articles...
community and interaction
May 8, 11:25 PM · Penelope Dunbar
Latour(1993) argues that the polarity between subject and object is a modern construct , one which impedes our attempts to access to the imbrications and networked relations of subject and object . Latour thinks we must restore the role of the mediator , as an ‘ original event [which] creates what it translates, as well as the entities between which it plays the mediating role ‘(Latour 1993:78) Latour’s Actor-Network-Theory(2005) is founded on the interaction between humans and things.’ stretch any
inter-action and, sure enough , it becomes an actor-network’(2005:202) There are some interesting dimensions to this interaction which I can directly vouch for in my growing interactions with the internet .Latour(2005) describes interactions as overflowing in all directions , encompassing a ‘Bewildering array of participants…...simulataneously at work in them and which are dislocating their neat boundaries’ The internet is reflection of our human interactivity with the world of things. Its technology creates everyone of Latour’s conditions for interaction between inumerable actants.The internet is saturated with hetrogenous entities that are not synoptic (simultaneously visible) Interactions involving millions of different actors and actants from diverse and distant places.
The internet is altering how we behave on a societal level. The private and the public conflate on a daily basis.Scores of people regularly are rendered completely absorbered ,privately interacting in a public space with vast amounts of public information.*
Berners-Lee translated the dream of a machine which could be interacted with into the beginnings of a reality. Central to his idea was the aspiration to use technology to facilitate a two-way process involving interaction with the information space , a creative exchange, that would provide people with the opportunity to engage in sharing. People to be reading , accessing ,creating links and connections between web pages.
Serres (1993) would suggest we should think of communication as the sending and recieving of messages via different messangers and be vigilent of the role the Internet has as a mediator and ‘actor endowed with the capacity to translate what they transport, to redefine it redeploy it and betray it’. (Latour 1993:81) silentmiaow the internet to communicate her unique perspective of the world . This video is especially powerful because of its transparancy and immediacy. Hearing and seeing directly through the medium of the internet , this subjects private world rendered in a public dimension presented a paradox. Silentmiaow opens up the possiblity for new definitions of communication,People with autism are often identified by non-autistic people as having a communication disorder.By posting this clip on youtube she is inadvertently engaging with multiple and mobile relationships that involve complex and fluid hybridising of public-and-prvate life(Sheller & Urry 2003) This could be misconstrued as publicity ,a media infiltration of the private realm. thus collapsing her mode of communication into a spectacle for world-wide consumption.I felt concerned that this material becomes vulnerable to misinterpretation by being posted on youtube which has a diverse and vast audience.The internet and its populations of networks , can distort and corrupt the integrity of a message.References
Berners-Lee, T & Fischetti,M. _Weaving the Web : the past, present and future of the World Wide Web._London : Orion Business, 1999.Csordas, T. ed. (1994) Embodiment and Experience: the existential ground of culture and Self . Cambridge: Cambridge University Press .
Latour, B.& Porter,C (trans) (1993) We have never been modern. Cambridge MA:Harvard University Press.
Latour, B.(2005) _Reassembling the social:An introduction to Actor-Network-Theory_Oxford:Oxford University Press
Serres,M & MacArthur&Paulson(trans)(1995)_ The natural contract_ . USA:University of Michigan Press .
Serres, M & Cowper, P(trans) (1993) Angels: A modern myth. Paris: Flammarion.
Sheller, M & Urr, J.(2003) ‘Mobile transformations of ‘public’ and ‘private’ life.’ Theory ,Culture& Society. vol 20 no3 pp.107-126
Together we can make a difference
May 8, 04:13 PM · Jo Choi
Education is a lifelong process by which youngsters are encouraged and enabled to fully develop their potential. It also serves the purpose of equipping them with what is necessary to be productive members of the future society. (Dewey LW 8:330; Fisher 2005) However, this future society is, in fact, full of dynamic and complex materials within the hybrids of our private and public life. For this, Sheller and Urry claim that instead of insistently maintaining the boundary between public and private domains in this complex and hybrid forms of communicational and informational flow, we should ‘navigate new material, mobile worlds, bringing into being ways of communication, mobilization and theory’ to develop democratic citizenship and a better society. To achieve it, the youth, parents, carers and teachers should live and navigate with this ever-changing global new media.
