Scientific Research

Scientific Research methodology can be of value to Educators

Why knowledge of scientific research methodology can be of value to Educators?

That can be valuable to researchers because it's on the finals and researchers who don't pass their finals won't get good funding. just kidding OK the researchers do research only by using the scientific method this is sort of a silly question. It can help them to judge how reliable other people's research findings are and help them to be more thorough and accurate when researching themselves. 

Scientific studies do not contribute to a larger body of knowledge until they are widely disseminated and subjected to professional scrutiny by peers. This ongoing, collaborative, public critique is an indication of the health of a scientific enterprise. Indeed, the objectivity of science derives from publicly enforced norms of the professional community of scientists, rather than from the character traits of any individual person or design features of any study.

It promotes research that sees children as active agents in their own lives, not passive victims or research ‘subjects’. There are many ways in which children can be more actively involved in research, both as respondents and as co-researchers. This kit aims to give guidance on ways of approaching this work, on ethical issues to be considered, and on techniques that can be used. Case studies from around the world draw on a rich field of participatory research with children that have developed in recent years.

Involving children in primary research concerns research which collects information directly from people, in this case primarily children and young people. Its first chapter looks at ethical issues in children’s participation in research. The second is entitled ‘How to do it’ and starts with sections on how children can be involved in the different stages of primary research. The final section of this chapter discusses methods for participatory research with children on issues of violence, including setting up the project, participatory approaches, research techniques and how to choose methods.

https://www.geophysik.uni-muenchen.de/~valerian/Scientific_Working/SRMTunit2.pdf

Benefits Of Early Childhood Education

What Are The Benefits Of Early Childhood Education?

For young children, every experience or encounter presents a learning opportunity. They learn from everything they see, do, hear, feel, smell, and taste; everyone they interact (talk, play, laugh) with; and everywhere they go.

Studies suggest that quality early childhood education preschool offers a range of benefits to children, as well as to their families and their communities. In childhood education specialists argued that preschool children learn best when they interact with their peers, receive kind treatment from their parents and educators, and don’t feel pressured to learn.

The specialists also suggested that children learn the most when educational and instructional activities make up a small segment of their days, which is something that quality preschool programs emphasize. Some of the advantages of early childhood education include:

Improved social skills: Children learn to engage better with other children and adults. The preschool environment allows children to acquire vital skills that allow them to listen to others and express their own ideas, make friends, share, cooperate, and become accountable for their actions.

Improved attention spans: Children are inclined to be curious and interested in discovering new things. Quality early childhood programs maximize opportunities for the discovery of new experiences, new environments, and new friends while maintaining a balance with the ability to listen, participate in group tasks, follow directions, and work independently, all of which develop the vital life skill of concentration. 

Enthusiasm for lifelong learning: Children who receive quality early childhood education are reportedly more confident and curious, which causes them to perform better in grade school. Children learn how to manage challenges and build resilience in times of difficulty; settle easily at school to reap the benefits of education faster; and acquire a long-term interest in learning different things, including playing music, dancing, singing, construction, cooking, etc. 

Moreover, studies have shown that early childhood education preschool programs increase the likelihood of children graduating from high school with fewer behavioural issues, attending college, and becoming responsible young adults. 

digital story

digital story

Social media presence

Social media presence 

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Digital Novice

Digital Novices

Digital novices tend to have minimal digital contact with end-users but understand the mandate to change. 

Characteristics include legacy systems unable to support valuable online engagements, teams, with limited skills and experience working on digital initiatives and frequently an unwillingness to find outside expertise to help build a business case and convince companies to move faster. 

Ultimately, digital novices are still deciding where digital transformation fits into their organizations. 

Organizations at this stage are commonly trying to provide consistent experiences across channels and devices, offer something personalized (rather than generic) to customers, and use data to cross-sell relevant services to existing customers.

Companies should work with partners who bring well-established processes to facilitate innovative thinking to jump-start digital innovation programs. Gaining traction and support across an organization involves engaging all company departments and garnering crucial insights from customers. 

