Social Relations: Online vs Offline

Have you ever heard that someone who is “hyperactive” (read: exist) in social networking often revealed as a “standard” (read: normal) or even ignorant person in the real life?

Some people worry about losing touch with friends and family if they too focus on social networking. Then, I personally don’t worry about that problem. I think we'll continue to honor the human needs that have been hard-wired into us over the millions of years of evolution. I do think technologies ranging from email to social networks can help us make new friends and collaborate over long distances.

However, I do worry that social norms aren't keeping up with technology. For instance, it's hard to turn down a "friend" request on a social network, particularly from someone you know, and even harder to "unfriend" someone. We've got to learn that these things are OK to do. And we have to be able to partition our groups of contacts as we do in real life (College, Family, Best friends etc.). More sophisticated social networks will probably evolve to reflect our real relationships more closely, but people have to take the lead and refuse to let technical options determine how they conduct their relationships. Therefore, we are recommended to use social networking as long as we become the controller of our own relationship and not become controlled by the social networking.

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Wikis and Social Networking Sites in Educational World

In this digital era, technology is continually evolving. Years later in 2004, Web 2.0 tools such as wikis and social networking sites (Facebook, MySpace, Twitter etc) have skyrocketed in the number of users. Then, most of the users are dominated by the students from all over the world. Therefore, nowadays it becomes an issue in the educational world.

A wiki is a communal, subject-specific Web site where users are free to add and/or edit content. When it comes to Internet-based collaboration, there’s nothing easier to use. In schools, wikis enable groups of students, parents, teachers, or all of them to gather content and share written work. While social networking site are often called “social content-sharing sites” where members create profiles, network, and share opinions, photos, and audio-visual content. 

When wikis and social networking sites are integrated into classroom, does not mean that it will automatically engage students in learning. Planning for integration requires rethinking teaching strategies and techniques to take advantage of their full potential. There are two major pointsthat highlighted in this essay. First are collaborative projects. This technology tool is ideal for project-based learning, cross curricular projects in middle school teams, and thematic units. For example, exhibition orfair projects which could be set up for middle or high school students to brainstorm ideas for and plan the projects. Initially it would mostly be brainstorming, posting ideas and information to back them up with text, images or video. Another example is collaborative textbooks and literature circles.Instead of sharing their thoughts on paper, they could post them to the wikis or social networking sites, respond to their peers’ thoughts or questions and best of all preserve this work for the next class to review at some time during their exploration of the same novel.

The second isonline resources for classroom use. A list of websites that provided appropriate information related to subject content is provided by the teacher for student use during the school year. It is possible to create and postclass notes, parental and student communication, handouts, course syllabus, course links and resource notes, school or class calendar, teacher information page, school newspaper, and platform for peer review of student work.

However, in 2006, Canole, de Laat, Dillon, and Darby reported student frustrations were attributed to the Web 2.0 applications being misused or to the instructor failing to provide appropriate support for the technology itself. There are some inconsistencies in positive feedback regarding the use of Web 2.0 technologies especially wikis and social networking sites. These inconsistencies were related to technical issues, instructors managing group work, and student expectations of how the instruction should be delivered. Therefore, these tools and practices should lead to pedagogical innovations in education. Then, ambiguity must be reduced so students are aware of what is expected in the use of these technologies and instructors know how to best utilize them.

These tools have changed the way we interact with each other both socially and educationally. Public schools and universities are exploring the use of these emerging tools to increase the effectiveness of instruction. The first step in this transition is encouraging teachers to try the new technology and providing support as they struggle to learn and understand how to use it. Once teachers are comfortable with the technology, they are free to integrate the use of social software into their classes creatively. Use of current software helps to prepare the next generation of students to be effective 21st century learners which will lead to a better educational world. 

Girls’ Phobia on ICT: Reality or Perception?

“Have you ever been taught by an ICT teacher which is women? The result is 1:4 for the respondents who say yes oppose to say no.”

     In the early years of the Internet, the typical user was young, male and most likely to be American. In the last ten years, the picture has changed significantly, with women representing a larger proportion of internet users, at a range of different ages. However there is still concern among both governments and the ICT industry that most of girls are ICT Phobia – is this reality, or just perception?

ICT activities: boys vs girls

Research reveals that girls and women use computer technology widely but in different ways to boys and men. DiDio (1996) and Brimmer (1997) found that girls use ICT for social reasons such as chatting and meeting people whereas boys tend to be more interested in playing games, hacking and learning about technology.  Girls are keener on creative technologies for artistic expression.

Educational achievement in ICT between girls and boys

There is very little difference between boys and girls in terms of achievement in ICT studies, although their self-perception is different. Girls tend to understate their skills whereas boys usually overestimate their competence. It is according to a research conducted by Infodev on “Women and ICT: Why are girls still not attracted to ICT studies and careers?” at secondary school level.

Girls often report that they enjoy studying ICT. In countries where girl is not enjoy studying ICT, it is typically due to an over-emphasis on pure programming skills in the curriculum which is kind of programming which is typically less attractive to girls compared to e.g. multimedia skills.

The causes of the problem

Girls, compared to boys, are more influenced by role models in their environment whether ‘close’ role models such as parents, teachers and family or ‘distant’ role models such as famous actresses and musicians. It is clear that the lack of ICT oriented role models is a discouraging factor for girls.

Another key issue is that parents, school guidance counselors and teachers lack knowledge of ICT studies and careers: they thus do not encourage students who express interest in such areas, as they perceive ICT as a field where there are good career opportunities for girls.

How ICT subjects are taught in schools also has a major impact on girls’ attitudes towards these subjects, according to Newmarch, Taylor-Steele and Cumpston (2000) who found that girls considered ICT subjects to be too theoretical, rigidly structured and boring. Girls in the study commented that they found working on individual projects to be less rewarding and satisfying than working on group projects.

The interesting point is that some popular movie show women actively engaged with computer technology depict them as encountering danger or harassment as a result of their technology use. For example, Sandra Bullock in The Net and Sigourney Weaver in Copycat are both victimized on account of their use of computers (Rowan, Knobel, Bigum and Lankshear, 2002).

What can teachers do?

·        Introduce students to a wide variety of computing applications in order to develop an appreciation of the possible uses of computers (e.g. using ICT tools as part of language lessons).

·        Dispel inaccurate images of computers and IT careers through direct experience with positive role models. schools (e.g. through inviting guest speakers in schools, or visiting local IT company facilities/university departments).

·         Explain explicitly to students the connections between ICT subject content and the world of work.

·         Integrate computer use across the curriculum to invite more girls into technology through a broad range of subjects.

·        Communicate to students the information that all jobs in the future will involve the use of more and more ICT.

·         Challenge and critique stereotypes about gender and ICT, involve more female IT professionals and female IT students in careers activities

·        Build informal ICT activities, such as computer clubs, alongside the school curriculum that give young people the space to ‘play’ with ICT.