Binod Gurung

Digital learners and the overlapping of their personal and educational digital engagement

Abstract Current K-12 students are considered digital learners because technology is as pervasive in their academic world as in their personal lives. Technology enthusiasts argue that these learners are the “digital natives” having sophisticated technology knowledge and skills that can be potentially harnessed for better learning engagement inside the classroom. This phenomenological study investigates how some current high school students as the digital learners engage with technology at home and school; and how these two types of engagement overlap in their learning inside the classroom. Data were gathered from phenomenological three series in-depth interviews with five participants and also field observation. Findings show that the overlap between the personal and educational digital engagement(s) of these students was not necessarily positive as portrayed by the prevalent discourses of technology enthusiasts. The overlapping had mixed roles – facilitative as well as obstructive. Pedagogical and future research implications are discussed.

Emerging Pedagogies in the Networked Knowledge Society: Practices Integrating Social Media and Globalization

This chapter argues that as Networked Knowledge Communities (NKCs) become increasingly the way knowledge is constructed, represented, and circulated, visuality in information-based societies is also being shaped, and shaped by, the interactive and collective ideologies of digital technology environments. Like the written text, which constructs and imposes hegemonic ideals of identity through discursive practices, visual representations of identities also serve as powerful discursive reservoirs of subordinating representations. By focusing on NKCs as an epistemic space that reflects, recirculates, and reacts to bodies of knowledge produced by the institutions of power in the larger social culture, this chapter examines the vulnerability of subjugated identities to normative processes of identity formation in digital networked communities. This inquiry positions visuality not as a subordinate and incomprehensible form of discourse to the written text, but as a symmetrical and understandable discursive practice and democratizing pedagogy imbued with all the possibilities and inadequacies that come with interpreting identity and the difficult differences. Without question, globalization is a key factor in this debate despite the lack of transparency in its meaning and use. However, despite its resistance to a comprehensive definition, globalization will provide an important ideological framing from which to begin this argument given its loosening of sociopolitical, cultural, economic, and technological borders.