Performing a competitive experience assessment can help focus digital initiatives by plotting your companies’ digital customer experiences against its competitors. This creates a clear picture of how to increase appeal and relevance to current and prospective customers. 

From there, digital novices can decide how to rationalize application portfolios to best support future digital strategies across multiple channels. 

Digitally Capable

Digitally capable companies incorporate data analysis into their business workflows to provide insights for decisions around additional digital investment. 

Digital initiatives have not yet become a major corporate focus for these organizations, and team skills are typically limited to knowledge related to the business’ core product. Additionally, companies in this category work with partners to identify innovative concepts that can deliver valuable results. 

Digitally capable organizations focus on putting into practice digital visions with company-wide support. They build on early successes to institutionalize “digital” and create a roadmap of best-practice digital product development and innovation. 

Omnichannel customer experience assessments, which analyze successes and failures across channels with brutal honesty, help these companies build on initial momentum and creates a clear picture of where to focus time and money.

Digitally capable companies engage internal business stakeholders and customer representatives in the innovation process to surface key insights and mobilize crucial support for getting digital initiatives moving and out to the world. If this route isn’t producing ideas, engage partners who challenge company thinking, incorporate ideas from other industries, and ask companies to explain the logic behind certain practices that only an external perspective will see are clearly not working. 

From here, companies must get in the mindset of making innovation habitual. 

A crucial factor to compete and win in the digital economy is to embed data analytics and impartial customer research into business processes and company technology. This helps prove what works in the real world and delivers insights into how best to improve the appeal and reach of products. 

Mature Digital Innovators 

These are the companies that have aligned digital to their strategic business objectives for long-term success. They regularly review customer data to track progress against their goals. Companies at this stage derive insights and create modern digital experiences to address customer needs while improving their digital transformation roadmap and their team trained on the latest technologies. 

Mature digital innovators undoubtedly have ambitious targets for the value digital technologies will deliver to their companies. To maintain this leadership role, they must consider capitalizing on first-to-market opportunities that excite customers with innovative use of technology and utilize these same customers as co-collaborators. Digital innovators continuously enable and leverage new technologies to generate additional business value. 

Understanding your company’s level of digital innovation is an important first step to ensuring success in the digital economy. 

Once you know where your organization might be falling short, it’s time to make changes: hire new employees to challenge thinking, provide insights on strategy and technology. You might also enlist a consultant or strategic partner to help your organization shift towards digital maturity. 

And for those mature digital innovators, remember: innovation and change never stops if you intend to remain a leader.

Information society

Information society

what is the definition of the information society? 

Information Society is a term for a society in which the creation, distribution, and manipulation of information have become the most significant economic and cultural activity. An Information Society may be contrasted with societies in which the economic underpinning is primarily Industrial or Agrarian

he Networked Society is a type of future ecosystem in which widespread internet connectivity drives change for individuals and communities. The concept has been popularized by the Information and Communications Technology (ICT) company Ericsson

There is currently no universally accepted concept of what exactly can be termed information society and what shall rather not so be termed. Most theoreticians agree that a transformation can be seen that started somewhere between the 1970s and today and is changing the way societies work fundamentally. Information technology goes beyond the internet, and there are discussions about how big the influence of specific media or specific modes of production really is. Frank Webster notes five major types of information that can be used to define information society: technological, economic, occupational, spatial and cultural.^[5] According to Webster, the character of information has transformed the way that we live today. How we conduct ourselves centres on theoretical knowledge and information.

An information society is a society where the creation, distribution, use, integration and manipulation of information is a significant economic, political, and cultural activity. Its main drivers are digital information and communication technologies, which have resulted in an information explosion and are profoundly changing all aspects of social organization, including the economy, education, health, warfare, government and democracy. The people who have the means to partake in this form of society are sometimes called digital citizens, defined by K. Mossberger as “Those who use the Internet regularly and effectively”. This is one of many dozen labels that have been identified to suggest that humans are entering a new phase of society.