Since the introduction of the concept of computer assisted instruction (CAI) in 1960s, greater adaptability and flexibility of computer use in CAI mode has developed a powerful hold over people’s minds. People gradually discovered that computer can play different roles in teaching and learning. Attempts are then taken to get a wider picture of the roles of computer use in arenas like management of learning, as a learning resource and in research etc. (Hooper 1975)
Nowadays, computer literacy forms a natural part among many schoolchildren and families. Owing to the goal of ICT in enhancing citizens’ capabilities to innovation and creation of new knowledge and industries, personal participation in this technology-knowledge-economic development cycle is encouraged. Hence, conferences, courses and workshops on computer uses for teachers, parents, carers and family members who have the most important influences on children’s lives, emerged. (Wagner and Kozma 2005)
Many governmental and local organizations in society supply citizens with various opportunities and ways in computer uses and learning, aiming at providing technology-based education. Some living examples are as in the following:
Parentcentre
a governmental organisation providing technological support 
Craigmillar Communiversity aims at creating a learning exchange network addressing the local needs.
One interesting project: The Golden cow of Craigmillar 
BBC Webwise a guide using the Internet 
Sonic Postcards Project enables pupils to be aware of living environment and communicate with others across the world via internet, fostering their creativity through the manipulation of technology. (e.g. Alehousewells School) 
In co-operating actively with useful educational organizations in computer uses, we can help in well-equipping children to navigate and strive for success towards the computer world.
References:
Computers and 3D product design education (1985), London: Design Council.
Fisher, R. (2005). Teaching children to think, Cheltenham: Stanley Thornes.
Hooper R. and Toye I. (1975). Computer assisted learning in the United Kingdom, London: Council for Educational Technology for the United Kingdom.
Making the difference: new technology in learning (2006), Edinburgh: Scottish Executive.
Sheller M. and Urry J. (2003). Mobile Transformations of ‘Public’ and ‘Private’ Life. Source: Theroy, Culture & Society (SAGE, London, Thousand Oaks and New Delhi), Vol. 20(3), pp. 107-125.
Simpson, D.J. (2005). John Dewey and the art of teaching: toward reflective and imaginative practice, London: Sage Publications.
Temple N., Darach J. and Rosch V. (2004). the:global:ideas:Book, London: Institute for Social Inventions.
Wagner D. A. and Kozma R. B. (2005). New technologies for literacy and adult education: a global perspective, Paris: UNESCO Publishing.
A penetrating gaze in the cyber-world
May 7, 04:55 AM · Jo Choi
According to Graham, human life contains actions and objects whose purpose is to sustain life (the useful); meanwhile, it must contain others whose is to make life worth sustaining (the valuable). If the value of the valuable is the satisfaction of desire, as a computer generation, we have to ask: is new technology worth desiring? It matters about whether it can empower us to shape a better future.
iTheater video glasses 
Obviously, new technology has transformed society in enormous ways socially, economically and politically. It affects every aspect of our daily lives. Computers, mobile phones, digital cameras, MP3 players, ipods and pairs of iTheater video glasses – all technological products are what people pursue for gaining more free, effective and convenient lives. Technology also allows people to ‘get more done’ in the day. However, Dalke claims that it does not really help anyone to have more free life if we cannot control technology and its penetration in our everyday life. He emphasizes that true freedom by using computer technology comes from being empowered to choose to do what you want to and being conscious to know why you want to do it. Otherwise, our future may just like what Sciller warned ‘it is possible and even likely that the future may be more manipulated than the already considerably managed present.’ (Slevin 2000). We then become the slaves of new technology.
Computers anywhere and everywhere 
Despite the concerns about exposing children to inappropriate commercial, sexual, or violent contents, parents and teachers strive to provide children internet access and ICT teaching helping them to discover more in learning on one hand. On the other, do they realize that balance of physical and social activities of children and adequate adult guidance in using new technology also play vital roles in youth growth? Indeed, children’s computer access and patterns use vary distinctly depending on the teaching approach and their family backgrounds. Some emphasize on the use of technology for developing higher-order thinking skills. For this, do they discern the differences between ‘equality of digital opportunity’ and ‘equality of educational opportunity’? To construct a healthy learning environment for children, different partnerships between schools, family, and advocacy groups are indispensable for confronting this long-term challenge. (Shields and Behrman 2000; Wartella and Jennings 2000)
References:
Dalke D. (2001). The other side of the digital divide. Source: Sparkissue19.
http://www.spark-online.com/issue19/index.html
Graham G. (1999). The Internet: a philosophical inquiry, London: Routledge.
Slevin J. (2000). The internet and society, Cambridge: Polity Press.
Shields M. K. and Behrman R. E. (2000), Children and Computer Technology: Analysis and Recommendations. Source: The Future of Children, Vol. 10, No. 2, Children and Computer Technology (Autumn 2000), pp. 4-30. Last accessed:01.04.2007
Wartella E. A. and Jennings N. (2000). Children and Computers: New Technology. Old Concerns. Source: The Future of Children, Vol. 10, No. 2, Children and Computer Technology (Autumn, 2000), pp. 31-43. Last accessed:04.04.2007
Rethinking the digital divide
May 5, 02:48 AM · Jo Choi
There are always two sides of a coin. When there are endless debates and numerous projects about bridging the digital divide, ironically, some argue that children in developing countries are being harmed by over-access to technology, just like using calculator in black college – children using electronic devices are less likely to comprehend mathematical processes than those who come up with answers by working the problem out by traditional ways. It comes down to the issue regarding the proper use of technology. After all, what are the basic issues towards the digital divide?
