No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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- Traditional web use: searching the web to find information or for other general purposes,sending and receiving email;- Creating and using media: managing and modifying digital images, creating presentations,creating and editing audio and video files;- Web 2.0 publishing: creating or commenting blogs, contributing to wikis, using socialnetwork sites;- Media sharing: downloading or sharing mp3 and podcasts, sharing content on the Internet,using social bookmarking;- Advanced mobile use: accessing the Internet with the mobile phones in order to access audioand video files, search for information, send and receive email.Activities falling in the first category (traditional web use) are by far the most common, while otherkind of uses are still not so common; it would be an interesting topic for further research in thisfield to find ways to further refine the analysis, in particular by looking more in depth into the broadcategory of “web 2.0 publishing”, that can put together many different type of behaviours andattitudes (which is the relation, for example, between activities as different as updating a content onWikipedia or contributing to a blog on one side, or pushing the “I like” button of Facebook on theother?).Finally, the enthusiasm towards the growing diffusion of new media and of the social web shouldnot lead us to forget that the acquisition of media literacy is a process that cannot be taken forgranted, or completely left to spontaneous initiatives. As Jenkins (2006a) clearly reminds us, thereare at least three main problems that still need to be addressed, and whose relevance should not beunderestimated:- the participation gap: this theme is not new, as issues linked in a way or another to the digitaldivide have been among the most debated problems since the early days of Internet. Thisproblem should not be addressed by looking only at the mere availability of a certaintechnology (even if significant gaps still are present at this regard); possibility of access mustalso be accompanied by the development of appropriate skills in the use of new technologies.The inability to find information on the Internet could even become a factor of social exclusionin a near future (Castells, 2001).- the transparency problem: media content can influence the way in which we see reality, andcan therefore be vulnerable to manipulation by those who have an interest in promoting certainmessages or to impose certain attitudes and behaviours (Castells, 2009); even if mediaconditioning is something that the culture of modernity has long been accustomed to live with,it must be said that the network society, also because of its considerable complexity, presentscharacters of strong opacity. The ability to properly assess the information, discriminatingbetween reliable and unreliable sources, will increasingly represent a fundamental skill forcitizens all over the world; the present situation does not seem to encourage a particularoptimism regarding the growth of a widespread social awareness of this issue (see also theinteresting results reported in a recent research by Hargittai et al., 2010).- the ethics challenge: the open and participatory nature of the Internet tends to encourageindividuals to share a variety of information, without discriminating between data that can beshared without major concern and those “sensible data” that should be carefully protected fromintrusion by outsiders (Jenkins, 2006a). The development of social networks has helped tosharpen the relevance of this problem, as these sites present the hybrid characteristic of creatinga sort of private spaces into a wider networked place (Boyd, 2008). The tendency to blur thetraditional lines between public and private spaces, which already characterized electronicmedia (television in particular, cfr. Meyrowitz, 1985), is particularly relevant in the case ofsocial networks. This means that people must learn new ways to renegotiate their practice ofsharing personal information.
The available evidence seems to cast some doubts concerning the possibility that young generationsare naturally endowed with the skills to adequately cope with similar issues. For this reason,educators face a complex and important task, given also that the development of a criticalawareness concerning how to correctly use the tools that technology make available will become akey dimension to live, work and participate in the society of the future.References1. BECTA, (2008), Harnessing Technology: Schools Survey 2008, retrieved online:http://research.becta.org.uk/upload-dir/downloads/page_documents/research/ht_schools_survey 08_analysis.pdf.2. Boyd D., (2008), Taken Out of Context: American Teen Sociality in Networked Publics, Ph.Ddissertation, retrieved on line: http://www.danah.org/papers/.3. Bullen M., Morgan T., Belfer K. and Qayyum A., (2009), “The Net Generation In Higher Education:Rhetoric and Reality”, International Journal of Excellence in e-Learning, 2(1): 1-13.4. Carr N., (2008), The Big Switch: Rewiring the World, from Edison to Google, W.W.Norton & Company,New York.5. Castells M., (2009), Communication power, Oxford University Press, Oxford.6. Castells M., (2001), The Internet Galaxy: Reflections of the Internet, Business, and Society, OxfordUniversity Press, Oxford.7. CLEX (Committee of Inquiry into the Changing Learner Experience), (2009), Higher Education in aWeb 2.0 World. Report of an independent Committee of Inquiry into the impact on higher education ofstudents’ widespread use of Web 2.0 technologies, retrieved on line:http://www.jisc.ac.uk/media/documents /publications /heweb20rptv1.pdf.8. Eisenstein E., (1979), The Printing Press as an Agent of Change: Communications and CulturalTransformations in Early