Dieser Beitrag untersucht die These über die Existenz von Digital Natives. Die Vertreter dieser These postulieren, dass Studenten und Schüler durch den frühen Kontakt mit Informations- und Kommunikationstechnologien hinsichtlich ihres Lern-, Arbeits- und Kommunikationsverhaltens wesentlich verändert wurden. Um diese Aussage zu bewerten, werden Erfahrungen mit Virtual Collaborative Learning Veranstaltungen herangezogen. Die aktuellste durchgeführte Veranstaltung wird als Fallstudie vorgestellt und analysiert.

Dieser Beitrag untersucht die These über die Existenz von Digital Natives. Die Vertreter dieser These postulieren, dass Studenten und Schüler durch den frühen Kontakt mit Informations- und Kommunikationstechnologien hinsichtlich ihres Lern-, Arbeits- und Kommunikationsverhaltens wesentlich verändert wurden. Um diese Aussage zu bewerten, werden Erfahrungen mit Virtual Collaborative Learning Veranstaltungen herangezogen. Die aktuellste durchgeführte Veranstaltung wird als Fallstudie vorgestellt und analysiert.

This thesis examines young people's thoughts about their presence on social media. With a social constructive approach the study focused on how young people think and act on social media in relation to constructions of gender and normality. The analysis is based on four group interviews with 13-year old boys and girls. The theoretical approach is based partly on social constructionism where discourses and ideas of normality are identified and analyzed. Erving Goffman's theory of social interaction was central to illustrate how young people presents themselves based on the prevailing discourses. It is clear that they adjust their representations of themselves depending on the context. Theories of new media and young people as digital natives were relevant for the study to understand how and why young people act as they do in their use of social media. The study also highlights the ignorance of adults perceptions about young peoples presence on social media. This is related to Stanley Cohen's theory of moral panic. In conclusion, one can say that the interviewees are well established in the digital media landscape and social media is a natural part of their everyday lives. They see risks but also opportunities where they can share across social networks and be a part of an interactive platform in constant change. The young people relate to norms and gender constructions that are historically and culturally imprinted. On social media they perceive themselves according to ruling discourses that makes them fit in, in the situation. / Denna uppsats undersöker ungdomars tankar om deras varande på sociala medier. Med utgångspunkt från en socialkonstruktionistiskt teoriansats inriktades uppsatsen till att undersöka hur ungdomarna förhåller sig till genuskonstruktioner och olika normsystem. Genom fyra gruppintervjuer med både tjejer och killar i sjunde klass insamlades materialet som ligger till grund för den genomförda analysen. De teoretiska utgångspunkterna bygger dels på socialkonstruktionism där diskurser och normer identifierats och undersökts. Erving Goffmans teori om social interaktion var central för att belysa hur ungdomarna presenterar sig själva utifrån rådande diskurser. För förståelse för hur och varför ungdomarna agerar som de gör vid deras användande av sociala medier var teorier om nya medier och de unga som den digitala generationen relevanta. Uppsatsen belyser också vuxnas okunskap om ungas varande på sociala medier vilket relateras till Stanley Cohens teori om moralpanik. Avslutningsvis går att konstatera att ungdomarna är väl etablerade i det digitala medielandskapet och sociala medier är en stor och naturlig del av deras vardag. De ser risker men också möjligheter med att kunna dela med sig över sociala medier och vara en del av en interaktiv plattform i ständig förändring. Ungdomarna förhåller sig till normer och genuskonstruktioner som bygger på socialt konstruerade föreställningar som upplevs vara starkt historiskt och kulturellt präglade. Den manliga blicken identifieras som en social konstruktion vilken alla de intervjuade agerar utifrån.

