Reflections on the field of Digital Humanities

Suzanna Stockey

[digitalreflections-blog]

Online Dating Narrative

One thing I wrote but ended up not including was a brief narrative about how online dating has changed my perception of myself (for the better). So I thought I would just include it here anyways as it is the culmination of several aspects I discussed in my final paper. So here it goes: https://soka.box.com/v/DatingSelfReflection

[digitalreflections-blog]

Dating in the Digital Present: Our Online Interactions

Tumblr can’t handle all my text, so a copy of my final project can be accessed at: https://soka.box.com/v/DatingInTheDigitalPresent.

[digitalreflections-blog]

[digitalreflections-blog]

Technology’s Role in Education: empowering children & bridging the digital divide

Suzanna Stockey

Digital Humanities

Professor Tomas Crowder-Taraborrelli

March 13th, 2017

 Technology’s Role in Education: empowering children & bridging the digital divide

The use of technology in today’s society has been, and continues to be, somewhat… bittersweet. The Internet and other technological advancements can both bring us together and separate us— all depending on what level of access each individual has. Unfortunately, access to technology is not equal to all people, bringing forth what is described as a “digital divide.” This inequality of access to information is especially important as it relates to inequality in education. While technology can be used as a tool to greatly advance learning and develop important skills for future use, these opportunities are only available to some students. Fortunately, by bringing technology to classrooms who previously did not have access to such luxuries, we have seen a positive change in children and their learning. So although currently there is unequal access to technology around the world, the more we can implement technology in classrooms, the more we can empower students and attempt to bridge this digital divide.

Defining “digital divide”

The digital divide refers to the growing gap between those who have adequate access to technology— the young, urban, and middle/upper-class— and those who do not— the elderly, rural, and lower-class. Thus, the digital divide reflects both differences in socio-economic status, as well differences in age and geographical location. The divide exists globally as well, with first world countries as the most technologically advanced, and with third-world countries lagging far behind. We are in the process of digitalizing almost everything we come into contact with, so it should come as no surprise that those without adequate access to technology run the risk of being left behind or ostracized. For those who can afford the rising costs of technology and access to Internet: the world is their oyster. But those who cannot are left in the digital dark. While this digital divide can have several implications in the real world, it has “especially far-reaching consequences when it comes to education” (Soltan, 2016).

A digital divide in Education

Unfortunately, children tend to be the first victims of the digital divide. While there are some children who arguably grow up with “too much” technology, there are many children who will grow up without any access to technology both at home and in the classroom. In developing countries especially, there is little to no access to technology in school as “the high cost of the equipment and maintenance … amplifies the concern of damaging these machines” (Blikenstein, pp. 9), and thus scares administrators from purchasing these items for their classrooms. Thus, we see more developed and affluent countries providing more technology than many developing countries not only because they can afford to purchase the machines, but also to repair and replace in case of accidents. Unfortunately, we have let money get in the way to access of knowledge instead of focusing on who that money spent on will be helping: the students.

Technology as a powerful tool in Education

Ultimately, by implementing more technology in classrooms, we can create more of an equal playing field for all students across the globe. According to Blikenstein: “[t]o be actively engaged in reading and changing the world, one ought to have the necessary tools” (pp. 4). Thus, as our society gets more and more technologically advanced, it is important that we ensure the youth have the necessary technological tools to thrive. By allowing children to advance their learning by allowing them access to technology and new information, we can increase their comfortability using technology while developing marketable skills necessary to enter today’s job market. Blikenstein also references educator Seymour Papert, who “advocates technology in schools not as a way to optimize traditional education, but, rather, as an emancipatory set of tools that would put the most powerful construction materials in the hands of children” (pp. 4).

Bridging the gap in education

If Blikenstein’s research is any indication, it is very possible to bridge the digital gap by introducing technology to areas with little to no access to it currently. In the classrooms Blikenstein worked with, he saw a sense of empowerment regarding technology, and a more positive regard to both learning and school. By providing a sense of universal access to technology in the classroom, students were able to develop a certain comfortability with devices they were using and eliminate some of the fear associated with technology previously. While this slow integrating of technology into classrooms may not eliminate the digital divide, it certainly does make steps towards its closing.

Concluding thoughts

Unfortunately, not every person on this planet has the same, equal access to technology. In fact, our level of access is dependent upon several factors, primarily focusing on one’s socio-economic status, age, or location. For the most part, developing countries seem to be at much more of a disadvantage technologically than other more developed countries. This inequality in access to technology can be seen most prevalently in Education. Schools with more access to technology are seen as “more successful” than schools with little not to access. However, by the slowly implementing more technology in classrooms where it was seen as inaccessible, the more we are able to empower students to take charge of their learning and improve their technological knowledge base.