Modern Europe, Cambridge University Press, Cambridge-New York.9. Hargittai E., (2010), “Digital Na(t)ives ? Variation in Internet Skills and Uses among Members of the‘‘Net Generation”, Sociological Inquiry, 80(1), 92-113.10. Hargittai E., Fullerton L., Menchen-Trevino E. e Thomas K.Y., (2010), “Trust Online: Young Adults’Evaluation of Web Content”, International Journal of Communication, 4, 468-494.11. Ipsos Mori, (2007), Student Expectations Study. Key findings from online research and discussionevenings held in June 2007 for the Joint Information Systems Committee. London: Joint InformationSystems Committee (JISC), retrieved on line:http://www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf.12. ISTAT, (2008), L’uso dei media e del cellulare in Italia. Indagine multiscopo sulle famiglie “I cittadini eil tempo libero” – Anno 2006, retrieved on line: http://www.istat.it/dati/catalogo/20080429_00/.13. Ito M., Baumer S., Bittanti M., boyd d., Cody R., Herr B., Horst H.A., Lange P.G., Mahendran D.,Martinez K., Pascoe C.J., Perkel D., Robinson L., Sims C., and Tripp L., (2009), Hanging Out, MessingAround, Geeking Out: Living and Learning with New Media, MIT Press, Cambridge.14. Jenkins H., (2006a), “Confronting the Challenges of Participatory Culture: Media Education for the 21stCentury”, retrieved on line:http://digitallearning.macfound.org/site/c.enJLKQNlFiG/b.2029291/k.97E5/Occasional_Papers.htm.15. Jenkins H., (2006b), Convergence culture: where old and new media collide, New York UniversityPress, New York.16. Jones C. and Cross S., (2009), “Is there a Net generation coming to university?” Paper presented at theAssociation for Learning Technology Conference 2009 “In dreams begins responsibility”: Choice,evidence and change, Manchester, UK, 8-10 September, retrieved on line:http://repository.alt.ac.uk/645/1/ALT-C_09_proceedings_090806_web_0299.pdf.17. Kennedy G. et al., (2009), Educating the net generation: A handbook of findings for practice and policy,Sydney: Australian Learning and Teaching Council, retrieved on line:http://www.netgen.unimelb.edu.au/outcomes/handbook.html.18. Kennedy G.E., Judd T.S., Churchward A., Gray K. and Krause K-L., (2008), “First year students’experiences with technology: Are they really digital natives?”, Australasian Journal of EducationalTechnology 24(1), 108-122.
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Page 7: ● ● ●CONTENTS● ● ●[9-20
Page 10 and 11: THE TRANSITION FROM OLD TO NEW MEDI
Page 12 and 13: 30252023.420.325.11510500.85.5Never
Page 14 and 15: Overall, we can therefore sum up on
Page 16 and 17: n.a.I often use itI seldom use it6.
Page 20 and 21: 19. Kvavik R.B., Caruso J.B. and Mo
Page 22: IntroductionIn 1995, Bernie Dodge o
Page 25 and 26: The Web-Inquiry Project [WIP] is a
Page 27 and 28: and even orally. The teacher will a
Page 29 and 30: environment in which the teacher gu
Page 31 and 32: Transformation Through Online Learn
Page 33 and 34: INTRODUCTIONLeading practitioners a
Page 35 and 36: learning. We also describe how the
Page 37 and 38: Some of these transformations are b
Page 39 and 40: Recently, Twigg has received suppor
Page 41 and 42: Stage III: Unbundled Learning, Mark
Page 43 and 44: perhaps using Second Life-like virt
Page 45 and 46: performance. Indeed, Stage V will l
Page 47 and 48: Free-Range Open LearningOver time,
Page 49 and 50: New communities, tools and services
Page 51 and 52: Embed enterprise-wide predictive an
Page 53 and 54: In collaboration with Strategic Ini
Page 55 and 56: Wiki Tools and English for Academic
Page 57 and 58: eality. Besides being an additional
Page 59 and 60: StudentPage 1StudentPage nTeacher
Page 61 and 62: 100%90%80%70%60%50%40%30%20%10%0%Ac
Page 63 and 64: 200Correlation View/Page Edits150Vi
Page 65 and 66: 14. http://eacea.ec.europa.eu/llp/s
Page 67 and 68: Simularea şi comunicarea electroni
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RespondenţiRăspunsuriLa nivelul
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RespondenţiRăspunsuriLa nivelul
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Respondenţii au fost rugaţi să i
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Itemul 9 doreşte să identifice ti
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Identificara opţiunii, chiar şi p
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EşantioaneRăspunsuri/Ranguriagita
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modalităţile practice prin care u
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1. INTRODUCEREÎn prezent, complexi
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Figura 1. Analiza grafică a evolu
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Faţă de această situaţie se deg
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variabilele acesti noi culturi cybe
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INTRODUCEREÎncă din anul 2000 am
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după tipul lecţiei: prezentare de
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Funcţiile oferite de AEL asigură
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• elevi/studenţi, beneficiari di
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Se poate folosi cadrul formal de co
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Evaluarea formativă este comentari
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Rezultatele elevilor, pe itemi:Diag
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Nr. Denumirea activităţii AEL MOO
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SEMNAL EDITORIALLaura MALITA, Vanna
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IN MEMORIAMConstantin TraianCHEVERE
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No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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