Friday, July 1, 2011

Week 5, Blog #2 Youth & Digital Access

Growing up our household was computer-less. I remember thinking that we would never have a computer. The cost of one was around $5000 during my elementary schooling. With the declining costs of computer equipment in recent years the importance of income has been somewhat reduced but it remains the most important factor for material access because total computer and Internet access costs (peripherals, printing costs, software, subscriptions and connection costs) barely diminish. In poor countries lack of income remains the decisive barrier (Films Media Group, 1999). After the past few weeks of this class and reading about the economic plight of a majority of the world’s population, I can imagine that being part of the techno-age is low on the priorities of underdeveloped countries.

Prior to physical access comes the wish to have a computer and to be connected to the Internet. Many of those who remain at the ‘wrong’ side of the digital divide have motivational problems. With regard to digital technology it appears that there are not only ‘have-nots’, but also ‘want-nots’ (van Dijk, 2006). I think this gap is probably declining as older generations pass on. But I can remember a time when some people felt technology was evil, even going so far as to consider the internet being part of devil worship.

Seeing the children with four computers to a classroom and not having the ability to fulfill class assignments, I can understand the “virtual ghetto” described in the film (Films Media Group, 1999). B. Keith Fulton Director of Technology for the National Urban League discussed the subtle divide between computers being used as a tool to develop thought. In this scenario he purposed that the schools within affluent communities were teaching their students mental stimuli that will allow them to be business owners and leaders (Films Media Group, 1999). He discussed group work and hands on activities that utilize discovery. While on the other hand he described children in impoverished school district were being led by the computers and taught in a drill type mode. I know that schools are barely achieving funding. Perhaps group work is the solution to few computers.

Omar Wasow Tech. Correspondent for MSNBC brought up a valid point. He stated that it’s a troubling notion to place computer literacy above literacy. Teaching children the ability to manipulate a machine does not replace providing them with an education (Films Media Group, 1999). Technology is a tool but it is not the fundamental core involved in the edification of a student. He further added that computers are only as useful as you are able to make good decisions.

APA Reference: 
van Dijk, J. A. G. M. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4-5), 221-235.
Films Media Group (1999).  Virtual Equality: The Information Revolution and the Inner City.  Films On Demand. Web. 01 July 2011.<http://digital.films.com.ezproxy1.lib.asu.edu/PortalPlaylists.aspx?aid=15249&xtid=9330>.

Youth and Tensions in Education-Fostering Digital Innovation or Digital Narcissism?, Week 5, Blog #1

I was not familiar with the 2007 Miss Teen USA pageant incident involving Lauren Caitlin Upton. So, I took it upon myself to find the YouTube snippet. One word, Wow! At least she’s pretty, as my boyfriend would say. I was shocked. Not only that this occurred but also that she would state that America needed to help other countries such as South Africa and Asia with education.  What a great example of how highly educated our privileged students of the United States are.  
I don’t feel that the digital age has created this evil economic superpower that is controlling our teen agers. Every generation has its share of under achievers and over achievers.  According to Mark Bauerlein, studies show that young people today can’t read and understand complex documents, write grammatically correct prose, or calculate such simple things as the cost of office supplies. They don’t know how to balance a checkbook or pay a bill. If they can find the United States on the map, they can’t locate Egypt or Iraq. They can’t name their elected officials, or list the freedoms protected by the First Amendment. They don’t read for pleasure and they spend next to no time on homework (90 percent of high school students spend less than an hour a day on homework, college students not much more than that) (O'Connor, 2009).
I can appreciate Mr. Bauerlein’s viewpoint but he doesn’t state exact numbers. What segment or percentage of Americans is this applicable to and even he it is a high number does the percentage differentiate substantially enough before the digital age became dominate to determine that technology is the United States ultimate demise in a global economy ? I know he’s an educator, but he seems frustrated. In the interview he stated that his students act like their running General Motors, checking their texts and blackberry’s, face booking instead of reading (Bauerlein, 2008).  In the words of my generation, he sounds like a “hata.” I would insert LOL after that but it’s not grammatically correct prose. I whole heartedly agree that in the age of no child left behind that there are indeed children and adults for that matter that are or have been left behind. But I’m a bit bothered by Mr. Bauerlein’s assumptions that if you don’t know the Venetian Republic of Late or Early Renaissance that you are lazy and ignorant (Bauerlein, 2008).  
In a recent study of high-end computers and reputable learning software placed into libraries in economically diverse communities, it was found that well-off parents accompanied their children to the library and mentored them to read at or above their reading levels, to challenge themselves, and to sustain their engagement with particular learning activities, and to do so in re-active and strategic ways. Less-well-off families engaged much less in such mentoring, and consequently, their children gain less school-based knowledge from digital media and print literacy, read less well, are more passive in their activities, have less of a foundation to build on, and, thus, fall further and further behind. In contrast, the more-well-off students progressively build on their achievements. In this way, digital media — much like print literacy — can make “the rich richer and the poor poorer” (Gee, 2008)
That would mean that it’s not technology causing the barrier between education and the “dumbing down” of our society but rather poor parenting skills.  Based on the above study its how effective or dare I say technologically savvy the adult mentor is in guiding the child into a direction that facilitates learning in our multi-media driven age.  Which Mr. Bauerlein does bring up that his colleagues are too concerned about being relevant instead of teaching what he considers the “classics” (Bauerlein, 2008). Yet, I reject the idea that we cannot better ourselves through social media outlets. Having the ability to learn about others I believe is just as important as reading To Kill a Mockingbird. When it was published, To Kill a Mockingbird, was not only an engaging literary work but it was also relevant for its time. Now time has moved on to a younger generation. I don’t think it’s just the teenagers with the ego (Bauerlein, 2008). My thoughts are that people like Mr. Bauerline reflect a generation that wants to feel that their era is also of importance. I agree that it is. All works leading up to this decade have contributed to civilization as we know it today. And as a people we will continue to facilitate forward thinking and new ideas. I imagine Mr. Bauerline’s conflict is that he doesn’t want his learning to be for naught in a digital revolution moving at the technological speed of light.  

