Sharon Stoerger, Ph.D. is the Assistant Dean for Instructional Support and Assessment in the School of Communication and Information (SC&I) at Rutgers. She is the former director of the Information Technology and Informatics (ITI) program at SC&I and co-founder of the Women in Technology and Informatics (WITI) student organization. Supervisors: Susan C. Herring Phone: 732-932-7500 x. 8336 Address: School of Communication and Information Rutgers University 4 Huntington Street, New Brunswick, NJ 08901-1071
The legal regulatory regimes for communication technologies evolve with technological, economic, ... more The legal regulatory regimes for communication technologies evolve with technological, economic, and social change. This article asserts that, in the United States, the evolution of the legal regulatory regimes for the communications sector is following a trajectory ...
Educational technology advocates claim today’s students are technologically savvy content creator... more Educational technology advocates claim today’s students are technologically savvy content creators and consumers whose mindset differs from previous generations. The digital native-digital immigrant metaphor has been used to make a distinction between those with technology skills and those without. Metaphors such as this one are useful when having initial conversations about an emerging phenomenon, but over time, they become inaccurate and dangerous. Thus, this paper proposes a new metaphor, the digital melting pot, which supports the idea of integrating rather than segregating the natives and the immigrants.
Schools based in the United States are trapped in a Henry Ford factory model of education that is... more Schools based in the United States are trapped in a Henry Ford factory model of education that is focused on high-stakes testing. This model was effective when factories needed workers who possessed the same skill set. But the world has changed and societal demands on student learning have increased. Moreover, millions of students are failing to graduate from high school, which is a problem that continues to escalate. In an attempt to prepare students for work in the 21st century and to address the dropout crisis, educators are examining ways to integrate virtual worlds, including digital games, into the curriculum. This chapter begins by summarizing some of the theories that commonly frame the discussions about these worlds. Next an examination of the issues surrounding virtual worlds is presented. The concluding sections outline and describe the pedagogical mnemonic known as the “SECOND LIFE” model.
The legal regulatory regimes for communication technologies evolve with technological, economic, ... more The legal regulatory regimes for communication technologies evolve with technological, economic, and social change. This article asserts that, in the United States, the evolution of the legal regulatory regimes for the communications sector is following a trajectory ...
Educational technology advocates claim today’s students are technologically savvy content creator... more Educational technology advocates claim today’s students are technologically savvy content creators and consumers whose mindset differs from previous generations. The digital native-digital immigrant metaphor has been used to make a distinction between those with technology skills and those without. Metaphors such as this one are useful when having initial conversations about an emerging phenomenon, but over time, they become inaccurate and dangerous. Thus, this paper proposes a new metaphor, the digital melting pot, which supports the idea of integrating rather than segregating the natives and the immigrants.
Schools based in the United States are trapped in a Henry Ford factory model of education that is... more Schools based in the United States are trapped in a Henry Ford factory model of education that is focused on high-stakes testing. This model was effective when factories needed workers who possessed the same skill set. But the world has changed and societal demands on student learning have increased. Moreover, millions of students are failing to graduate from high school, which is a problem that continues to escalate. In an attempt to prepare students for work in the 21st century and to address the dropout crisis, educators are examining ways to integrate virtual worlds, including digital games, into the curriculum. This chapter begins by summarizing some of the theories that commonly frame the discussions about these worlds. Next an examination of the issues surrounding virtual worlds is presented. The concluding sections outline and describe the pedagogical mnemonic known as the “SECOND LIFE” model.
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