The “always on” culture of constant connectivity afforded by the ubiquity of smartphones and social media has profoundly influenced society, reorienting our sense of self and connection to others. This thesis particularly investigates the impact of these technologies on present-day college students, who are among the first to incorporate these tools into their ongoing identity development processes from adolescence into emerging adulthood. Specifically, it explores how the absence of everyday devices during a “digital detox” alters their experiences of self, socialization, and ways of being in the world. Phenomenological analysis through participant observation and interview methods reveals how the digital detox provides an opportunity for these emerging adults, who have grown up predominately using these technologies of virtual extension—values espoused in a culture of constant connection— to recognize the value of embodied experiences. The digital detox experience can encourage the cultivation of more digitally mindful media and technology use.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2015-12-07T12:29:25Z No. of bitstreams: 1 arquivototal.pdf: 2124514 bytes, checksum: 42fec11f166fd25a72c8e2432be9548c (MD5) / Made available in DSpace on 2015-12-07T12:29:25Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2124514 bytes, checksum: 42fec11f166fd25a72c8e2432be9548c (MD5) Previous issue date: 2015-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper presents the results of a school activity that aimed to provide training on reading especially to the production of multisemiotics texts, using cell phones as a teaching device, considering that this instrument, though banned at school, had being used improperly in classroom especially for social networks access, rising up stress and indiscipline. The target group of this study has been a class of 8th grade on an elementary public school in João Pessoa. The investigation process was performed in two steps. The first one, ethnographic featured, enabled us to understand the reasons for which students take cell phone use in classroom, what they think about the ban and which texts are usually used in their interactions on social networks. The second one, an action research, was conducted through the effort of a multiliteracy project, admitting and discussing the linguistic knowledge, based on students’ skills with mobile applications as a start point to improve reading / writing multimediatic texts. Therefore we have made use of the contributions of Lévy (1999), Santaella (2004, 2007, 2009), Guidelines for Mobile Learning UNESCO (2014), ROJO (2009, 2012, 2013), and others. Results indicate that it is essential to shelter social practices diversity on reading and writing, as well as to cultural property produced by contemporary society, which includes mobiles as hybrid, multifunctional and at the same time global connection channel device, through which occur so many languages and cultures. School's role is to develop with students reading and writing skills that will let them be able to assume an ethical and democratic position in contemporary society. / Este trabalho apresenta os resultados de uma atividade escolar que teve como objetivo propiciar a formação para a leitura e, sobretudo, para a produção de textos multimissemióticos, usando o celular como dispositivo didático, tendo em vista que esse dispositivo, embora proibido, estava sendo usado em sala de aula de forma indevida especialmente para o acesso às redes sociais, gerando tensões e indisciplina. O público-alvo deste trabalho foi uma turma de 8º ano do Ensino Fundamental de uma escola municipal de João Pessoa. O processo de investigação realizou-se em duas etapas. A primeira, de natureza etnográfica, possibilitou-nos compreender as razões pelos quais os alunos fazem uso do celular em sala de aula, bem como, o que pensam da proibição e que textos são mais usados em suas interações, através das redes sociais. A segunda, uma pesquisa-ação, se realizou mediante a aplicação de um projeto de multiletramentos, acolhendo e problematizando os saberes linguísticos e usando as experiências dos alunos no manuseio dos aplicativos do celular, como ponto de partida para o desenvolvimento de habilidades de leitura/escrita de textos multimidiáticos. Para tanto, valemo-nos das contribuições de Lévy (1999), Santaella (2004, 2007, 2009), Diretrizes para a aprendizagem móvel da UNESCO (2014), ROJO (2009, 2012, 2013), dentre outros. Os resultados apontam que é primordial o acolhimento da diversidade de práticas sociais de leitura e de escrita, bem como, dos bens culturais produzidos pela sociedade contemporânea, entre eles o celular como dispositivo híbrido, multifuncional, e ao mesmo tempo, como canal de interconexão global por onde circula uma infinidade de linguagens e culturas, visto que é papel da escola desenvolver no público que a ela acorre, habilidades de leitura e de escrita, que o tornem apto a assumir uma postura ética e democrática na sociedade contemporânea.

Consumers are actively avoiding advertising, which has made the advertising landscape more challenging, resulting in the implementation of other strategies. Provocative advertising is a strategy implemented to make a strong impression on the consumers. However, the discussion of consumers becoming more and more resistant towards advertising lifts the question of provocative advertisement as an effective strategy. Digital natives is the part of the population who are the most exposed to information on online platforms, therefore the question of lessening of response to provocative advertisement from the digital natives is investigated. As emotional response previously has been used to understand the effect advertising elicits from consumers, the purpose of this research is to describe the emotional responses digital natives have towards provocative advertising. The empirical material gathered has been among digital natives in Växjö, Sweden, studying their emotional response towards the seven types of provocative advertising provided within the theoretical framework. The focus group consisted of four different gatherings, with six participants in each in order to create an understanding of how digital natives perceive provocative advertising and resulted in an understanding of the effectiveness of it. The results indicate that provocative advertising does evoke emotions. Specifically, the advertisements that include a cause or message evoked more emotions from the digital natives, and therefore is an effective strategy to implement from a practical perspective. The result also allowed for an understanding that digital natives expressed more resistance towards expressing their emotions rather than showing specific resistance towards the provocative advertising itself, which is recommended by this study for further research

