scholarly journals Mobile phones as cultural resources for learning – an analysis of mobile expertise, structures and emerging cultural practices

2009 ◽  
Vol 2009 (Occasional Papers) ◽  
pp. 1-29 ◽  
Author(s):  
Ben Bachmair ◽  
Norbert Pachler ◽  
John Cook
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Mobile Devices ◽  
Personal Development ◽  
Cultural Practices ◽  
Cultural Resources ◽  
Fully Integrated ◽  
Individual Agency ◽  
The Impact ◽  
Educational Field

If it is the case that mobile devices, with their specific social and technological structures and attendant cultural practices, have become an integral part of everyday life, then the educational field has to react. But how and who? Fact is that mobile devices have reached and become fully integrated in everyday life, worldwide and across social milieus. This development is «ubiquitous» (e.g. Haythornthwaite, 2008, Beale 2007, Nyiri 2002) and is accompanied by an increase in individualisation enabled and necessitated by a variety of mobile devices characterised by media convergence. Education must ask questions about the impact of these irreversible trends on the personal development of young people and about its role in mediating them as well as about their impact on individual agency of young people in the context of emerging socio-cultural structures (see Stald 2007).

scholarly journals ICT-enabled self-determination, disability and young people

2021 ◽  
Author(s):  
Edgar Pacheco
Keyword(s):  
Social Media ◽  
Young People ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Personal Development ◽  
New Technologies ◽  
People With Disabilities ◽  
Self Determination ◽  
University Life ◽  
The Impact

Research and practice about self-determination in the context of disability has centred on teaching skills and providing support to help people with impairments to be independent. However, limited research exists about the impact of Information and Communication Technologies, in particular social media and mobile devices, on the development of self-determination skills among people with disabilities. This paper presents the findings of a qualitative study which collected data from observations, a researcher diary, focus groups, individual interviews and data from social media. The focus of the study was on young people with vision impairments who were transitioning to university life. The study found that the participants developed self-determination skills by using and adapting collaborative and interactive online tools and mobile devices according to their transition needs. This finding expands the understanding of the implications of new technologies for young people with disabilities’ personal development and the enhancement of self-determination.

scholarly journals Appropriation of Mobile Cultural Resources for Learning

2012 ◽  
pp. 10-30 ◽  
Author(s):  
Norbert Pachler ◽  
John Cook ◽  
Ben Bachmair
Keyword(s):  
Everyday Life ◽  
Mobile Devices ◽  
Formal Education ◽  
Cultural Practices ◽  
Formal Learning ◽  
Cultural Resources ◽  
Starting Point ◽  
Mobile Complex

This article proposes appropriation as the key for the recognition of mobile devices—as well as the artefacts accessed through, and produced with them—as cultural resources across different cultural practices of use, in everyday life and formal education. The article analyses the interrelationship of users of mobile devices with the structures, agency and practices of, and in relation to what the authors call the “mobile complex”. Two examples are presented and some curricular options for the assimilation of mobile devices into settings of formal learning are discussed. Also, a typology of appropriation is presented that serves as an explanatory, analytical frame and starting point for a discussion about attendant issues.

scholarly journals Appropriation of Mobile Cultural Resources for Learning

2010 ◽  
Vol 2 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Norbert Pachler ◽  
John Cook ◽  
Ben Bachmair
Keyword(s):  
Everyday Life ◽  
Mobile Devices ◽  
Formal Education ◽  
Cultural Practices ◽  
Formal Learning ◽  
Cultural Resources ◽  
Starting Point ◽  
Mobile Complex

This article proposes appropriation as the key for the recognition of mobile devices — as well as the artefacts accessed through, and produced with them — as cultural resources across different cultural practices of use, in everyday life and formal education. The article analyses the interrelationship of users of mobile devices with the structures, agency and practices of, and in relation to what the authors call the “mobile complex”. Two examples are presented and some curricular options for the assimilation of mobile devices into settings of formal learning are discussed. Also, a typology of appropriation is presented that serves as an explanatory, analytical frame and starting point for a discussion about attendant issues.

A Cosmopolitan Perspective of Globalization: Cultural and Aesthetic Consumption Among Young People

2014 ◽  
Vol 2013 (3) ◽  
pp. 3-23 ◽  
Author(s):  
Vincenzo Cicchelli ◽  
Sylvie Octobre
Keyword(s):  
Life Cycle ◽  
Young People ◽  
Everyday Life ◽  
Societal Change ◽  
Globalized World ◽  
The Impact ◽  
Do So

AbstractAuthor's focuses on understanding in which way people relate with globalization and what kind of imaginative process they engage in to do so in their everyday life. Article deals with the emerging cosmopolitan consciousness and practices that derive from young people's experiences of a globalized world. The paper is based on two different researches of young people, the rationale for such a choice being to understand the impact of emerging transformations on young people - who are often the barometers of societal change from both generational and life cycle perspectives.

scholarly journals How to teach young people morality: Lessons from China and USA

2016 ◽  
pp. 591-602
Author(s):  
Bojana Markovic
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Moral Education ◽  
Extracurricular Activities ◽  
21St Century ◽  
Personal Development ◽  
Theoretical Level ◽  
School Subjects ◽  
The Us ◽  
Class Teacher

The question of morality has always been an important issue in a society. Furthermore, moral education is a key framework for personal development. In the 21st century, there is an increasing issue of how to teach young people morality. This paper presents how moral education is conducted in China and the US, with the aim of introducing and inspecting their examples, considering thus our moral education from another perspective and giving suggestions how to change it and how to implement it. Moral education only makes sense if extends throughout all levels of education, including not merely theoretical level but also practical activities, which are highlighted in this paper. These practical activities should not be isolated examples of enthusiastic individuals, but a systemic solution. There is a need for a specific curriculum for implementation of moral education in schools through school subjects and extracurricular activities, activities with a class teacher, charity actions, individual rewards, competitions in motivational speeches or essays about morality, and so on. Briefly, it is necessary that morality becomes an integral part of everyday life both in school and out of it.

