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.

Create, Transform, and Share

2016 ◽  
pp. 159-179 ◽  
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.

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.

Empowering Creativity in Young People Through Mobile Learning

2014 ◽  
pp. 1400-1417
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.

MILITARY-PATRIOTIC CLUBS AS SUBJECTS OF PREVENTING EXTREMISM IN THE YOUTH ENVIRONMENT

2021 ◽  
Author(s):  
Павел Петрович Фантров ◽  
Владимир Маркович Шинкарук ◽  
Наталья Алексеевна Соловьева
Keyword(s):  
Young People ◽  
Positive Attitude ◽  
The Self ◽  
Interfaith Dialogue

В статье выявлена роль военно-патриотических клубов по профилактике экстремизма в молодежной среде. Авторами статьи отмечается, что их деятельность позволяет организовать досуг подростков, сформировать позитивное отношение к Родине, пропагандировать социально значимые ценности и создавать условия для мирного межнационального и межконфессионального диалога, а также способствует самореализации несовершеннолетней молодежи. The article reveals the role of military-patriotic clubs in prevention of extremism among young people. The authors of the article note that their activities make it possible to organize the leisure of adolescents, form a positive attitude towards the Motherland, promote socially significant values and create conditions for peaceful interethnic and interfaith dialogue, and also contribute to the self-realization of underage youth.

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

Experiencing Responsive Technology in a Mixed Work: Interactive music as embodied and situated activity

2017 ◽  
Vol 22 (3) ◽  
pp. 418-427
Author(s):  
Anna Einarsson
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Meaning Making ◽  
Phenomenological Analysis ◽  
Cultural Dimensions ◽  
The Self ◽  
Structured Interviews ◽  
Interactive Music ◽  
Sensorimotor Interaction ◽  
The Relationship

How is performing with responsive technology in a mixed work experienced by performers, and how may the notion of embodied cognition further our understanding of this interaction? These questions are addressed here analysing accounts from singers performing the author’s mixed work Metamorphoses (2015). Combining semi-structured interviews and inspiration from Interpretative Phenomenological Analysis, questions concerning the ‘self’ when listening, singing, moving and relating to fellow musicians, as well as the relationship towards the computer, are explored. The results include a notion of the computer as neither separated nor detached but both, and highlight the importance of the situation, including not only the here and now but also social and cultural dimensions. The discussion emphasises the role of sensorimotor interaction and bodily experience in human meaning-making.

Mobile Learning, Digital Literacies, Information Habitus and At-Risk Social Groups

2010 ◽  
Vol 2 (3) ◽  
pp. 30-41 ◽  
Author(s):  
Margit Böck
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Social Inclusion ◽  
Social Groups ◽  
Central Element ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies

Certain potentials of mobile devices seem predestined to connect those distanced from education with learning in the widest sense. To use these potentials requires a disposition of these ‘learners-to-be’ as able to assume responsibility for their learning. Characteristics of that disposition are identified, with requisite concepts: the information habitus; a pedagogy of social inclusion; in the frame of New Literacy Studies. The central element in the requisite information habitus is the action by an individual to get information via their own agency (Holschuld) contrasted with a reliance on others to bring information to them (Bringschuld). The role of institutional sites of learning are discussed, both for those categorized as ‘at risk’ and for the wider, new task of ‘social learning’, in which all come to see themselves as learners able to shape contexts for learning requisite to their needs.

Exploring the Role of Mobile Learning in Global Education

2021 ◽  
pp. 1303-1315
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Global Education ◽  
Mobile Technologies ◽  
Easy Access ◽  
Current Trends

This chapter describes the current trends of mobile devices in education, the applications of mobile technologies in learning, the overview of Mobile Learning (m-learning), and the importance of m-learning in global education. M-learning encourages both blended learning and collaborative learning, thus allowing the learners at different locations to get in touch with their peers or others teams to discuss and learn. The m-learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. Given the convenience of m-learning, there is less time spent getting trained, and the overall costs are lowered as a results. With m-learning, learners are able to learn in their own style at their own pace. M-learning provides easy access to the learning at any place and any time, which is more convenient to the learners.

Contraceptive behavior in women in the Republic of Kalmykia

2016 ◽  
Vol 7 (2) ◽  
pp. 79-84
Author(s):  
Vadim K Iur’ev ◽  
Anatolij G Serdjukov ◽  
Ceren M Tebleev ◽  
Viktor G Puzyrev
Keyword(s):  
Family Planning ◽  
Young People ◽  
Healthcare Workers ◽  
Intrauterine Device ◽  
The Self ◽  
Sexual Life ◽  
Sexually Active ◽  
Barrier Methods ◽  
The Republic

Contraception is the important component of family planning. It plays the important role in fighting with abortion and preserving the reproductive health of women. The specially designed anonymous survey was performed in 375 women living in the Republic of Kalmykia in the age from 16 till 45 years old. The average age of beginning of sexual life was estimated as 18,6 ± 0,1 years at the examined group. The average age decreased from 19,3 ± 0,3 to 17,0 ± 0,2 during the last 10 years. Almost the half of respondent (45,9 %) started the sexual life before the marriage. Kalmyk women started the sexual life later than Russian and entered the premarital relationship rarely. 70,2 % of sexually active women protected from pregnancy: 74,2 % used barrier methods of contraception, 13,5 % - intrauterine device, 12,9 % - oral hormone contraception, 11,1% - rejected sexual intercourse. Women below 30 and Kalmyk women used the barrier methods of contraception most often. Women older than 30 years used intrauterine device most often, oral hormone contraception was in use among cities inhabitants and among Russian women. The self-appraisal of knowledge on contraception questions showed that women estimate their erudition as 3,98 ± 0,04 on average. One quarter (23,2 %) of women consider themselves insufficiently or poorly informed dealing with this question. Women in the age below 20 and inhabitants of countryside are less informed. The information was received from the formal source by 32,5 % of women (at school - 27,7 %, from healthcare workers - 4,8 %). The majority of women (50,8 %) received the information from the informal source: 17,9 % - mother and other relatives, 12,8 % - mass media, 4,3 % - printed matter. The role of school in the informing young people dealing with this question decreased during the last few years. The role of healthcare workers in the informing young people is very low.

scholarly journals Satisfying personal needs at the museum: The role of digital technologies

2014 ◽  
Vol 30 (57) ◽  
pp. 21
Author(s):  
Eva Pina Myrczik
Keyword(s):  
Meaning Making ◽  
Gain Control ◽  
Digital Technologies ◽  
Museum Visitors ◽  
Other Information ◽  
Museum Experience ◽  
Personal Needs ◽  
General Meaning

<p class="p1">This paper investigates how museum visitors use digital technologies to mediate their general meaning-making process about artworks and other information they encounter throughout their museum experience. Concluding from a case study at the National Gallery of Denmark in Copenhagen, this study suggests that visitors use digital technologies as a vehicle for satisfying one or more personal needs. In order to gain control over their experience, visitors used not only digital technologies provided by the museum but also their personal technologies. The article argues that both museums and visitors will derive great benefits by understanding the ways in which people process multimedia messages and by implementing these principles of multimedia learning into the design of digital technologies at museums. The data also suggest that museums should especially support visitors in using technology with which they are already familiar and embed it in the museum experience.</p>

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