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-07T17:20:32Z No. of bitstreams: 1 pedrohenriquebenevidesdeabreu.pdf: 1414535 bytes, checksum: 6c84168b29e0ec8d745ccf942f8bd149 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-08T13:23:59Z (GMT) No. of bitstreams: 1 pedrohenriquebenevidesdeabreu.pdf: 1414535 bytes, checksum: 6c84168b29e0ec8d745ccf942f8bd149 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-08T13:24:19Z (GMT) No. of bitstreams: 1 pedrohenriquebenevidesdeabreu.pdf: 1414535 bytes, checksum: 6c84168b29e0ec8d745ccf942f8bd149 (MD5) / Made available in DSpace on 2016-07-08T13:24:19Z (GMT). No. of bitstreams: 1 pedrohenriquebenevidesdeabreu.pdf: 1414535 bytes, checksum: 6c84168b29e0ec8d745ccf942f8bd149 (MD5) Previous issue date: 2012-06-15 / Este trabalho busca compreender as aprendizagens que surgem da utilização de videogames de entretenimento por nativos digitais. Deste modo, a problemática anunciada se constitui em compreender as aprendizagens que emergem aos nativos digitais em sua relação com os videogames. Por meio do estudo teórico sobre nativos digitais e aprendizagens, acompanhado de questionários abertos com os sujeitos de pesquisa – a saber, jovens alunos de cursos de pós-graduação brasileiros e alunos do Ensino Médio de uma escola pública –, a pesquisa discutiu a temática proposta. A empiria, que neste contexto assumiu-se como ilustrativa, elucidou e desenvolveu um plano de fundo sobre as realidades de aprendizagens em nativos digitais e a forma como aprendem. Compreendem-se como nativos digitais não somente aqueles indivíduos que nasceram e se desenvolveram rodeados por tecnologias digitais, como também pessoas que lançam mão desses elementos nas mais variadas facetas de suas vidas. De forma a direcionar o olhar para esses indivíduos e suas apropriações do mundo dos jogos eletrônicos, utilizamos algumas pistas por meio dos estudos realizados pelo psicólogo americano David Kolb acerca de aprendizagem experiencial, aliados aos do estudioso americano Marc Prensky e suas formulações sobre a aprendizagem de nativos digitais. As pistas encontradas revelaram que esses indivíduos se relacionam de maneira peculiar com os games. De fato, para os nativos digitais, jogar, estudar e trabalhar se misturam em um amálgama produtivo, no qual todas essas etapas se confundem e geram conhecimento. / This paper seeks to understand the learning that arises from the use of entertainment video games in digital natives. Towards that goal, the question established itself though the following problem: what type of learning can emerge from de natives relationship with games? Through dialogue, via open questionnaires with the research subjects, namely: young post graduate Brazilian students and High School students form a public school, we tried to develop a research of illustrative nature, intended to elucidate and develop a background of the realities of the digital natives learning process. It is understood by digital natives, not only those individuals who were born and developed surrounded by digital technologies, as well as people who use these elements in various facets of their lives. In order to address these individuals and their appropriation of the world of video games, we used some of the studies conducted by the American psychologist David Kolb on experiential learning, combined with studies of the American scholar Marc Prensky and their formulations about learning of digital natives. The research revealed that these individual have different relationships with games. In a way, when it comes to digital natives, what they play, study or work with ends up blending together generating knowledge.

The current state of our web is one where users can create and distribute information freely and without constraining limitations of knowledge. It’s as easy as making a Facebook status update or sending out a Tweet to make contributions to the web and we’re all doing it. Web-Giants like Facebook and Google deinate the web because they have such massive user amounts and therfore they control the information their users see. This is a problem because we’re hidden from the entire information amount that is the web in the 21st century. Today we limit ourself unknowingly by using these sites who implements a personalization approach which tries to show us the information it thinks we want to see. The next generation of the web seeks to open up the web to computers that makes it easier for them to understand and analyse the information on the web. Then they can help us by giving more relevant answers to the questions we ask them and show us what we actually want to see. This papers focus is in how these questions affect the daily life of the digital natives 2.0. What is their views on a web-based life now and in the future. We then go on to use these islands of information to render forth a list of demands one should be able to ask of a web-application in the future we know as Web 3.0.

Utgångspunkten i den här uppsatsen har varit att lyfta fram ungdomars reflektioner kring hur de uttrycker sig via film, i en diskussion där ett vuxenperspektiv generellt är framträdande i många andra studier om ungdomars mediepraktiker. Uppsatsen undersöker hur dagens högstadieelever använder film som en kommunikationsform, samt deras idéer kring hur detta skulle kunna användas som ett hjälpmedel inom skolan. Studien som ligger till grund för de teman som diskuteras utgörs av sex reflexiva intervjuer med högstadieelever från en skola i södra Sverige. Materialet från dessa samtal har genomgått en kvalitativ analys där gemensamma ämnen redovisas och analyseras. Att ungdomar idag har ett väldigt avslappnat och naturligt förhållningssätt till att uttrycka sig via film leder till intressanta och nytänkande användningsområden att redogöra för. Utöver mediets roll i elevernas vardag presenteras deras förslag på flertalet kreativa funktioner för det inom högstadiet. Resultatet av att välja ungdomarnas perspektiv på hur de använder film blir en utgångspunkt där mediet beskrivs som en tillgång och ett hjälpmedel. Ett uppfriskande och positivt synsätt som har fått inspirera uppsatsen angreppssätt av ämnet.

Children of today grow up in a digital world. Society becomes increasingly digitized, and as a result of that, the conditions for education have changed. Digital tools become more and more common in the classroom. The purpose of this essay is to find out what online websites can contribute to in the language classroom, and what other aspects teachers need to consider in conjunction with that. To do this we did a teaching material study on five websites developed for educational use. We have reviewed the websites to find out if pupils can access the central content for English F-3, by using the websites. The study will also focus on the gender perspective and what the websites can mediate to pupils in that respect. Our analysis shows that integration of websites in the language classroom can promote the pupils’ goal completion and their learning process. We can see that it requires that teachers have pedagogic competence. Our analysis shows that even if the websites can contribute to school’s knowledge mission, they can fail in other aspects, such as the schools value mission. Our conclusion is therefore that the teachers’ pedagogic competence is highly relevant, in that they must have so many different aspects to consider when planning lessons and what study material to use.