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Thanasis Priftis

Twenty-first century digital skills for the creative industries workforce: Perspectives... - 0 views

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    "The creative industries workforce requires employees that use ICT applications to solve the knowledge related tasks at work. The aim of this research is twofold: (1) to see if previously cited twenty-first century digital skills are suited to the creative industries workforce and (2) to investigate the extent to which skill development get attention in current organizational practices. In-depth interviews were conducted with a sample of 24 managers and senior executives of creative organizations based in the Netherlands. As a guideline for the interviews, a conceptual twenty-first century digital skills framework was used. This framework presented the following seven core skills supported by the use of ICT: technical, information management, communication, collaboration, creativity, critical thinking, and problem solving. The following five contextual skills that play a role when using ICT were also presented: ethical awareness, cultural awareness, flexibility, self-direction, and lifelong learning. The results support the importance of twenty-first century digital skills, however, there seems to be insufficient attention to the levels of these skills; they play a minor role during the selection and evaluation procedures. Often it is assumed that existing digital skills are sufficient. Managers are encouraged to improve on developing requirements necessary for future employees as well as measurements to ensure current employees skill levels. The developed framework might be used as a management tool for indicating skills that need to be assessed among professionals working in the creative industries."
Thanasis Priftis

The mystery of the digital natives' existence: Questioning the validity of the Prenskia... - 0 views

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    "Net Generation (Tapscott, 2009, 1998; Oblinger and Oblinger, 2005), Generation Y (Zhao and Liu, 2008; Halse and Mallinson, 2009), Millennials (Howe and Strauss, 2000), Homo Zappiens (Veen, 2003) and i-Generation (Rosen, 2010). The labels used to describe the generation of young people and their relation with technology are numerous. Over the past few years, one of the notions, which might have had more echoes among parents, teachers, and policy-makers is those of "digital natives" introduced in 2001 by Mark Prensky. The metaphor has had enduring influence on how the educational system perceives students and technology. Most scholars do not like it, for various reasons. Among other problems, the term implies that technological abilities are innate rather than taught and learned. The aim of this contribution is not to join the existing debate about the existence of digital native but to examine if there is any empirical evidence to support the use of that metaphor in the first place, questioning its usefulness to depict particular generations of young people"
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