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THE NET GENERATION IN JAPAN: A SURVEY OF INTERNET BEHAVIOURS OF STUDENTS AGED 13-21

100%
Taynton K.
Teaching English with Technology
|
2012
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vol. 12
|
issue 1
3-19
EN
Evidence from research into the “net generation” has shown it is not certain that there is a homogenous group of young people whose abilities to use technology are different from any other age group. With tools like blogs and online research becoming more popular in educational contexts research needs to provide a picture of what kinds of abilities and preferences students have so that appropriate teaching can be provided. This study examines the Japanese context in three areas: 1) Technology ownership, frequency of use, and perceptions of ability; 2) Frequency and type of use of the Internet; 3) Use and perceptions of institution Websites. Students at two universities and one middle and high school (193 male, 197 female, ages 13 to 21) responded and the analysis seems to confirm other studies’ results. They tend to own a lot of Internet-connected technology, especially mobile devices, are familiar with and frequently use the Internet, and perceive themselves competent to do so. However, their use is mostly for entertainment and not for learning or content creation. In conclusion, young people do not seem to be especially proficient at using technology for learning and may need technical or pedagogical support for sophisticated online educational tasks such as research or blogging.
2
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E-kompetencje cyfrowego pokolenia w świetle badań własnych. Eksploracja zagadnienia na przykładzie wybranych e-umiejętności

88%
Popiołek M.
Zarządzanie Mediami
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2014
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vol. 2
|
issue 2
77-90
EN
The paper focuses on selected e-skills of young people (Generation Y, Generation Z, Net Generation) who are considered as digital natives. The article deals especially with the common belief that representatives of the young generation are proficient in the use of ICT. This is an exploration of this issue, done by seeking answer to the question whether that kind of common belief is correct? In the first part of this paper, there is an overview of selected studies and reflections related to the problem, both enthusiastic and critical. The second part is a description of research, which was conducted by the author of the paper.
3
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Medialaby, fablaby i banki wiedzy jako nowe modele instytucji edukacyjnych i animacyjnych. Problemy i wyzwania

51%
Maj A.
Państwo i Społeczeństwo
|
2017
|
issue 3
85-103
PL
Celem artykułu jest zwrócenie uwagi na specyfikę działań nowatorskich instytucji nowomedialnych o charakterze edukacyjnym i animacyjnym. Autorka, odnosząc się do koncepcji z zakresu edukacji medialnej i socjologii Sieci, opisuje praktyki pokolenia Sieci czy cyberbricoleurów oraz kompetencje medialne charakterystyczne dla użytkowników usieciowionych i mobilnych mediów cyfrowych. Instytucje promujące działania nowomedialne, m.in. centra i festiwale cybersztuki i nowych technologii oraz związane z nimi dyskursy (np. dyskurs otwartości danych, DIY czy dyskursy cybersztuki i transhumanizmu) autorka postrzega jako formy narzędzi, które mogą być przydatne dla edukacji nowomedialnej. Artykuł omawia szczegółowo koncepcje medialabu, fablabu i banku wiedzy, genezę ich amerykańskich i europejskich modelowych instytucji, a także ich nowatorskie cechy, istotne z perspektywy animacyjnej i edukacyjnej.
EN
The aim of the paper is to draw attention to the specificity of innovative new media institutions concerning education and culture animation. Relating to the concepts within the range of media education and sociology of the Net, the author describes practices of Net Generation or cyberbricoleurs as well as media competences characteristic of the users of networked and mobile digital media. The institutions promoting new media activities, i.a. centres and festivals of cyberart and new technologies, and discourses connected with them (i.a. open data, DIY or cyberarts and transhumanism discourses) are perceiveed by the author as forms of tools, which may be useful for new media education. The paper shows in details the concepts of medialab, fablab and bank of knowledge as well as the origins of American and European model institutions and their innovative features which are important from cultural and educational perspectives.
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