APA Reference: 
O'Connor, E. (2009). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future (or, don't trust anyone under 30), by Mark Bauerlein. New york: Jeremy P. Tarcher/penguin, 2008, 24.95 hardbound. Academic Questions, 22(2), 234-239. 

Gee, J. P. (2008). Getting over the slump: Innovation strategies to promote children's learning. The Joan Ganz Cooney Center. Retrieved August 3, 2009, from www.joanganzcooneycenter.org

Bauerlein, Mark (2008) - Young Americans are the Dumbest Generation. Retrieved July 30, 2011, from .

Week 5, Blog #3 Reflection

1)    
      
      What were some of your initial expectations about this class?  How were your initial expectations confirmed or how did they change over the course of the semester?

I knew that the class would involve youth topics but since this is my first justice class I wasn’t really sure how the class would be oriented. I was pleasantly surprised, shocked, and disturbed by the information that I was exposed to. It was necessary though. I feel really informed and appreciate the amount of work needed for completion of this course.  I know if I earn an A in this class I worked for it!
Given the various topics we've covered in the class, explain what you think is the most pressing issue facing youth today. Why is this particular issue such a major one? 

It’s difficult because there are so many issues facing today’s youth. One’s struggle is not less important than the others.  The issue that bothered me most significantly was the overall poverty that is taking place in South East Asia and Africa. It affects so many facets of the economy and causes them to have to make choices that many of us in developed countries don’t have a second thought about.  I’m glad to know that there are some organizations in place but it affects billions of people. It’s an overwhelming task.

Going back to the initial blog post question:(how old is 15?) How has your understanding of youth development changed (if at all)?  What ideas have been confirmed for you?  What ideas were new? 

I had no idea about the child soldiers in Uganda. I was unaware of the sex trafficking statistics in not only other countries but our own. My understanding has drastically opened into a new realm of child suffering. It’s almost difficult to sleep at night knowing the injustices facing children. I’d gather to say that this course could be titled “Youth and Injustice”.  I still believe that there is a maturation that faces children going through adult circumstances but nevertheless they are indeed children. Then after reading about 19 year old killers, I’ve begun to broaden my ideal of what age adulthood really may begin at? I’m feeling that even though children are resilient they are in fact still children.

Feel free to post any other observations, comments, questions suggestions, etc. about the various topics we've covered on your blogs!

The topics are really timely and woven well together. I think that everyone going into a field where children are the primary population (regardless of major) should take this class.  It’s indeed very well-rounded and the information is not only astounding but enthralling to say the least.


Just a side note…There were only four questions. The numbering listed 1, 2, 3, and 5.  Thank you.