The markers of this rapid change may be technological, economic, occupational, spatial, cultural, or some combination of all of these. The information society is seen as the successor to an industrial society. Closely related concepts are the post-industrial society (Daniel Bell), post-Fordism, post-modern society, knowledge society, telematic society, Information Revolution, liquid modernity, network society(Manuel Castells), and society of the spectacle (Guy Debord)

Digital Divide

Definition - What does Digital Divide mean?

The digital divide refers to the difference between people who have easy access to the Internet and those who do not. A lack of access is believed to be a disadvantage to those on the disadvantaged side of the digital divide because of the huge knowledge base that can only be found online.

Techopedia explains the Digital Divide

The digital divide appears in a number of different contexts, including:

• Differences between rural and urban Internet access


• Socioeconomic differences between people of different races, income, and education that affects their ability to access the Internet


• Differences between developed, developing and emerging nations in terms of the availability of Internet

The digital divide was once used to describe different rates of technology adoption by different groups. In recent times, however, Internet access has increasingly been seen as the primary advantage that many technologies can grant in that it represents a staggering store of knowledge and resources. In this sense, the digital divide may be shrinking as cheaper mobile devices proliferate and network coverage improves worldwide.

Digital immigrants

Digital immigrants

Definition - What does Digital Immigrant mean?

A digital immigrant is an individual who was born before the widespread adoption of digital technology. The term digital immigrant may also apply to individuals who were born after the spread of digital technology and who were not exposed to it at an early age. Digital immigrants are the opposite of digital natives, who have been interacting with technology from childhood.

Techopedia explains Digital Immigrant

Digital immigrants are believed to be less quick to pick up new technologies than digital natives. This results in the equivalent of a speaking accent when it comes to the way in which they learn and adopt the technology. A commonly used example is that a digital immigrant may prefer to print out a document to edit it by hand rather than doing onscreen editing. 

The classification of people into digital natives and digital immigrants is controversial. Some digital immigrants surpass digital natives in tech-savvy, but there is a belief that early exposure to technology fundamentally changes the way people learn. The actual classification of people into immigrants and natives is tricky as the adoption of digital technology hasn’t been a unified phenomenon worldwide. For North America, most people born prior to 1980 are considered digital immigrants. Those closer to the cutoff are sometimes called digital intermediates, which means they started using digital technology in their early teens and thus are closer to digital natives in terms of their understanding and abilities.

Digital natives

Digital natives

What is a Digital Native?

Digital native is a term coined by Mark Prensky in 2001 used to describe the generation of people who grew up in the era of ubiquitous technology, including computers and the internet. Digital natives are comfortable with technology and computers at an early age and consider technology to be an integral and necessary part of their lives. Many teenagers and children in the first world today are generally considered to be digital natives as they mainly communicate and learn via computers, SNS and texting. The opposite of digital natives is digital immigrants—people who have had to adapt to the new language of technology.

Understanding Digital Natives

The idea of “digital native” came from an article explaining Prensky's opinion on why today’s teachers are having trouble teaching students. Prensky argued that young people today are speaking a digital language whereas teachers are speaking an old accented language (their accent being their reluctance to adopt new technology). He called for a change in the way children are taught so that they may learn in a “language” they understand. It is worth noting that not all children born today are digital natives. Although cheaper mobile technology is making rapid inroads into developing and emerging nations, children in less affluent areas are less exposed to technology than their counterparts in the G8, for example.

It is important to note that Prensky's original paper was not a scientific one and that no empirical data exists to support his claims. He has since abandoned his digital native metaphor in favour of digital wisdom.

Digital natives and digital immigrants — how are they different

Technology made a big change for the new generations. It became a very popular topic for psychologists and sociologists. That resulted in the use of labels such as ‘digital native’, ‘the net generation’, ‘Google generation’ or ‘the millennials’. These highlights are defining the lives of young people at the age of new technologies.

