A New Generation Gap? Some thoughts on the consequences of increasingly early ICT first contact

One possible consequence of ICT’s rapid rise will be a new ‘generation gap’ arising from differing perceptions of the learning technologies. The nature, causes and consequences of this gap are of interest to educational practitioners and policymakers. This paper uses data from an ongoing project together with a synopsis of research to describe the ICT-based generation gap that currently exists between students and their teachers and parents. It is argued that this gap may exist between students differing in age by as little as five years. Results from a related project exploring Networked Information and Communication Literacy Skills (NICLS), are used to introduce a discussion on the nature of any skills gap that must be addressed in the light of this generation gap

It’s all a Matter of “Choice”. Understanding society’s expectations of older adult ICT use from a birth cohort\ud perspective

Little research exists that examines older adults and their Information and Communication Technology (ICT) use or society’s expectations of their use. Using an intensive interpretive interactionism case study methodology, this paper examines how older adults ages 65-75 (from the Lucky Few birth cohort) view their own use and how other birth cohorts view the Lucky Few's ICT use

ICT Study implications for human interaction and culture: Intro to a special issue

culture, human, interaction

Redefining Attention (and Revamping the Legal Profession?) for the Digital Generation

With computers, text messages, Facebook, cell phones, smartphones, tablets, iPods, and other information and communication technologies (“ICTs”) constantly competing for our attention, we live in an age of perpetual distraction. Educators have long speculated that constant exposure to ICTs is eroding our ability to stay focused, and recent research supports these speculations. This raises particularly troubling implications for the practice of law, in which being able to pay sustained attention to the task at hand is crucial. Research also indicates that the brains of today’s young people, the “Digital Generation,” may function differently than the brains of their elders because the Digital Generation have grown up immersed in digital technology. This suggests that the techniques today’s legal professionals might use to cultivate attention in the face of technological distraction could prove to be inappropriate for future generations of lawyers. When the Digital Generation are both the attorneys and the clients, it may be the practice of law — rather than the lawyers — that needs to change. This paper explores the science of attention and explains why attention is important. Next, it introduces the Digital Generation and their relationship with digital technology. It then examines the connection between ICT exposure and attention and reviews several suggestions that others have made about how legal professionals should respond to the challenges ICTs pose to focused attention. This paper then takes the conversation in a new direction: It predicts ways in which the legal profession, rather than the legal professionals, will necessarily have to adapt to technology in the future. Finally, it offers thoughts about how the legal profession should view its relationship with technology going forward

Edutainment and ICTs: towards a Fourth Generation of educational entertainment interventions

Since the 1970s, Entertainment Education (hereafter EE) works in the production of contents to enhance audience’s behaviour change. A balance between been educative and entertaining was needed to have people’s attention and interest, to promote social change. Thomas Tufte (2005) identified three generations of EE interventions which evolved from the concept of 'lack of information' promoted by Shannon and Weaver linear communication theory, to the 'community involvement in participatory interventions', and the 'empowerment process' led by Paulo Freire's liberalising thinking, accepting that people are not a passive receiver, but an actor who can identify the structural inequalities. Nevertheless, none of these generations takes into account the opportunities that new technologies and digital media provide expanding audience’s experience. This dissertation analyse the influence of the new technologies and transmedia strategies as a seed of a Fourth Generation of EE interventions based on Thomas Tufte's generations of EE Interventions. The methodology include literature review about edutainment and transmedia theories, complemented by data analysis regarding access and use of the new technologies. The Conceptual Framework combine the analysis of transmedia storytelling, and new technologies with the new agenda of development settled by the Sustainable Development Goals (United Nations, 2015). The expected outcome of this framework is the characterisation of the Fourth Generation of EE interventions, according to Tufte’s previous generations.Agencia Nacional de Investigación e InnovaciónChevening Programm

Edutainment and ICTs: towards a Fourth Generation of educational entertainment interventions

