Young adolescents and digital media: uses, risks and opportunities in low- and middle-income countries: a rapid evidence review

This rapid evidence review examines adolescents’ access to and use of digital media (especially mobile phones and the internet), together with the associated digital skills and practices, opportunities and risks, and forms of safety mediation, in low- and middle-income countries (LMICs). The review is especially concerned with 10- to 14-year-old girls’ digital media uses, although little evidence specifically addressed this group. It is guided by two overarching research questions: 1. What do scholars and practitioners know about how young adolescents are using digital media (computers, mobile phones and other information and communication technologies, ICTs) and the key challenges these children face? What are the opportunities involved in their use of such media and what are most significant gaps in our knowledge? 2. What evidence is there of local, national and international development programmes’ effective use of digital media to target 10- to 14-year-olds (rather than older adolescents)? What are the most significant gaps in the existing knowledge about these interventions and their outcomes

An ethnography of the one laptop per child (OLPC) programme in Uruguay

This thesis is an ethnographic study of the Uruguayan programme CEIBAL, which aims to promote social inclusion by providing children and teachers with laptop computers. The novelty of the study lies in the fact that it illustrates empirically the complicated work of conceiving, implementing and sustaining policy in practice, both at the macro level and through local instantiations. This was achieved in three inter-related ways. First, by looking at how the national project of development was conceptualised around themes of techno-modernity and consolidated the promise of inclusiveness through claims on the universality of ‘technical needs’. Technology provided the conceptual space in which to resolve a presumed dichotomy between themes of equality, education and paternalistic state and those of economic development, modernisation and innovation. Second, it was analysed by exploring the way in which heterogeneous assemblages of people, values, laptops, and interests, were mobilized to stabilize the programme’s material and conceptual order across a wide range of sites and actors. This was based on the recognition of a ‘natural affinity’ between CEIBAL and Uruguay, which concealed differences, provided coherence and built a strong sense of ‘national consensus’. And finally, as a result of the other two, it was analysed by examining the relationship between ‘the technical’ and ‘the social’ as inscriptions and ‘fudged’ values objectified in the device faced users and their expectations. This implied looking at how CEIBAL officials attempted to make the laptop embody a political and moral project of inclusion, and its infinite promises, so that it could perform them. People in the three localities studied in this thesis (Montevideo, Paysandú and Queguayar) created very tangible strategies for dealing with notions of ‘social inclusion’, expressed different understandings of how technologies created possibilities for them and enacted these beliefs through a wide range of practices. This included the creation of new metaphors of ‘social inclusion’ through the notion of ‘connectivity,’ reconfiguring both social values and definitions of what constitute ‘connections’ as a result: the laptop’s ability to connect children with each ‘wired up the social fabric.’ These negotiations over the possibility of making connections are explored through a new concept that I refer to as ‘geographies of possibilities,’ which describes topographies of power that influence people’s ability to make technology perform. The key to this notion lies in the recognition of several forms of agency that are enacted in strategies to navigate through different geographies: people are not mere recipients of policy but active constituents of its various forms and instantiations in practice

Media and Education in the Digital Age

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies

Discourse and Digital Practices

Discourse and Digital Practices shows how tools from discourse analysis can be used to help us understand new communication practices associated with digital media, from video gaming and social networking to apps and photo sharing. This cutting-edge book: draws together fourteen eminent scholars in the field including James Paul Gee, David Barton, Ilana Snyder, Phil Benson, Victoria Carrington, Guy Merchant, Camilla Vasquez, Neil Selwyn and Rodney Jones answers the central question: "How does discourse analysis enable us to understand digital practices?" addresses a different type of digital media in each chapter demonstrates how digital practices and the associated new technologies challenge discourse analysts to adapt traditional analytic tools and formulate new theories and methodologies examines digital practices from a wide variety of approaches including textual analysis, conversation analysis, interactional sociolinguistics, multimodal discourse analysis, object ethnography, geosemiotics, and critical discourse analysis. Discourse and Digital Practices will be of interest to advanced students studying courses on digital literacies or language and digital practices

Discourse and Digital Practices

Discourse and Digital Practices shows how tools from discourse analysis can be used to help us understand new communication practices associated with digital media, from video gaming and social networking to apps and photo sharing. This cutting-edge book: draws together fourteen eminent scholars in the field including James Paul Gee, David Barton, Ilana Snyder, Phil Benson, Victoria Carrington, Guy Merchant, Camilla Vasquez, Neil Selwyn and Rodney Jones answers the central question: "How does discourse analysis enable us to understand digital practices?" addresses a different type of digital media in each chapter demonstrates how digital practices and the associated new technologies challenge discourse analysts to adapt traditional analytic tools and formulate new theories and methodologies examines digital practices from a wide variety of approaches including textual analysis, conversation analysis, interactional sociolinguistics, multimodal discourse analysis, object ethnography, geosemiotics, and critical discourse analysis. Discourse and Digital Practices will be of interest to advanced students studying courses on digital literacies or language and digital practices

The Internet and Business Process Outsourcing in East Africa: Value Chains and Networks of Connectivity-Based Enterprises in Kenya and Rwanda