‘Digital natives’ are generally born after the 1980s and they are comfortable in the digital age, because they grew up using technology, but ‘digital immigrants’ are those who are born before 1980s and they are fearful about using technology. ‘Digital immigrants’ are the older crew, they weren’t raised in a digital environment. The term digital immigrant mostly applies to individuals who were born before the spread of digital technology and who were not exposed to it at an early age. Digital natives are the opposite of digital immigrants, they have been interacting with technology from childhood. According to Prensky, digital natives are the generation of young people who are “native speakers” of the digital language of computers, video games, and the Internet.

As I observe the younger generation and the older generation, I see the difference clearly. I frequently find myself interfacing between the newest digital natives and classic digital immigrants.

Millennials were born between the 1980s and 2000s. Those who were born after 2000 are considered Generation Z. In the recent years, researchers observed two generations: those born after the 1980s, and those born after 1993, and the results were that the younger group had more positive attitudes toward the Internet and lower anxiety scores about the Internet and higher web, e-mail, and social media usage. Studies say that digital natives’ brains are more actively engaged while scrolling through a webpage than while reading printed text.

New technologies have been a defining feature in the lives of younger generations in a way that they predict a fundamental change in the way young people communicate, socialize, create and learn. The Internet has reshaped the way we search for information and the way we think.

Digital natives see everyone on an equal level and are not dividing the world into hierarchies, they view the world horizontally. They cross boundaries and embrace the benefits of sharing with each other. Those values exist because of what they are driven by. We can learn a lot about digital native generations because their world is a genuine democracy and equality. They reject centralized and control-based forms of governance. More aggressive, competitive and result-obsessed generation, the advantage is their productivity. The difference between digital natives and digital immigrants is that digital immigrants are goal-oriented and digital natives are value-oriented. Digital natives like to parallel process and multi-task.

Because of interacting with technology, digital natives “think and process information fundamentally differently” (Prensky) to digital immigrants. Digital natives, according to Prensky, process information quickly, enjoy multi-tasking and gaming, while digital immigrants process information slowly, working on one thing at a time and do not appreciate less serious approaches to learning. This divide, Prensky argued, is the greatest problem facing education today and teachers must change the way they teach in order to engage their students. Children raised with the computer think differently. They develop hypertext minds. There is a need for education to change in order to create better generation expectations. Prensky claims the digital native is becoming the dominant global demographic, and the digital immigrant is in decline.

The thing is that digital natives first check their social platforms, not TV. They would rather be engaged than marked to something, they do not care if the content is professionally produced, but that it is authentic and on their level. They develop their culture — IT culture.

Digital immigrants’ groups:

Avoiders: they prefer a relatively minimal technology or technology-free lifestyle. They do not have an email account and/or smartphones and tend to have deadlines. Social media is too much for them and they do not see the value in these activities.

Reluctant adopters: they accept technology and are trying to engage with it, but feel unintuitive and hard to use it. They have a cell phone but do not use texting, occasionally they use Google but do not have a Facebook account but they check their emails and use online banking.

Enthusiastic adopters: they are digital immigrants who have the potential to keep up with natives. They embrace technology and they may be high-tech executives, programmers and business people. This group sees the value of technology, they use Facebook and check emails regularly and technology makes them excited. If they are doing business, they have a website.

Digital natives grouping:

Avoiders: even though they were born in the digital world, some young people do not feel an affinity for digital technologies and Facebook. Mobile technologies do not enamour them. They have cell phones but do not use email and social media accounts.

Minimalists: they use technology minimally and when they perceive it necessary. They search for information on Google if they have to and purchase online if they cannot buy something at a local store. They check their Facebook account once a day or every couple of days.

Enthusiastic participants are most of the digital natives. They enjoy technology and gadgets. They use Facebook all day long and have other social media accounts, watching YouTube and movies online as much as possible. The first thing they do when they want to know something is: turn to Google. This group is easier to reach via social media rather than cell phones. They thrive on instant communication and own a smartphone for constant access to the Web.