Empowering Creativity in Young People Through Mobile Learning

2013 ◽  
Vol 5 (3) ◽  
pp. 17-33 ◽  
Author(s):  
M. Ranieri ◽  
I. Bruni
Keyword(s):  
Young People ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Meaning Making ◽  
Future Research ◽  
Cultural Resources ◽  
Binary Choices ◽  
Transformative Process ◽  
Teachers Perspectives

This paper investigates the potential of mobile learning for creativity in and out of school with a focus on media production. In doing so it attempts to move beyond binary choices around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this end, it presents the literature on how creativity has been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study by referring to the Vygotskyan perspective of creativity as a transformative process of culture and the self. It then moves to a description of three experiences addressing young people and entailing the creation of digital artifacts through mobile devices. It also presents some results, exploring learners’ and teachers’ perspectives and showing how mobile devices serve as cultural resources that young people use for meaning making and transforming themselves. The paper concludes with some recommendations for future research.

Create, Transform, and Share

2016 ◽  
pp. 628-648
Author(s):  
Maria Ranieri ◽  
Isabella Bruni
Keyword(s):  
Young People ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Meaning Making ◽  
Social Process ◽  
Digital Technologies ◽  
The Self ◽  
Cultural Resources ◽  
Teachers Perspectives

This chapter explores the potential of mobile learning for creativity in formal and informal contexts of learning with a focus on media production and self-expression. In doing so it attempts to move beyond binary views around the nature of creativity and the role of technologies for creative learning. It presents the literature on how creativity and its relationship with technologies have been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study. In particular, it refers to the Vygotskyan perspective of creativity as a transformative (social) process of culture and the self, and looks at digital technologies' affordances to reflect on their potential for learning. It describes three projects addressing young people and entailing the creation of digital artefacts through mobile devices. It highlights learners' and teachers' perspectives and shows how mobile devices can serve as cultural resources that young people may use for meaning making and transforming themselves.

I giovani di oggi e la domanda formativa

2020 ◽  
pp. 103-122
Author(s):  
Elsa M. Bruni
Keyword(s):  
Young People ◽  
Personal Development ◽  
Youth Education ◽  
The Social ◽  
Human Reality ◽  
New Interpretation ◽  
The One ◽  
The Impact ◽  
And Training

This paper develops the theme of youth education and training by following at least three fields of analysis, which are mutually interrelated. The training process, the role of educational agencies, and pedagogy will be investigated in light of a new interpretation of the image of young people and of the one of youth that is free from rhetoric and clichés. A close look will be taken to the characteristics of current anthropology trends, focusing on the impact that such categories as "fear" and "risk" exert on training processes. The ultimate aim of this investigation will be to outline the main traits of youth crisis from a pedagogical perspective in terms of a crisis of personal development and human fulfilment, which is even more important than professional fulfilment, and of the transformations affecting rational and non-rational dimensions of the person. By referring to the social condition and to the range of interpretive paradigms inherent in current epistemologies, the paper is aimedto findthe source of the demand that young people directly and indirectly express today also through non-verbal languages, alternative "signs" and "images" that do not fall within the traditional pedagogical canon. The function of pedagogy will therefore be redefined both in theory and in practice on the basis of the need to understand the real human reality, thus interpreting its needs. At the same time, the educational operariwill be re-thought, so as to ensure that in today's reflective democracies the purpose regarded by Raffaele Laporta as the "educational absolute" is achieved. This coincides with authentic freedom, with the most accomplished form of humanization and with the highest level of personal existence, identified as essential conditions for the freedom of learning that corresponds to the freedom of life.

scholarly journals Świadomość konsumencka młodzieży

1970 ◽  
pp. 413-423
Author(s):  
Agnieszka M. Barwicka
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Young Person ◽  
Modern Times ◽  
The Everyday ◽  
Media And Technology ◽  
The Impact

Young people face many choices in modern times. The flood of information means that a young person must make many decisions in line with their knowledge and hierarchy of values. Since the development of media and technology has become very important in the everyday life of average teenagers, brands presenting their products reach them through all possible avenues. Regardless of whether teenagers want it or not, they have to face the impact of advertising and select content they find useful. The article presents the results and interpretation of the results of own research conducted on youth.

scholarly journals Concluding Remarks

2021 ◽  
pp. 103-108
Author(s):  
Heather Wardle
Keyword(s):  
Young People ◽  
Everyday Life ◽  
New Products ◽  
The Other ◽  
The Impact

AbstractChanging technology has accelerated the intersection between gaming and gambling products and practices, generated new products and thus created concerns about the impact of things like loot boxes or social casinos. Games which incorporate gambling-like practices (aside from generating profit) reflect the increasing normalisation of gambling within everyday life but these games also become accelerants of this trend, through the vast power and reach they have, especially among young people. Attention tends to focus on whether these practices should be defined as “gambling” or not. Whilst important, this arguably misses a range of other considerations—such as the potential exploitative or coercive nature of these products and the mechanics that underlie them. Games and gambling tend to be viewed as distinct practices but increasing intersection of products, practices and common mechanics used by both means they are increasingly viewed as intertwined, where the improbity of each will likely reflect on the other.

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