Panelists spoke at the National Press Club about how educators and librarians can respond to the "second wave of the digital divide."
Seventy-five percent of teachers are assigning homework to students that require a “digital environment,” Stripling said, but only 54 percent of teachers say they believe all of their students have access to those tools.
“The school library then becomes the most powerful place for them,” she said. “School librarians are in charge of that training, of providing those tools. That is the responsibility of the school librarian.”
“(...) Many libraries are built for transaction, not transformation,” said Richard Reyes-Gavilan, executive director of the District of Columbia Public Library.
(...) “Digital literacy is no longer a choice,” Anthony said. “This is a quality of life issue.”
Dans le cadre du cycle Technologies au Quotidien proposé par la Gaîté lyrique en partenariat avec le Musée des arts et métiers, cette conférence entend faire le point sur la fracture numérique. Vous y découvrirez le point de chercheur ou d’artiste.
The study, conducted by the Georgia Institute of Technology and the International Telecommunication Union, shows that only 30 percent of people ages 15 to 24 have spent at least five years actively using the Internet, the criterion used to define digital nativism.
(...) A digital divide between rich and poor is nothing new, but the new study identifies an interesting twist on the phenomenon. It shows that in the developed world, there is hardly any generational gap anymore between Internet users.
(...) The supposed distinction between always-on members of the millennial generation and their older counterparts is actually much less pronounced in industrial nations than elsewhere in the world.
(...) “Everyone’s fascination with digital nativism in the U.S. or, say, Scandinavia is fine, but the places where this phenomenon probably has the most impact is low-income countries in Africa or Asia,” Dr. Best said. “The places where it is most salient are those where the least amount of attention has been paid to it.”
(...) preparing the next generation of digital citizens with opportunities to acquire literacies that enable them to interpret and successfully negotiate the complex, connected world they already inhabit.
K-Nect’s Gross: “Statistically, teenagers rank as the fast growing segment for smart phones. As a result, we will see the disparity between the haves and have-nots begin to erode. Nevertheless, a digital divide at some level will always exist. In such cases whereby a student is not able to afford access to these types of devices, school systems need to help subsidize access."
“Teachers, writing teachers especially, do not view good writing and the use of digital tools as being at war with each other,” adds Judy Buchanan, deputy director of the National Writing Project and a co-author of the report. “When educators have opportunities to integrate new technologies into teaching and learning, they are the most optimistic about the impact of digital tools on student writing and their value in teaching the art of writing. They gave countless examples of the creative ways they use emerging digital tools to impart writing skills to today’s students.”
1997, when MOUSE began operating. Originally founded to bring Internet access and computers to underserved schools, the New York-based nonprofit shifted gears in 2000 and started teaching tech skills to middle and high school students. Today, MOUSE trains students in 377 schools across the country and runs a yearlong afterschool tech design program for about 25 New York City high schoolers.
(..) MOUSE thinks of itself as more STEAM than STEM. (The 'A' standing for arts.) It wants to cultivate life and work smarts rather than specific technical skills.
Johnson, doctorant de l'Indiana State University, a examiné trois axes principaux. Celui de déterminer s'il existait des différences de résultats aux tests de lecture en fonction du type de format du livre étudié, mais aussi en fonction des sexes des lecteurs, ou encore en fonction de leur degré d'habitude en termes d'utilisation d'ordinateurs ou de tablettes.
What does it mean to be digitally literate? How can we determine what is necessary for someone to become digitally literate? The answer may be changing constantly, as new devices, tools and services appear and are rapidly adopted by individuals everywhere.
It's estimated that only about 10 percent of K-12 schools teach computer science. Some companies are trying to fill a void in American public education by teaching kids computer programming basics. The push comes amid projections that there will be far more tech sector jobs than computer science graduates to fill them.
While the US is sometimes seen as a leader in technological advances and computer literacy, a new study shows this might not actually be the case. According to a study recently published by the Organization for Economic Cooperation and Development, fewer than 38% of Americans ages 16-24 could complete computer based tasks more difficult than sorting emails in to folders, which was the lowest performance out of 19 countries assessed. When digging deeper, however, a huge discrepancy was seen in basic computer skills for young adults from varying socioeconomic backgrounds, with those whose parents did not have a high school education or equivalent performing significantly worse than those whose parents did
Sept écoles Steve Jobs dédiées à un apprentissage tout numérique viennent d’ouvrir. Les langues, les sciences, les diverses matières scolaires ainsi qu’un accès permanent aux applications éducatives, l’entrepreneur néerlandais n’a rien laissé au...
une grand-mère..(...) Elle est aujourd’hui à la retraite et orthophoniste de profession. "L’écriture développe la motricité fine mais surtout la mémoire visuelle", continue-t-elle, "et personne ne peut prévoir les effets de cette surconsommation de temps passé devant un écran". Elle observe cette nouvelle école du quartier avec une grande inquiétude. "Pourvu qu’il n’en fleurisse pas d’autres", soupire-t-elle en s’éloignant.
Irène van Meel, en poste depuis le 12 août dernier, confirme qu’après l’inscription de 80 élèves, une nouvelle école du futur pourra ouvrir ses portes. Toute souriante, elle reconnaît avoir eu de la chance d’obtenir ce premier travail, après ses études en sciences de l’éducation à Vlissingen, en Zélande.
"J’enseigne toutes les matières, ainsi que mes collègues. Nous adaptons notre planning à l’agenda personnalisé de nos élèves, selon leur niveau et leur rythme", raconte-t-elle.
If you’re not feeling particularly au fait with all this new technology, luckily you’re not alone. A recent study by Nominet asked 1,001 UK parents with children aged 10-18 years old how they felt about their children’s online activities, revealing some interesting findings and showing that even net-savvy parents sometimes struggle.
(...) As the influence of the web grows, digital safety is becoming more of an issue. Because younger parents aren’t always as fluent as their children, you need to close the knowledge gap if you want to do your bit to help them stay safe and secure online.
Keynote speech by David Lankes*, with excellent examples of what school librarians do, and why.
Interestingly, he lists four types of digital divides within an increasingly regimented curriculum environment
1) Access i.e. access to technology, to broadband. How to provide access to the students but also to the students?
2) Knowledge / training i.e. how to use the technology. How to provide access to materials but also to people and conversations? How to facilitate learning? How to educate students to information research? How to tackle social media literacy?
3) Environment i.e. safety use of the technology; physical and Intellectual safety of students within the library. What's the image and role of libraries? Interesting part about the use of space in libraries to stack books vs offer space to people to come to and explore.
4) Motivation the biggest divides of all that librarians need to overcome.
HIS CONCLUSIONS: => #SchoolLibrarians are uniquely positioned to lead the Information Age => Think "community" not "collections"
Le bimestriel « Lectures », revue des 550 bibliothèques publiques en Fédération Wallonie-Bruxelles, a publié, dans son double n°179-180 (janvier-avril 2013), un dossier « Livre et lecture en mutation », avec des interrogations sur l’histoire de la lecture, le caractère nourricier de la littérature (fiction), les avantages respectifs du papier et du numérique, les effets de la lecture sur le cerveau, la lecture-plaisir versus la lecture citoyenne, le récent courant du slow reading, le regain de la lecture à voix haute ou le rôle de remédiation des bibliothécaire.
Carte blanche de Benoit Wautelet, maitre-assistant en langue française HELHa (Braine-le-Comte), Catégorie pédagogique. Les technologies de l’information ont révolutionné la société depuis 15 ans et continuent de la révolutionner.