Media and technology experiences outside the classroom can give learning opportunities for every student. Our collective media and technological culture can function as the foundation for classroom study (Leask & Meadows, 2000: 66). …
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Media and technology experiences outside the classroom can give learning opportunities for every student. Our collective media and technological culture can function as the foundation for classroom study (Leask & Meadows, 2000: 66). The basic issue is how the media and technology is applied by individuals. By using their understanding of effective teaching and applying advanced instruments, teachers can assist children in inventing, envisioning, and gaining new knowledge and learning levels (Selwyn et al., 2010: 46). By employing technological means and the intellectual tools of instruction, teachers can expose the minds of students to issues and the capability of advanced technology. As claimed by Mimi Ito, learning starts when children and adolescents use the Internet, participate in social media, and take part in other electronic activities (Ito, Baumer, Bittanti, Boyd, Cody, et al., 2009: 105). According to the perspective of Ito, ‘Hanging Out’ is the first stage of participation where adolescents are interacting or communicating with their friends and reading other people’s personal information (Ito et al., 2009: 105). Applying these levels and tools of social media, students create their own self-oriented learning domains with their distinct communication styles and behavioural patterns. It is within these domains that the relationships between youngsters and their learning initially develop (Mizuko et al., 2009:17). The objective of this essay is to review and discuss the effect of children’s experiences of media and technology outside school on their learning capacity. It has been broadly claimed that exposure to media and technology constructively influences children’s intellectual development. However, there are those who argue that modern media and technology harm the natural creativity and innate cognitive strength of learners. These two arguments will be objectively presented in this essay. The Implication of Children’s Exposure to Media and Technology Outside School on Learning Mimi Ito and colleagues (2009: 79-80) explains that once youngsters get in touch with family and friends through social media channels and participate in advocacy groups, they experiences the shared concerns of their learning groups and transfer to another mode of engagement. Usually the own interests of a learner are strengthened by their learning groups or friends. Ito appears confident that this is likely, even favourable, at least for less fortunate learners (Ito et al., 2009: 348). “For youth who do not have easy access to digital-production tools and the online networks of interest-driven groups, local youth media programs play an important role as a place to connect with like-minded peers” (Mizuko et al.. 2009: 349). Adults serve a major function within these programmes. Adults help adolescents to understand the formation of new social standards in the Internet. They function as ‘co-conspirators’ and teachers (Lim, Teo, Wong, Khine, Chai & Divaharan, 2003: 405). They contribute in forming criteria for what falls under knowledge. Reflecting what appears to function successfully online within diverse communities, inside learning organisations “the challenge is to build roles for productive adult participation that respect youth expertise, autonomy, and initiative” (Mizuko et al., 2009: 340). Diverse technology-focused learning separates life and subject matter increasingly (Wegerif & Dawes, 2004: 106). An excellent case in point is media literacy. It requires more than instruction through media; it is building with, and mentoring about, media. Media literacy, as a broadened description of literacy, may be perceived as understanding, evaluating, creating, and recognising diverse nonprint and print systems of symbols (Loveless & Dore, 2002: 39). As emerging subject-matter norms emphasise,
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