so my question is this why do we assume that kids socialising and i is
not a side of learning and on the flip side why do we assume that
schools
here as well
last year i wrap the posterior study actually researchers were looking at a lot of
different samples of the media practice ranging from
sort of everyday hanging out behavior on slides like my space and text messaging i
have to what we were calling porgy doubt and participation like making youtube video streaming
videos creating podcasts engaging in appendix
section and other forms of and production i think most important problem of finding was
that there was tremendous diversity and what kids were doing online what kids where learning
online so most kids were engaged with what we work
we were calling friendship driven participation which was primarily about hanging out with their friends
online and this step that's not so different from what older generations did or what
kids are detected and the one truman always at school and this is the really
important side of forty the
the sort of importance emotional behaviors and what it means to grow up than additional
world in the sort of ways in which kids host link board and a great
difference was these are all negotiations that are incredibly important i think it's growing up
today
there was a small minority of gets started using this baseline technical and media literacy
is a jumping off point the start developing more sophisticated skills and this is what
we call messing around or as a transition to more
more speaking out and a forms a corpus of and that's where we saw a
much smaller kind of really online already those that a tend to be identified with
more not created work at your you know what will pursue
well it's you have strong are interested in orientation and the kids who are using
the a one world using new media production tools games as environments to really develop
specialise interest and very sophisticated forms of technical and media letters
or running there is a question about how we look at the relationship between the
friendship driven by something else the messing around and the teaching out and i think
it's actually important devalue all those activities but the way how we as parents and
as educators approach these different kinds of participation
is very different i think so overall we found that kids are really welcoming of
adult intervention in the french and german space i mean i got so many questions
from parents who were wondering whether they should friend there are teenage daughters on a
basis for example or we're worried about that here interactions that adults have
a particular and complicated role of kids
here relations and it's actually profoundly creepy for products to be participating in a space
where there is a lot of sort of dating in flirting going around so far
the most part
our adults are not well good and that's is that there is a role for
education in the sense that it's need to start thinking critically about things like privacy
in identity and all those things
and i think the adult world is quite aware of those concerns and issues and
weak rehash those quite a lot i think he's that we don't currently have a
real awareness
that is shared or broad based about is how we support engagement in the more
messing around in keeping out space and this is the space
that really has the opportunity to foster kids intellectual development their civic engagement other personal
development and really important ways and we haven't really work that's educators are parents to
proactively engaged
i there really is that i perception and understanding between generations about the value of
engagement with online activities and so in the adult world there was a general perception
that
when it's are in front of the screener messing around with their computer that it's
a waste of time that is taking away from more productive activities healthier activities for
students
ascribed much more value that those activities and that's
in a way that so different from you know an earlier generation trying to get
your teenage daughter of the fallen are trying to get your son to come in
a fine with their friends to focus on their own one but i think there's
a more general perception in the cultural on the idea that is associated with entertainment
media in other forms of just
mediated activity that it is inherently
a space that is
hostile working and that's the perception that i think we really need to work against
a part of it is understanding the differences between different kinds of online activities so
friendship driven activities very different interested at the end you want them altogether you're actually
missing the opportunity that's in this case
and often are recognising the sort of baseline socially let's have
we know that the learning outside of school matters tremendously for the learning in school
so what we're trying to say about kids informal learning with the media is part
of an already existing set of understandings the educators have of the importance of the
home environment
for the pier environment for the community for learning that happens in schools the question
is how can we be more active about linking those two together
and i think this is a challenge that a lot of these experimental study only
i think for teachers
and schools and classiliers don't incredibly important role played which is about giving it at
such a across-the-board the baselines that of standard letters these expectations of how likely to
just
a in contemporary society you like to
at two also take opportunity of the fact that we really have to an adult
in the shared say that section that gives kids an opportunity to reflect something their
everyday lives not just about them being immersed in
so i think that there are probably important functions for schools what we're saying by
evaluating learning is not that we should abandon that we see those working together in
the much one