By: Nancy K. Baym
Reading this passage has brought my attention to how people interact with technology to create, foster, and sustain personal connections with others. In turn, this has also forced me to reflect upon my relationship with new media.
Communicative technology has evolved because of the increasing need and ability to contact someone quickly and conveniently, regardless of the distance between people. As people started to use these technologies, they found ways to adapt to their limitations, and create further technologies to compensate those adaptations. In addition to technologies, new sets of social interaction protocols were put in place. Hence, what stuck out to me most was how people would socially navigate the ever-changing realm of new media.
As she mentions, it will be a challenge to recreate the authenticity of human connection through a screen. From what I gather from reading, Baym remains hopeful that "...we will navigate out way through innovation without losing hold of one another" (pg. 155). This passage is most important because it brings this to light by reminding the reader of how people arrived at this place of communication. In terms of being a member of society, one must choose how they define authentic human connection and use new media to foster that connection. As it relates to classrooms, teachers should be mindful of this and decide how they would like their students to interact with technology, considering what communicative technologies already bring to their lives outside of school.
The Resounding Voice of Youth in a Digital Age &How Are Youths Creatively Using Digital Technology?
After reading this chapter, I found that the most valuable aspect of technology is access. Throughout the reading, it is noted how creative technologies have given students the resource to produce and share their own content. Students can also use communicative technologies as an area of critique and sharing ideas. The social aspect of technology provides opportunity for effective learning outside of the classroom with no restrictions based on geography or access to mentors/experts of their interest. Being able to respond, collaborate, and critique through technology presents more avenues of interest-driven arts learning. Realizing this, it gives educators the opportunity to see what truly interests their students, which they can then translate into learning in the classroom by using the technologies they do and incorporating their interests. None of which would happen without the accessibility that technology gives students to creative content.
After reading this chapter, I found that the most valuable aspect of technology is access. Throughout the reading, it is noted how creative technologies have given students the resource to produce and share their own content. Students can also use communicative technologies as an area of critique and sharing ideas. The social aspect of technology provides opportunity for effective learning outside of the classroom with no restrictions based on geography or access to mentors/experts of their interest. Being able to respond, collaborate, and critique through technology presents more avenues of interest-driven arts learning. Realizing this, it gives educators the opportunity to see what truly interests their students, which they can then translate into learning in the classroom by using the technologies they do and incorporating their interests. None of which would happen without the accessibility that technology gives students to creative content.
In the next section, it was stated that the way that students use and respond with technology is up to them, which determines how successful the technology can be used in the classroom. It covers how much time and exposure students are having with technology, and begs the questions how technology should be used to utilize youths interaction with creative technologies. With the idea in mind that students are already using creative technologies, it was important to analyze the difference between "traditional fine Art" and art created with technology. It was encouraged that educators find a way to pull students interests with the content they create on their own with technology to inform the way they learn in the classroom with "traditional fine Art." As a whole, the response to creative social technologies in youth culture should be paid attention to by educators to practice interest-based learning and research what is most effective for student learning.
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