Since the 1970s, Entertainment Education (hereafter EE) works in the production of contents to enhance audience’s behaviour change. A balance between been educative and entertaining was needed to have people’s attention and interest, to promote social change. Thomas Tufte (2005) identified three generations of EE interventions which evolved from the concept of 'lack of information' promoted by Shannon and Weaver linear communication theory, to the 'community involvement in participatory interventions', and the 'empowerment process' led by Paulo Freire's liberalising thinking, accepting that people are not a passive receiver, but an actor who can identify the structural inequalities. Nevertheless, none of these generations takes into account the opportunities that new technologies and digital media provide expanding audience’s experience. This dissertation analyse the influence of the new technologies and transmedia strategies as a seed of a Fourth Generation of EE interventions based on Thomas Tufte's generations of EE Interventions. The methodology include literature review about edutainment and transmedia theories, complemented by data analysis regarding access and use of the new technologies. The Conceptual Framework combine the analysis of transmedia storytelling, and new technologies with the new agenda of development settled by the Sustainable Development Goals (United Nations, 2015). The expected outcome of this framework is the characterisation of the Fourth Generation of EE interventions, according to Tufte’s previous generations.Agencia Nacional de Investigación e InnovaciónChevening Programm

An enquiry into potential graduate entrepreneurship:is higher education turning off the pipeline of graduate entrepreneurs?

Purpose: In today’s global economy, high in talent but low in growth, the capability and skills mismatch between the output of universities and the demands of business has escalated to a worrying extent for graduates. Increasingly, university students are considering alternatives to a lifetime of employment, including their own start-up, and becoming an entrepreneur. The literature indicates a significant disconnect between the role and value of education and healthy enterprising economies, with many less-educated economies growing faster than more knowledgeable ones. Moreover, theory concerning the entrepreneurial pipeline and entrepreneurial ecosystems is applied to graduate entrepreneurial intentions and aspirations. Design/methodology/approach: Using on a large-scale online quantitative survey, this study explores graduate ‘entrepreneurial intention’ in the UK and France, taking into consideration personal, social and situational factors. The results point to a number of factors that contribute to entrepreneurial intention including social background, parental occupation, gender, subject of study, and nationality. The study furthers the understanding of and contributes to the extant literature on graduate entrepreneurship. It provides an original insight into a topical and contemporary issue, raising a number of research questions for future study.Findings: For too long, students have been educated to be employees, not entrepreneurs. The study points strongly to the fact that today’s students have both willingness and intention to become entrepreneurs. However, the range of pedagogical and curriculum content does not correspond with the ambition of those who wish to develop entrepreneurial skills. There is an urgent need for directors of higher education and pedagogues to rethink their education offer in order to create a generation of entrepreneurs for tomorrow’s business world. The challenge will be to integrate two key considerations: how to create a business idea and how to make it happen practically and theoretically. Clearly, change in the education product will necessitate change in the HE business model.Research limitations/implications: The data set collected was extensive (c3500), with a focus on France and the UK. More business, engineering and technology students completed the survey than others. Further research is being undertaken to look at other countries (and continents) to test the value of extrapolation of findings. Initial results parallel those described in this paper.Practical implications: Some things can be taught, others need nurturing. Entrepreneurship involves a complex set of processes which engender individual development, and are highly personalised. Higher Education Enterprise and Teaching and Learning Strategies need to be cognisant of this, and to develop innovative and appropriate curricula, including assessment, which reflects the importance of the process as much as that of the destination.Originality/value: This work builds on an extensive literature review coupled with original primary research. The authors originate from a variety of backgrounds and disciplines, and the result is a very challenging set of thoughts, comments and suggestions that are relevant to all higher education institutions, at policy, strategy and operational levels

Meeting their potential: the role of education and technology in overcoming disadvantage and disaffection in young people

This report is a review of literature, policy and reported practice, exploring the potential of technology to mitigate disaffection and disadvantage in education and raise attainment of those young people who are under-achieving in school or other educational settings