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Digital Media and Learning

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The New York Times declared 2012 to be “The Year of the MOOC” as millions of students enrolled in massive open online courses (known as MOOCs), millions of investment dollars flowed to the companies making them, and the media declared MOOCs to be earth-shaking game-changers in higher education. During the inevitable backlash that followed, critics highlighted MOOCs’ high dropout rate, the low chance of earning back initial investments, and the potential for any earth-shaking game change to make things worse instead of better.

Cultivating Digital Media Citizenship in Urban Communities

The popular image of the “digital native”—usually depicted as a technically savvy and digitally empowered teen—is based on the assumption that all young people are equally equipped to become innovators and entrepreneurs. Yet young people in low-income communities often lack access to the learning opportunities, tools, and collaborators (at school and elsewhere) that help digital natives develop the necessary expertise.

Gaining Ground in the Digital University

Behind the lectern stands the professor, deploying course management systems, online quizzes, wireless clickers, PowerPoint slides, podcasts, and plagiarism-detection software. In the seats are the students, armed with smartphones, laptops, tablets, music players, and social networking. Although these two forces seem poised to do battle with each other, they are really both taking part in a war on learning itself. In this book, Elizabeth Losh examines current efforts to “reform” higher education by applying technological solutions to problems in teaching and learning.

Critical Making and Social Media
Edited by Matt Ratto and Megan Boler

Today, DIY—do-it-yourself—describes more than self-taught carpentry. Social media enables DIY citizens to organize and protest in new ways (as in Egypt’s “Twitter revolution” of 2011) and to repurpose corporate content (or create new user-generated content) in order to offer political counternarratives. This book examines the usefulness and limits of DIY citizenship, exploring the diverse forms of political participation and “critical making” that have emerged in recent years.

Next-Generation Tactics to Remake Public Spheres

Although they may disavow politics as such, civic-minded young people use every means and media at their disposal to carry out the basic tasks of citizenship. Through a mix of face-to-face and digital methods, they deliberate on important issues and debate with peers and powerbrokers, redefining some key dynamics that govern civic life in the process. In Participatory Politics, Elisabeth Soep examines the specific tactics used by young people as they experiment with civic engagement.

Young People, the Internet, and Civic Participation

There has been widespread concern in contemporary Western societies about declining engagement in civic life; people are less inclined to vote, to join political parties, to campaign for social causes, or to trust political processes. Young people in particular are frequently described as alienated or apathetic. Some have looked optimistically to new media—and particularly the Internet—as a means of revitalizing civic life and democracy.

Kids Living and Learning with New Media

Conventional wisdom about young people’s use of digital technology often equates generational identity with technology identity: today’s teens seem constantly plugged in to video games, social networking sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youths’ social and recreational use of digital media.

A Cultural History of Children's Software

Today, computers are part of kids’ everyday lives, used both for play and for learning. We envy children’s natural affinity for computers, the ease with which they click in and out of digital worlds. Thirty years ago, however, the computer belonged almost exclusively to business, the military, and academia. In Engineering Play, Mizuko Ito describes the transformation of the computer from a tool associated with adults and work to one linked to children, learning, and play.

Research and Design of Mobile Educational Games

New technology has brought with it new tools for learning, and research has shown that the educational potential of video games resonates with scholars, teachers, and students alike. In Augmented Learning, Eric Klopfer describes the largely untapped potential of mobile learning games—games played on such handheld devices as cell phones, Game Boys, and Sony PSPs—to make a substantial impact on learning.

Digital media and technology have become culturally and economically powerful parts of contemporary middle-class American childhoods. Immersed in various forms of digital media as well as mobile and Web-based technologies, young people today appear to develop knowledge and skills through participation in media. This MacArthur Report examines the ways in which afterschool programs, libraries, and museums use digital media to support extracurricular learning.

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