References

Blikstein, Paulo. “Travels In Troy With Freire”. In (pp.4-9).

Soltan, L. (2016). Digital Divide: The Technology Gap between the Rich and Poor. Retrieved March 13, 2017, from http://www.digitalresponsibility.org/digital-divide-the-technology-gap-between-rich-and-poor/

[watsonlove]

The Circle- Official Trailer

[digitalreflections-blog]

Very Black Mirror-eque... Would probably be a good film to watch for Digital Humanities 

[digitalreflections-blog]

24 hours WITHOUT technology

I’m not going to lie: I cheated ever so slightly. I turned my phone off before going to bed and I woke up VERY disoriented because I could not check the time without my phone. Looking out the window, it could have been 8 am or 3 pm. I closed the blinds and tried forcing myself to sleep longer, thinking maybe I could sleep the day away. But I was no longer tired and the not knowing the time of day somewhat scared me… so i caved and turned on my phone.

Despite having my phone on, I did not open my phone for anything! Zero social media. I didn’t even use my phone for a calculator or a flashlight when I needed one. I must admit though, I was bored.

Having my phone on, I didn’t feel COMPLETELY disconnected to technology. I would still see messages and notifications which popped up on my home screen when I went to check the time. Or, others would show me things on THEIR phone, while fully knowing that I couldn’t use mine.

After brunch, Jessica and I spent our unplugged day together. We went to the dog park, to the grocery store, to drop off a friend at work, and eventually decided upon seeing a movie after dinner.

Once i was with other people, I really didn’t feel the need to use my phone as much. It was strange seeing other people use their phones, knowing that we couldn’t (or shouldn’t) even if we wanted to.

Thankfully, I found lots of ways to spend the day not just scrolling mindlessly through Facebook or Instagram. But I think I could only really accomplish this because I had a car and could go out and about. Had I been stuck at Soka all day, I probably would have caved after Brunch because I was so bored and honestly kind of lonely just by myself in my room…

[digitalreflections-blog]

24 hours (roughly) WITH Technology

- 2:45/3ish, posted photo on instagram - 3am, scrolled on facebook for less than 10 min - Really should be sleeping but feel like i need to checkup on facebook - fell asleep while on facebook, woke up with phone in hand - was woken up by a call by my sister - 7:30am - fell back asleep and was again woken up by my sister @ 9am - opened disneyland app to see current waittimes - checked how many likes i got on my instagram post because i was getting crazy notifications - 29 likes - opened fb messenger twice to respond to a conversation ? - called Jessica 9:30-10 - sent snapchat documenting arriving at disney - opened disneyland app SEVERAL times to check wait times - took snapchat during teacup ride - put on battery saver mode to conserve energy - 1 pm checked insta post for likes - 58 - edited another photo for insta while waiting in jungle cruise line - spent most of time on jungle cruise thinking of caption to post with photo - 2pm was walking and editing a photo of jessica… - 2:30 pm was taking snapchat on splash mountain - took a snapchat with jessica post splash mountain - checked disney app - checked health app to see how many steps taken- 6,000 - took snapchat commemorating running into peter francis burns jr - messaged friends via fb messenger about running into peter - checked disney app again - bored waiting in line, so opened up Heads Up to pass the time - took snapchat on Thunder Mountain Railroad - always opening the disneyland app tbh - looked at email and then clothes online while waiting in line for space mountain - checked insta to see how many likes on 2 posts (66 on one, 51 on the other) - 6:30pm responded to a text message (to be perfectly honest, it was from someone i’m very interested in & now im kind of on edge waiting for their response) - took pictures of jessica and i in our autopsia cars - literally checked my phone 8 times waiting for his response - 9th time was because he actually texted back @ 7:40pm - periodically check phone to respond to that person - opened disney app to decide where to eat in Downtown Disney - Took snapchat during the whole carousal ride basically (i definitely think the main reason why adults go on carousels is to take selfies & videos) - Messaged a friend about some bullshit i’m dealing with on the tram back to our car - It’s midnight and i’m back from Disneyland but i realized i still haven’t printed all my hw for french so i’m saying that my 24 hours starts at 3am because that’s when i started this log.

In Summary: I spend a lot of my day opening Facebook, Snapchat & Instagram. I don’t always post on these social media sites, but am constantly scrolling through the different news feeds. Today I used my phone significantly more than I would in a normal day because I was at Disneyland. I needed my phone for the Disney app for Wait times, Facebook/games to kill some time waiting in lines and most importantly, and Snapchat & Instragram to document my time. Because if it’s not documented for social media, did I even really go to Disneyland?