Group items tagged

How are pupils and teachers encouraged and motivated to relate to digital culture and use digital technology?

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

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.

Nearly 30% of survey respondents (19 of 66) said their organization recouped their investment in immersive technologies in less than nine months, once their project(s) launched.

The top motivations for investment in immersive technology in 2008 /1Q 2009 were enabling people in disparate locations to spend time together, increased innovation, and cost savings or avoidance.

Early implementers are choosing the simplest use cases first. The most common were learning and training (80%, or 53 of 66 respondents focused on this use case) and meetings (76%, or 50 of 66 respondents). Some intend to take on more complex use cases in 2010 or 2011.