Internet connectivity is widely considered to be a game changer for knowledge economies of developing countries. The arrival of submarine fibre-optic underwater cables in East Africa in 2009 and 2010 is seen by many as a strong case in point. The fast evolution of the information and communication technology (ICT) landscape of Kenya and Rwanda that ensued has attracted the attention of actors from private investors, development agencies, NGOs, policymakers and many other groups. Kenya became a role model for its wide-spread adoption of mobile money services and a burgeoning ICT application development sector; Rwanda’s government became known for its explicitly ICT-oriented development agenda as well as large-scale ICT projects in government, health and education that aimed to latch onto fast-growing mobile subscription rates and 3G network roll-outs. For this report, we set out to examine the role that changing connectivity has played for a particular component of the ICT sector in Kenya and Rwanda: ICT-enabled business process outsourcing (BPO). BPO has been a priority in the national ICT strategies of both countries, so we anticipated this sector to provide a fertile ground for comparing expectations and practices of the roles that changing connectivity has played following the deployment of fibre-optic cable infrastructure. BPO is also an interesting sector because internet connectivity is at the heart of its value chain: At first glance, fast internet connections should go a long way in bridging geographical distance and enabling Kenyan and Rwandan businesses to tap into continuously growing BPO demand from all over the world. BPO is also inherently a global, or at least a widely geographically distributed, industry. Our analysis was therefore designed to shed light on the risks and opportunities of establishing connectivity-based local sectors that are bound to be exposed to international markets and competition. However, the development of ICT sectors fell short of many original hopes. Internet connectivity proved to only function as a catalyst for economic growth in combination with other enablers. Competitive advantage is always relative, and, in the case of Kenya’s and Rwanda’s BPO sectors, India and other Asian BPO destinations have maintained the edge in international markets. Despite the overall positive evolution of ICT-based subsectors in Kenya and Rwanda, the role of internet connectivity for growth in knowledge economies continues to be a complicated one, including for connectivity-based enterprises. Future opportunities might actually lie in ‘close’ (local and regional) markets, and policymakers (and indeed all economic actors) will need to continue to learn and adjust to other unexpected developments brought about by internet connectivity

The Internet and Business Process Outsourcing in East Africa: Value Chains and Networks of Connectivity-Based Enterprises in Kenya and Rwanda

Internet connectivity is widely considered to be a game changer for knowledge economies of developing countries. The arrival of submarine fibre-optic underwater cables in East Africa in 2009 and 2010 is seen by many as a strong case in point. The fast evolution of the information and communication technology (ICT) landscape of Kenya and Rwanda that ensued has attracted the attention of actors from private investors, development agencies, NGOs, policymakers and many other groups. Kenya became a role model for its wide-spread adoption of mobile money services and a burgeoning ICT application development sector; Rwanda’s government became known for its explicitly ICT-oriented development agenda as well as large-scale ICT projects in government, health and education that aimed to latch onto fast-growing mobile subscription rates and 3G network roll-outs. For this report, we set out to examine the role that changing connectivity has played for a particular component of the ICT sector in Kenya and Rwanda: ICT-enabled business process outsourcing (BPO). BPO has been a priority in the national ICT strategies of both countries, so we anticipated this sector to provide a fertile ground for comparing expectations and practices of the roles that changing connectivity has played following the deployment of fibre-optic cable infrastructure. BPO is also an interesting sector because internet connectivity is at the heart of its value chain: At first glance, fast internet connections should go a long way in bridging geographical distance and enabling Kenyan and Rwandan businesses to tap into continuously growing BPO demand from all over the world. BPO is also inherently a global, or at least a widely geographically distributed, industry. Our analysis was therefore designed to shed light on the risks and opportunities of establishing connectivity-based local sectors that are bound to be exposed to international markets and competition. However, the development of ICT sectors fell short of many original hopes. Internet connectivity proved to only function as a catalyst for economic growth in combination with other enablers. Competitive advantage is always relative, and, in the case of Kenya’s and Rwanda’s BPO sectors, India and other Asian BPO destinations have maintained the edge in international markets. Despite the overall positive evolution of ICT-based subsectors in Kenya and Rwanda, the role of internet connectivity for growth in knowledge economies continues to be a complicated one, including for connectivity-based enterprises. Future opportunities might actually lie in ‘close’ (local and regional) markets, and policymakers (and indeed all economic actors) will need to continue to learn and adjust to other unexpected developments brought about by internet connectivity

Experts on e-learning: insights gained from listening to the student voice!

The Student Experience of e-Learning Laboratory (SEEL) project at the University of Greenwich was designed to explore and then implement a number of approaches to investigate learners’ experiences of using technology to support their learning. In this paper members of the SEEL team present initial findings from a University-wide survey of nearly a 1000 students. A selection of 90 ‘cameos’, drawn from the survey data, offer further insights into personal perceptions of e-learning and illustrate the diversity of students experiences. The cameos provide a more coherent picture of individual student experience based on the totality of each person’s responses to the questionnaire. Finally, extracts from follow-up case studies, based on interviews with a small number of students, allow us to ‘hear’ the student voice more clearly. Issues arising from an analysis of the data include student preferences for communication and social networking tools, views on the ‘smartness’ of their tutors’ uses of technology and perceptions of the value of e-learning. A primary finding and the focus of this paper, is that students effectively arrive at their own individualised selection, configuration and use of technologies and software that meets their perceived needs. This ‘personalisation’ does not imply that such configurations are the most efficient, nor does it automatically suggest that effective learning is occurring. SEEL reminds us that learners are individuals, who approach learning both with and without technology in their own distinctive ways. Hearing, understanding and responding to the student voice is fundamental in maximising learning effectiveness. Institutions should consider actively developing the capacity of academic staff to advise students on the usefulness of particular online tools and resources in support of learning and consider the potential benefits of building on what students already use in their everyday lives. Given the widespread perception that students tend to be ‘digital natives’ and academic staff ‘digital immigrants’ (Prensky, 2001), this could represent a considerable cultural challenge