Theorising the benefits of new technology for youth: controversies of learning and development

摘要: This report covers the content of first seminar in series, funded by ESRC and entitled ‘The educational social impact new technologies on young people Britain’. The series was conceived as a multi-disciplinary initiative, bringing together academics, policy makers practitioners from many different backgrounds, order to consider ways which were affecting people, particular look at having positive effect lives adolescents our society. It will benefits for exploring society can ensure that information communication (ICT) contribute outcomes examining how an framework could assist developing understanding this important topic. This, had three main goals. First, we wanted ages stages, think through whether, if so, concerns adolescence mesh with opportunities afforded technologies. Secondly interested technological determinism, have opportunity looking questions relating constructivism determinism context youth today. Finally formal informal education ask, what is role ICT learning, however defined. consisted welcome introduction Sonia Livingstone, short paper Chris Davies views then papers, each dealing one topics outlined above. Each discussant, end there panel debate open discussion. A lively enthusiastic expert audience contributed informative enjoyable seminar. In her Introduction Livingstone argued importance wider more critical discussion about ambitious hopes holds out ICTs, along recognition some constraints associated She identified several unresolved so set research agenda future. Davies, his presentation practical experiences highlighted continuing differences between use technology home school. Although based small sample, findings demonstrated limitations characterise people’s ICTs school setting, especially when compared flexibility attitudes shown using these same home. John Coleman’s paper, examined lifespan developmental theory, rather than Piagetian cognitive development best suited emotional character By critically discussing major parameters development, he emphasised interact provided technologies, thereby making internet mobile phones attractive people. Neil Selwyn’s drew attention differing has been used discourses contrasting constructivist approach affordances. Arguing no ‘correct’ theoretical stance technology, reminded full analysis person requires deep interpersonal circumstances exist, they attain their meaning. third Charles Crook theories relation web 2.0, suggesting it would be mistake believe medium offers replacement interactions traditional practice. As put it: ‘These media merely change nature arena into those socialise us’. Following overview four influential learning – behaviourism, constructivism, cognitivism socio-cultural perspective concluded favour latter only provides both relations mediate learning.