Dissolving the digital divide: Creating coherence in young people's social ecologies of learning and identity building

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

Kuvaus

This chapter discusses current research on educational efforts to connect school learning with young people’s digital practices in- and out-of-school. Instead of focusing on divides between in-school and out-of-school learning or between the “digital generation” and other age groups, in this chapter we discuss what recent research says about the ways in which school can become a space in which young people’s digital practices can transformatively converge with schooling, and how this convergence is related to their learning and identity building. We begin our narrative reflection of current research by focusing on the myth of digital natives. Next, we will conceptualize recent efforts to researching and understanding young people’s engagement, learning and identity building across sites and contexts. We will then turn to illuminating some key rationales of current educational research on creating convergence in young people’s social ecologies via the use of digital technologies and media. We conclude our reflections by pointing out that although there are some promising findings on how digital technologies and media can create convergence in young people’s engagement and learning across sites and contexts, less research attention is given to young people’s personal sense-making and self-making mediated by their digital practices, and how formal education could build on those practices for academic, vocational and/or civic ends.
Alkuperäiskielienglanti
OtsikkoSecond Handbook of Information Technology in Primary and Secondary Education
ToimittajatJoke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai
Sivumäärä15
JulkaisupaikkaCham
KustantajaSpringer International Publishing
Julkaisupäivä15 elokuuta 2018
Sivut107-119
ISBN (painettu)978-3-319-71053-2
ISBN (elektroninen)978-3-319-53803-7, 978-3-319-71055-6, 978-3-319-71054-9
DOI - pysyväislinkit
TilaJulkaistu - 15 elokuuta 2018
OKM-julkaisutyyppiA3 Kirjan tai muun kokoomateoksen osa

Julkaisusarja

NimiSpringer International Handbooks of Education
ISSN (painettu)2197-1951
ISSN (elektroninen)2197-196X

Tieteenalat

  • 516 Kasvatustieteet

Lainaa tätä

Kumpulainen, K., Mikkola, A., & Rajala, A. (2018). Dissolving the digital divide: Creating coherence in young people's social ecologies of learning and identity building. teoksessa J. Voogt, G. Knezek, R. Christensen, & K-W. Lai (Toimittajat), Second Handbook of Information Technology in Primary and Secondary Education (Sivut 107-119). (Springer International Handbooks of Education). Cham: Springer International Publishing . https://doi.org/10.1007/978-3-319-53803-7_7-2
Kumpulainen, Kristiina ; Mikkola, Anna ; Rajala, Antti. / Dissolving the digital divide : Creating coherence in young people's social ecologies of learning and identity building. Second Handbook of Information Technology in Primary and Secondary Education. Toimittaja / Joke Voogt ; Gerald Knezek ; Rhonda Christensen ; Kwok-Wing Lai. Cham : Springer International Publishing , 2018. Sivut 107-119 (Springer International Handbooks of Education).
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abstract = "This chapter discusses current research on educational efforts to connect school learning with young people’s digital practices in- and out-of-school. Instead of focusing on divides between in-school and out-of-school learning or between the “digital generation” and other age groups, in this chapter we discuss what recent research says about the ways in which school can become a space in which young people’s digital practices can transformatively converge with schooling, and how this convergence is related to their learning and identity building. We begin our narrative reflection of current research by focusing on the myth of digital natives. Next, we will conceptualize recent efforts to researching and understanding young people’s engagement, learning and identity building across sites and contexts. We will then turn to illuminating some key rationales of current educational research on creating convergence in young people’s social ecologies via the use of digital technologies and media. We conclude our reflections by pointing out that although there are some promising findings on how digital technologies and media can create convergence in young people’s engagement and learning across sites and contexts, less research attention is given to young people’s personal sense-making and self-making mediated by their digital practices, and how formal education could build on those practices for academic, vocational and/or civic ends.",
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Kumpulainen, K, Mikkola, A & Rajala, A 2018, Dissolving the digital divide: Creating coherence in young people's social ecologies of learning and identity building. julkaisussa J Voogt, G Knezek, R Christensen & K-W Lai (toim), Second Handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education, Springer International Publishing , Cham, Sivut 107-119. https://doi.org/10.1007/978-3-319-53803-7_7-2

Dissolving the digital divide : Creating coherence in young people's social ecologies of learning and identity building. / Kumpulainen, Kristiina; Mikkola, Anna ; Rajala, Antti.

Second Handbook of Information Technology in Primary and Secondary Education. toim. / Joke Voogt; Gerald Knezek; Rhonda Christensen; Kwok-Wing Lai. Cham : Springer International Publishing , 2018. s. 107-119 (Springer International Handbooks of Education).

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

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N2 - This chapter discusses current research on educational efforts to connect school learning with young people’s digital practices in- and out-of-school. Instead of focusing on divides between in-school and out-of-school learning or between the “digital generation” and other age groups, in this chapter we discuss what recent research says about the ways in which school can become a space in which young people’s digital practices can transformatively converge with schooling, and how this convergence is related to their learning and identity building. We begin our narrative reflection of current research by focusing on the myth of digital natives. Next, we will conceptualize recent efforts to researching and understanding young people’s engagement, learning and identity building across sites and contexts. We will then turn to illuminating some key rationales of current educational research on creating convergence in young people’s social ecologies via the use of digital technologies and media. We conclude our reflections by pointing out that although there are some promising findings on how digital technologies and media can create convergence in young people’s engagement and learning across sites and contexts, less research attention is given to young people’s personal sense-making and self-making mediated by their digital practices, and how formal education could build on those practices for academic, vocational and/or civic ends.

AB - This chapter discusses current research on educational efforts to connect school learning with young people’s digital practices in- and out-of-school. Instead of focusing on divides between in-school and out-of-school learning or between the “digital generation” and other age groups, in this chapter we discuss what recent research says about the ways in which school can become a space in which young people’s digital practices can transformatively converge with schooling, and how this convergence is related to their learning and identity building. We begin our narrative reflection of current research by focusing on the myth of digital natives. Next, we will conceptualize recent efforts to researching and understanding young people’s engagement, learning and identity building across sites and contexts. We will then turn to illuminating some key rationales of current educational research on creating convergence in young people’s social ecologies via the use of digital technologies and media. We conclude our reflections by pointing out that although there are some promising findings on how digital technologies and media can create convergence in young people’s engagement and learning across sites and contexts, less research attention is given to young people’s personal sense-making and self-making mediated by their digital practices, and how formal education could build on those practices for academic, vocational and/or civic ends.

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Kumpulainen K, Mikkola A, Rajala A. Dissolving the digital divide: Creating coherence in young people's social ecologies of learning and identity building. julkaisussa Voogt J, Knezek G, Christensen R, Lai K-W, toimittajat, Second Handbook of Information Technology in Primary and Secondary Education. Cham: Springer International Publishing . 2018. s. 107-119. (Springer International Handbooks of Education). https://doi.org/10.1007/978-3-319-53803-7_7-2