Implications of Personal Digital Behaviors on Future Social and Workforce Contributions - Literature review Example

Implications of personal digital behaviors on future social and workforce contributions Name: Course: Professor: Institution: City and State: Date: Implications of personal digital behaviors on future social and workforce contributions With the relevant knowledge, skills and attitude; information technology and the internet have always provided a platform for finding, evaluating, creating and sharing of content. This has been done over a range of devices that include tablets, smartphones, desktops PCs as well as laptops (Argentin, 2011). Technology has reduced the world to a global village that can interact at any given time as much as there is internet access. With adequate digital literacy, anybody can exploit what technology and the internet have to offer, and the learners in the class have not been left behind (Van Deursen, 2009). We shall address the positive and negative implications of our digital behaviors as learners and how they affect our future involvement, socially and in the workforce. The decisions we make and share online on social and business sites definitely affect us from the knowledge economy perspective knowing that the content we gather over there helps as create tangible and intangible values. We shall evaluate the opportunities presented to us through digital interactions and what they turn us to in the society. Some light will be shed on the associated risks and what puts our good course at stake. The social setting of a university presents a lot to the learners, and we shall see how these formal and informal experiences shape us as candidates of a connected world. Trends in the global village have posed a challenge to everybody in the society, and we shall be keen to address the role of digital literacy in modern higher education. Engaging in constructive digital behaviors serves to empower the learners in special ways. One of such elements can be put in a cognitive context. The learner attains the ability to use technological tools and diverse digital platforms. They can deal with new software and such exposure put them in a position to benefit from an individual and a social perspective (Castells, 2014). The expertise attained is mastered and can be applied in future in their respective positions. Ability to handle varied digital tools means that the learners better their chances of securing job positions in the society. Digital interaction empowers the learners with critical thinking skills. Through many social sites, the learners find information and encounter societal issues raised online, for instance, racial issues (McCoy, n.d.). They address and attempt to understand them, in an effort to offer a solution. They think outside the box and offer new ideas regarding the problem. As such, they attain a skill that is applicable in real life situations. Another benefit that comes with digital behavior is a constructive element that comes with the needs of the students (Van Deursen, 2009). The learners exploit and reuse available resources to make and provide new data that can be shared with others digitally. The development of social sites like Twitter and Facebook was inspired by social needs among people that were brave enough to use available technology platforms to have them. Such efforts create platforms for generating new products and services in the society. The learners carry this attitude to their future and are applicable in the society and career wise. Involvement in digital interaction earns the learners new communication skills and can handle different communication devices that are technical enough demanding keen knowledge on usage (Yoffie, 2008). Tablets and laptops come with apps that provide a channel for communication. These devices are used in the contemporary societies by businesses to facilitate production and movement of goods and services. This sheds some light on the fact that the learners lay a platform for their future roles in the society and their respective careers. They can interact with the digital world effectively and accomplish their dreams. Creativity is an element that comes with digital behaviors that students engage. With so many technological niches in the digital platform, the learners feel the need to brainstorm and come up with new ideas to address their needs (Pritchard, 2014). That leads to invention of new software that can be shared over extensive platforms other than theirs. Formulating new data and integrating with available resources breeds competency and the learners are put in a position to accomplish new roles in the society. With such software, they facilitate continuous production of goods and services in the present and even in the future. Such benefits are all rounded as the goal of education becomes a reality. The new digital skills acquired are put into practical application through projects and workshops, opening doors for more talents that are not yet tapped. Digital sites like Amazon.com are full of stuffs on sale that were realized through the efforts of the learners. Digital interaction has provided an open platform for civic education (McCoy, n.d.). Students from all walks of life share information and exchange ideas on matters to do with democracy. They become members of digital communities and have a consensus on matters affecting the society. The interactions allow them to open up and air their feelings and opinions and purpose to push for changes in the respective societies. The Arab world is a beneficially of such calls. The need for democracy has always been an issue there and has been seen as a solution for the frequent conflict between Israel and the Middle East. Changes that were evident in Egypt and Libya started on social sites like Twitter and Facebook. Democracy yields a sense of satisfaction from all members of the society hence reduced cases of unrest and tension. An element of peace provides a chance for conducting business activities peacefully. The civic education attained lives on and is applicable in a future perspective. This illuminates the need for the learners to persist and engage in more interaction online as democracy is an aspect that will serve everybody around the globe. There is more to be done in such places as Somalia and South Sudan. Such countries demand urgent attention as conflicts are an order of the day. They cannot utilise their capablities copiously. Goods and services cannot be distributed, an element that leads to stunted economic growth. They need peace that comes with democracy to change the rule of business and increase their national competitiveness. The most beneficial opportunity with digital interaction is a chance