The second issue of Volume 2 of Ubiquitous Learning: An International Journal has now been published.
Volume 2, Number 2 includes:
from an article at http://pewresearch.org/:
At a conference at the Newseum in Washington, D.C. on Wednesday, Feb. 24, 2010, Pew Research Center analysts and outside experts discussed research findings about the Millennial generation, the American teens and twenty-somethings now making the passage into adulthood. In this second of three sessions experts on media and technology examine how Millennials are seeking, sharing and creating information.
Moderator:
Judy Woodruff, Senior Correspondent, PBS Newshour
Opening Presentation:
Tom Rosenstiel, Director, Pew Research Center Project for Excellence in Journalism
Panelists:
danah boyd, Social Media Researcher, Microsoft Research New England, and
Fellow, Harvard University’s Berkman Center for Internet and Society
Dylan Casey, Product Manager, Google
Amanda Lenhart, Senior Research Specialist, Pew Internet & American Life Project
For the article…
From a Marvell press release:
Marvell (Nasdaq: MRVL) a worldwide leader in integrated silicon solutions, this week announced a bold new education initiative to deliver a high performance mobile tablet based on its leading silicon platform. For about $99, Marvell’s Moby tablet prototype promises to change the way students learn by delivering an always-on, high performance multimedia tablet featuring live, real-time content, 1080p full-HD and 3D media, and full Flash Internet. Marvell’s Moby tablet could eliminate the need for students to buy and carry bound textbooks and an array of other tools.
(Logo: http://www.newscom.com/cgi-bin/prnh/20070411/SFW034LOGO)
Announcing the initiative this week during her keynote speech to the country’s leading publishers at the Future of Publishing conference in New York City, Marvell Co-founder Weili Dai said that the Moby tablet is a technology whose time had come.
“Education is the most pressing social and economic issue facing our country and our times. I believe the Marvell Moby tablet can ignite a life-long passion for learning in all students everywhere. Marvell’s goal is to fundamentally improve the way students learn by giving them more efficient, relevant — even fun tools to use. Marvell’s Moby tablet recognizes that every student learns differently and so it delivers an array of media choices for different learning styles,” said Weili Dai, Marvell’s Co-founder and Vice President and General Manager of Marvell Semiconductor’s Consumer and Computing Business Unit. ”Marvell can help propel education into the 21st century with an all-in-one device that gives students access to the best live content, information and resources the world has to offer — from books and online sources, in text, video, news, music, data expression or any medium. With Moby tablet, students can conduct primary research, reach out directly to the world’s leading subject experts and even collaborate with one another around the globe. Best of all, the device is highly affordable. I envision Marvell’s Moby tablets to benefit all students around the world.”
For more…
From Steve Lohr in the New York Times:
If a stranger came up to you on the street, would you give him your name, Social Security number and e-mail address?
Probably not.
Yet people often dole out all kinds of personal information on the Internet that allows such identifying data to be deduced. Services like Facebook, Twitterand Flickr are oceans of personal minutiae — birthday greetings sent and received, school and work gossip, photos of family vacations, and movies watched.
Computer scientists and policy experts say that such seemingly innocuous bits of self-revelation can increasingly be collected and reassembled by computers to help create a picture of a person’s identity, sometimes down to the Social Security number.
For the article…
From Sam Dillon in The New York Times
VAIL, Ariz. — Students endure hundreds of hours on yellow buses each year getting to and from school in this desert exurb of Tucson, and stir-crazy teenagers break the monotony by teasing, texting, flirting, shouting, climbing (over seats) and sometimes punching (seats or seatmates).
But on this chilly morning, as bus No. 92 rolls down a mountain highway just before dawn, high school students are quiet, typing on laptops.
To read more…
From Danah Boyd, the preliminary draft of her welcoming keynote address at the 2010 SXSW conference.
What keeps me up at night is trying to make sense of how social media transforms society and, more importantly, what it helps make visible about humanity. Technophobes love to talk about how technology is ruining everything and technophiles obsess over how everything is radically different. I like to wade through the extremes to see the subtle inflection points. Reality is always in the details.
My goal today is to invite you to step back and ask: what hath we wrought? We’ve all been involved in social media from at least one perspective. Some of you are creators, developers, designers; others of you are business folks, marketers, analysts. Some of you use social media in your jobs and some of you live it as part of your daily practice. We are all collectively creating culture through our engagement with social media. So what I’d like to do is offer some insights that allow you to think critically about our collective project so that we can all find ways to do better.
To give you something to munch on, I’ve decided to focus my talk on two interwoven concepts that keep coming up whenever we think about social media: privacy and publicity. I’m highlighting these issues because I think that they’re going to play a crucial role in the evolution of social media. I think that we’re going to have to work them out and I need your help in doing so.
For the full talk…
From Eszter Hargittai in the journal Sociological Inquiry:
People who have grown up with digital media are often assumed to be universally savvy with information and communication technologies. Such assumptions are rarely grounded in empirical evidence, however. This article draws on unique data with information about a diverse group of young adults’ Internet uses and skills to suggest that even when controlling for Internet access and experiences, people differ in their online abilities and activities. Additionally, findings suggest that Internet know-how is not randomly distributed among the population, rather, higher levels of parental education, being a male, and being white or Asian American are associated with higher levels of Web-use skill. These user characteristics are also related to the extent to which young adults engage in diverse types of online activities. Moreover, skill itself is positively associated with types of uses. Overall, these findings suggest that even when controlling for basic Internet access, among a group of young adults, socioeconomic status is an important predictor of how people are incorporating the Web into their everyday lives with those from more privileged backgrounds using it in more informed ways for a larger number of activities.
For more…
