field of media education. Self-report questionnaires on receiving and committing online hate and on technical and assertive coping were completed by 1,480 young people between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results showed that increases in being the recipient of online hate were positively related to being a perpetrator of online hate. Technical and assertive coping strategies were negatively related to perpetrating online hate. Furthermore, victims of online hate reported less instances of perpetrating online hate when they reported higher levels of technical and assertive coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of technical and assertive coping strategies. In conclusion, our findings suggest that, if they are to be effective, prevention and intervention programs that target online hate should consider educating young people in problem-focused coping strategies.

scholarly journals Tempo Digital: Quando a escola invade o smartphone

2020 ◽  
pp. 62-67
Author(s):  
Maria Luísa Luís Duarte
Keyword(s):  
Young People ◽  
Creative Process ◽  
Electronic Devices ◽  
School Context ◽  
Digital Natives ◽  
Work Of Art ◽  
History Of ◽  
Current Context ◽  
History Of Culture ◽  
Object Of Study

This article derives from the master’s research in which it seeks to understand what uses the teenagers of this generation, known as millennials (or digital natives), are giving to their smartphones in a given Portuguese school context. Bearing in mind that our young people (as well as adults) spend a large part of their time “clinging” to small electronic devices, the present investigation looks at this problem as an opportunity to produce artistic content through a didactic use. At the same time, it helps young “producer / consumer” students to recognize themselves in the production of subjectivity inherent in certain work proposals carried out within the scope of the History of Culture and Arts. Starting from the concepts inherent to the disciplines of Artistic Education and the selection and study of a work of art, and having self-representation as the object of study, the student (re) creates (the work selected by himself) through the use of the smartphone, mobilizing skills transversal (technical, aesthetic and methodological) in a process that wants to be creative. In the creative process several aspects are contemplated that can, and should, be deepened, namely the question of time. The time we live in is an unexpected time! Time of seclusion, distance, confinement! We seek to ask whether the current context of confinement can provide an opportunity to reflect on the didactic use of the smartphone to produce artistic content while maintaining the principles of equality and equity.

Ubiquitous Learning for New Generation Learners' Expectations

2020 ◽  
pp. 176-200 ◽  
Author(s):  
Tarık Kişla ◽  
Bahar Karaoğlan
Keyword(s):  
Young People ◽  
Digital Technology ◽  
Environmental Influence ◽  
Smart Devices ◽  
Ubiquitous Learning ◽  
Time Duration ◽  
Generation Z ◽  
The World ◽  
New Generation ◽  
Information And Technology

It cannot be denied that environmental influence has a great effect on the characteristics of individuals: reason why people can be profiled with their generation. Generation is a collection of lifespans which fall into a time duration when major changes have occurred. The last decades are labeled as information and technology era where the world is witnessing great changes in lifestyles that go in parallel with the speed of evolving digital technology. Young people born after 2000 are categorized as “Generation Z,” who are born into a world of IT technology and are independent, social individuals competent in using technology and mostly interested in technology-driven/enabled events and devices. Due to this fact, portable/wearable smart devices may be used to offer new opportunities for delivering education tailored according to situational needs and preferences of these people. In this chapter, after touching distinctive characteristics of the generations, concepts regarding ubiquitous learning and how it aligns with the aspirations and values of Generation Z are highlighted.

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