to engage in distance education. Learners can access courses over the internet at their convenience (Sharon, 2007). They acquire knowledge and information over the digital platforms at the comfort of their homes and even beds (Kearsley, 2005). They get a range of knowledge on various fields. They save a great deal of money that is channeled in other areas and are empowered all round. Thanks to technology, these learners apply the acquired knowledge and skills to create new services and goods that initiate economic growth. This benefits the society presently and in the future. With strained budgets and tight schedules, schools cannot afford to provide access to all seminars that compliment the studies in the classroom. Technology has made that a reality as learners can now engage on web seminars through the digital platform (McCoy, n.d.). They amass a great deal of knowledge that they could have otherwise missed. NASA offers a program that offers the learners a chance to pose queries and enquire more from astronauts in space. The benefits are long term and applicable in the world of business. With the elements that serve as driving the force of the knowledge economy, we can agree that technology enhance efficient production. The web seminars provide a platform to get technical know-how on how to create new goods and services. They better the economy and increase the chances of being hired in the future. There is a need for the learners to engage more in constructive digital behavior. Video conferencing enable the learners to interact without leaving the classroom (Prathan, 2014). They share information and can learn new languages. They meet new teachers and are able cut social differences and open the door for engaging in business activities. The new channel of communication facilitates transactions and this empowers the learners economically. They can carry on the attitudes to their respective societies and their respective job positions. They finally benefit the society. Computer games introduce learners to programming and creation of related elements. Animation and design are so common in the entertainment engineering today and have transformed the show business. The learners engage in such games and appreciate the creativity that comes with them. They gain interest and develop critical thinking skills (Loo, 2014). With the resources and relevant data, the learners come up with their programs as they get support from teachers and the instructors. Such programs are sold and generate revenue that improves the lives of the learners in general. Out rightly, you can count on such people in the society. If they can better the society when young, then they would be responsible enough in the workforce. Courtesy of constructive digital behavior, the learners accrue to themselves all these benefits and are useful to themselves and the society in general. They facilitate the creation of tangible and intangible values that better everybody economically. They facilitate conception and circulation of goods and services for the better of the entire society. This illuminates the need to create more room for the learners to be digitally active. Digital behaviors inside and outside the classrooms come with negative effects too. Technology has been beneficial only to those self-disciplined enough to exploit it positively. In the classroom, we must agree that it is time consuming (Klaus, n.d.). When the instructor opts to engage technology in a lesson, it calls for skills to put the instruments together. Faulty devices might take a great deal of time to fix and may not work at the end of the day. This calls for extra groundwork an component that calls for time again. A need for engaging in digital behavior results to little being accomplished and this does not benefit the learner at the end of the day. Attending to class of students with different needs and skills doesn’t help it. Only a few would benefit meaning a number of learners would lag behind educationally. Their future is put in stake as they would not be marketable in the job market and the entire society. Game mentality is a risk that comes with computers and technology (Sabella, 2010). Some learners are carried away and get distracted from the main task. Students waste so much time on such areas at the expense of their education and other meaningful trainings. Football games are addictive and take much time of students. Learners might have their future at jeopardy if not guided diligently. There have been cases of over-reliance on technology by some learners. Rather than have it as a supplement, they totally commit themselves on it as a source of learning. Field work and physical researches are downplayed, and such learners cannot be looked up to in the society and workplace. Moral decadence comes with technology. Learners spend much time on pornographic sites at the expense of their studies (Bryanna, 2013). Addiction that comes with such habits distracts them and risk performing poorly in the exams. Universities have a role in preparing the learners for a connected world. The formal and informal experiences in these schools mean a lot to the learners involved. The learning and instructional materials available provide a platform for the learners to connect with the world digitally. The schools are allowing the learners to study different cultures and people to have a clear insight on interconnected shrinking world and develop a global perspective of issues surrounding them (Stevenson, 2006). The available resources like computer labs and workshops are opening doors for many to interact with the world in general. We must agree that some institutions should invest more in this area to benefit more learners. This will further facilitate faster and efficient production of goods and services. Digital literacy is pretty fundamental in institutions of higher learning today. It has strong benefits to the learners and teachers as well. The ability to use digital devices to find, evaluate and share information helps the learners acquire higher-order thought skills. They can analyze, engage in cooperative learning and creativity (Blois, 2013). Digital empowerment earns the learners the knowledge and skills of expanding and seeking new knowledge sources an element that help them create and generate a personalized learning collection. We can agree that digital literacy prepares the learners for their careers in the world that is already digitized and connected. This facilitates easy production and supply of products. References Argentin, G. M. &., 2011. 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The Technology Revolution and its Implications for the Future. [Online] Available at: www.hbs.edu/ [Accessed 1st Jan 2015]. Read More