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DigitalLiteracy schule2.0 e-start

shared by Benjamin Jörissen on 18 Dec 08 - Cached

How are pupils and teachers encouraged and motivated to relate to digital culture and use digital technology?
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main incentives usually offered with respect to digital technology use are concerned with life after schooling and the promise of a future career in the workplace. The ineffectiveness of such incentives is clearly evidenced in the “lifestyle choices” of many children
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the role of both face to face (friends, relatives, family, peers, neighbors, memberships to groups, etc) and remote (online help facilities, helplines, etc) social and resource networks needs to be recognized (Selwyn, 2004). Social networks may represent a significant determinant in the process within which different pupils and teachers, as members of diverse communities and collectivities, identify a “use” for digital technology in their daily and leisure lives, develop an interest towards this use, establish an initial and later a meaningful engagement with digital tools and contents and sustain this interest and engagement throughout time by expanding their skills and knowledge.
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Essentially then, pupils’ and teachers’ membership to different social communities, which may be considered as sources of advice and agents of socialization into differentiated forms of culture, is an influential aspect of digital literacy development.
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Could the school as a significant socialization and enculturation agent address effectively factors related to issues of relevance and social networks and empower pupils and teachers to participate in digital practice, not only as consumers of digital dominant culture but also as producers and communicators of their own culture?”
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