Digital Culture

Digital technologies have ever more permeated daily life and there is a growing recognition that the use of digital technologies is an indispensable part of school learning. Carrington (2006) argues how life for adolescents has changed radically in the last two decades and notes the ease with which adolescents exercise digital tools and the dis-ease with which school use that same tools. Prensky (2001, cited in Zevenbergen & Zevenbergen, 2007, p.34) clarifies this disparity by using the terms ‘Digital Natives’ who are highly tech-savvy and never been without computers and digital technology, and ‘Digital Immigrants’ to refer the group who have not grown up immersed in digital technologies.

The debate on digital cultures evolves when young students being digital natives bring to schools their habits and experiences of the use of digital technologies and are more likely to seek to use these tools as open ended learning situations over a lock-step practice favored by a teacher who belongs to digital immigrants (Zevenbergen & Zevenbergen, 2007). Moreover, young significantly vary in interpreting and interacting with digital world and ‘there is no single model of early adolescent digital media use’ (Carrington, 2006, p. 10). All these issues challenge the current trend of assessment and pedagogy whether these can assess the multi-tasking competency of students and their preference of graphic images over textual images and games to serious work and their well working capacity when networked with peers through devices. Zevenbergen and Zevenbergen (2007) recognize these as strengths rather than deficits and recommend them to be permitted in assessments. Duncan-Andrade (2004) and Mraz, et al (2003) see this popular culture as an avenue that can offer both teachers and students with access to knowledge and build rapport with each other and society at large.

However, curriculum and pedagogy must ensure to which principles or criteria it will incorporate new technologies in formal learning. Is a popular culture always has to be included in pedagogy? We need to be careful that curriculum and pedagogy must not become ‘a hostage to technological change at the level of artifacts’ (Knobel & Lankshear, 2003, p.94). In fact, technology is not a magic bullet that will dramatically change learning outcomes, but only when it is well managed and accommodated with appropriate level then it facilitates learning; otherwise it can be wasted without finding any direction.

In deed, although adolescents believe that their computers, mobile phones, iPods or other digital detritus with which they surround themselves and also receive ‘informal learning’ (Atkinson & Nixon, 2005, p.389), are extremely significant, this is not necessarily always true. I would point that doing multi-tasks simultaneously does not also necessarily means those are well done or well comprehended. I would also argue that curriculum and pedagogy in middle schools may perhaps be better off showing juvenile that digital technology is an implement, not an essential lifestyle.  Before implementing a new technology we must also ensure it does not create a digital divide due to the unequal degrees of access to space and technologies (Lyman, 2004, p.3). Are we so sure at this moment to successfully adjust those tools in classroom environment addressing all concerns involved?                                                   

REFERENCES:

Atkinson, S & Nixon, H 2005, 'Locating the subject: teens online @ninemsn', Discourse: Studies in the ultural politics of education, vol. 26, no.3, pp. 387-409.

Carrington, V 2006, Rethinking the Middle Years: Early Adolescents, Schooling and Digital Culture, Allen & Unwin, Crows Nest, pp. 1-20                                                      

Duncan-Andrade, J 2004, ‘Your Best Friend or Your Worst Enemy: popular culture, pedagogy and curriculum in urban classrooms’, Review of Education Pedagogy & Cultural Studies, vol.26, no.4, pp.313-337.

Knobel, M & Lankshear, C 2003, 'Planning Pedagogy for i-mode from flogging to blogging via wi-fi' English in Australia Literacy Learning in middle years, vo.139, pp.78-102

Lyman, P., 2004, ‘Digital-Mediated Experiences and Kids’ Informal Learning’, Mac Arthur Foundation, pp.1-17, September 9, 2004. Viewed on August 17, 2009 <http://www.exploratorium.edu/research/digitalkids/Lyman_DigitalKids.pdf >

Mraz, M, Heron, AH & Wood, K 2003, ‘Media literacy, popular culture and the transfer of higher order thinking abilities’, Middle School Journal, Jan, pp.51-56.

Zevenbergen, R & Zevenbergen, K 2007, ‘Millennials come to school’, Middle years schooling: reframing adolescence, Pearson Education, Frenchs Forest, pp.23-38.