Undoubtedly, benefits from those projects are undeniable. However, the contribution is just too narrow. The spread of information technology still cannot improve the quality of lives of the poor; hence Basu argues that it lacks sufficient sociological sophistication. Before introducing the technology, we have to know more about the background of the country, i.e. looking at it ‘ from the perception of someone living and being in the developing country rather than from outside .’ If most of the poor are actually living in villages, still walking on mountains without shoes, I probably agree with Basu that ‘it is not just about providing access but about providing usefulness of that access…the “access to ICT” does not denote use of ICT’. Western countries neglecting the reality and just selling the technology to the poor in order to empower their media imperialism resulting in cultural imperialism – all are the matter that we have to confront. (Dennis 1984)
How do the information technology improve their actual lives practically?
On Global Youth Service Day in Bangladesh, students taught a computer workshop to rural youth, many of whom had never seen a computer.
Meanwhile, to bridge the digital divide, we may have to ask one question: does the information poor themselves recognize the need and relationship between their living and technology? Obviously, the key to cater for this concern is to have technology available for them as part of their culture and daily environment. It is not only about building computer devices and accessing the internet, but comes to a basic concern: a technological culture around the poor. (Roulet 2006) Even without sufficient and high-tech equipment, it is vital to encourage them starting to engage with the barely technological resources so as to foster the culture of using technology in their daily life.
Going to schools without sufficient stationery + Playing computer in babyhood = Real digital divide!
References:
Dennis, Everette E. (1984). Basic issues in mass communication, New York: Macmillan; London: Collier Macmillan.
Lost in Cyberspace: Black college web sites struggle to keep pace. Source: The Journal of Blacks in Higher Education, Spring 2002, No. 35, pp.51-53. Last accessed: 23.04.2007
Subhajit Basu (2007), Redefining the Digital Divide. Source: Queen’s University Belfast.
http://www.digitaldivide.net/articles/view.php?ArticleID=812 Last accessed: 23.04.2007
Norm Roulet (2006), The face of a tech native: looking across the digital divide. Source: http://www.realneo.us/face-of-a-tech-native Last accessed: 23.04.2007
Rolling Roles
May 4, 02:56 PM · Susan Agnew
Flickering Signifiers, a light installation by artist Ken Rinaldo, focuses on the hypnotic, rhythms of light emited from our televisions sets. Marshall McLuhan said that content often blinds us to the character of the medium (McLuhan, 1964, p.16). By removing all images, Rinaldo draws attention to the addictive and manipulative power of the flickering light, which renders the viewer inactive.
Television brings advertising into our private homes and mass media is increasingly our main source of information (Sheller and Ury, 2003). Following staging, screening is the new threat to democracy (Sheller and Ury, 2003, p.119). However, screening adds new layers pushing the event further back; events can be staged then screened.
Natalie Jeremijenko is critical of accepting given ‘facts’. Her Feral Robotic Dogs roam the countryside unearthing harmful chemicals used in their own manufacture.
The project directly involves young people in transforming the toys to raise awareness of the environmental impact of consumerism. This direct experience of transformation shows that there are other possibilities and more active choices than accepting what is presented.
Such a project, which encourages the questioning of authorities, is contrary to an education system which in many ways promotes identities that are easy to control (Enslin, 1999, p.108). The questioning of facts and values naturally leads to a questioning of the authority of the teacher. This gives way to a transaction between teacher and pupil (Pring, 2004, p.114). Regarding computer technology, Sherry Turkle has noted that young people are leading the way (Turkle, 1999, p.288). There is therefore a blurring of teacher/student roles.
The ability to question given facts is not something to be installed – the method is the content.
References:
Enslin, P. (1999) “The place of national identity in the aims of education,” in Marples, R. (ed.) The Aims of Education, London: Routledge
McLuhan, M. (1964) Understanding Media: the extensions of man, London: Routledge
Pring, R. (2004) Philosophy of Educational Research (2nd Ed.) London: Continuum
Sheller, M. and Ury, J. (2003), “Mobile transformations of ‘public’ and ‘private’ life” in Theory, Culture and Society, vol.2 no. 2, pp.205-228
Turkle, S (1999), “Identity in the Age of the Internet, in Mackay H. & O’Sullivan, T. (eds.) The Media Reader: Continuity and Transformation, London: Sage