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Which clippings match 'Learning Revolution' keyword pg.1 of 1
12 AUGUST 2013

Human communities depend upon a diversity of talent

"One of the real challenges is to innovate fundamentally in education. Innovation is hard because it means doing something that people don't find very easy, for the most part. It means challenging what we take for granted, things that we think are obvious. The great problem for reform or transformation is the tyranny of common sense; things that people think, 'Well, it can't be done any other way because that's the way it's done.'"

(Ken Robinson, February 2010)



2010 • ability • Abraham Lincoln • Al Gorebatching people • broken model • common senseconception of abilityconformitydigitised world • disenthrall • diversity of talent • dogma • education dislocates • education innovationeducation reform • education revolution • education system • Eric Clapton • fast food model • having original ideas that have value • human communities • human development • human flourishing • human resourcesindustrial model of educationintelligence • Jamie Oliver • Jeremy BenthamKen Robinson • kindergarten • learning revolutionlinearity • live for the weekend • manufacturing model • Maud Gonne • mechanical process • Natalie Merchant • natural talents • order of things • organic process • our talents • pre-digital culture • previous centuries • quiet past • rise with the occasion • single function device • standardisation • stormy present • take for granted • talentTED TalksteenagerWilliam Butler Yeats • wristwatch • Zagat


Simon Perkins
31 MAY 2010

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century

"Most public policy discussion of new media have centred on technologies–tools and their affordances. The computer is discussed as a magic black box with the potential to create a learning revolution (in the positive version) or a black hole that consumes resources that might better be devoted to traditional classroom activities (in the more critical version).Yet, as the quote above suggests, media operate in specific cultural and institutional contexts that determine how and why they are used. We may never know whether a tree makes a sound when it falls in a forest with no one around. But clearly, a computer does nothing in the absence of a user. The computer does not operate in a vacuum. Injecting digital technologies into the classroom necessarily affects our relationship with every other communications technology, changing how we feel about what can or should be done with pencils and paper, chalk and blackboard, books, films, and recordings.

Rather than dealing with each technology in isolation, we would do better to take an ecological approach, thinking about the interrelationship among all of these different communication technologies, the cultural communities that grow up around them, and the activities they support. Media systems consist of communication technologies and the social, cultural, legal, political, and economic institutions, practices, and protocols that shape and surround them (Gitelman, 1999).The same task can be performed with a range of different technologies, and the same technology can be deployed toward a variety of different ends. Some tasks may be easier with some technologies than with others, and thus the introduction of a new technology may inspire certain uses. Yet, these activities become widespread only if the culture also supports them, if they fill recurring needs at a particular historical juncture. It matters what tools are available to a culture, but it matters more what that culture chooses to do with those tools."

(Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel, MacArthur Foundation)

[2] Jenkins, H., K. Clinton, et al. 'Confronting the Challenges of Participatory Culture: Media Education for the 21st Century', MacArthur Foundation.



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Simon Perkins

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