So how can people from these two groups work together? How can digital immigrants teach digital natives and vice versa?

Some digital immigrants surpass digital natives in tech-savviness, but there is a belief that early exposure to technology fundamentally changes the way people learn. The adoption of digital technology has not been a unified phenomenon worldwide. There are a lot of opportunities where they can learn from each other, and where the generations feed each other knowledge. Collaboration is key because digital immigrants are those who invented technologies and systems that digital natives today use fluently. It is important then, to have a variety of people with a variety of abilities and experiences. Teachers must develop lessons on horizontal solutions. Embracing all technology leads to a broader understanding of the problem. As digital natives are driven by productivity, their working style may seem competitive, so incorporating more value in the process may be a good strategy.

Learning from the natives

From the natives, immigrants can learn to be more open and willing to engage with learners of differing backgrounds. They can learn from the natives how to sift through and focus resources, which are aplenty and are not as overwhelming for the native. They can learn to scale learning and create what is possible.

digital age

  

The digital age, also called the information age, is defined as the time period starting in the 1970s with the introduction of the personal computer with subsequent technology introduced providing the ability to transfer information freely and quickly.






What is the digital age?

For many, the digital age is simply the industrial era ‘amped up’ on tech steroids. Perhaps marked by the IT industry’s coming of age as new technology became as much part of the social fabric as it was in the world of business. But that doesn’t really cover it. So, what is the digital age?


There are certain interesting traits that for me define the digital age:

• Many of us now have virtual lives as well as physical ones.

• Some of us use our virtual life to promote an idealised physical life.

• Technology is augmenting us in unimaginable ways. We have the world’s knowledge at our fingertips, thanks to smartphone technology, but we choose to use it primarily for shopping and picking arguments with strangers. Either way, Alexander Graham Bell would be dumbfounded.

• Thanks to digital distraction, we appear to be losing the ability to think deeply. We take in content like a whale takes in plankton. In other words, very little of what we ‘consume’ has ‘nutritional’ value.

• Increasingly dumb objects, such as trolleys and toothbrushes, are becoming data-rich smart devices.
• Many of us are happy to trade privacy for convenience. And some of us are unaware of the value of our own data.
• Our own data, thanks to ‘quantified self’ technologies, is permanently streaming from us like a comet’s tail.

• There is a growing acceptance that citizen surveillance is a price to be paid for being part of a developed society.

• World leaders constraining foreign policy statements to 140 characters.

• It has never been so easy to share.

• We are still learning as to what constitutes a healthy virtual life, and what reflects deep psychosis.

• As parents, there is no digital playbook. So we may well be crafting the next generation’s issues by our laxity in respect of our children’s digital lives. How long will it be before you child’s best friend is a robot? Or a sibling’s robot becomes a life partner?

• Many of us are realising that past certainties are no longer indicators of future certainties. This makes career planning something of a challenge.

• The digital age is particularly challenging for organisations. Many leaders seem to think that it is simply a case of adding the latest tech to their old industrial era model. Hence we often hear the term, the 4th industrial revolution (4IR). Hyper-uncertainty and increased volatility require a fundamental rethink of business models. Most organisations founded in the industrial era are far from ready

• ** Get ready for the digital age **

• One might even argue that we are in the midst of a species change from homo sapiens to what one might call homo extensis (augmented man). Possibly the transition will be complete when the first generation is born that in some way or another immediately needs new technology for its survival. This will very likely be the case when we start to colonise other planets. How else are we going to get those rare earth metals needed to fuel our hunger for new technology?
• So how will we know when the digital age has passed? Well in some respects, the end of the digital age is in sight. One could argue that the twentieth century was the age of information technology, and that the twenty first century is the age of biology. In recent years, we are seeing indicators that biological sciences are about to hit the steep end of the exponential curve. Genomics, bioinformatics, bionics and nootropics are just some of the areas where we will see human augmentation take a quantum leap.

My students 2019

My students 2019