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Schools and Social Software Appropriation Luís Simões, PhD Student (UFP) Luís Borges Gouveia, Associate Professor (UFP)
Main Goal To discuss the role that  appropriation  has on  social software  adoption and use
Appropriation, defined Appropriation is the use of cognitive and physical resources by individuals in their daily practices.
Mastering  a tool: acquiring the skills needed to operate a specific technology. Appropriation  goes beyond that: includes  the development of competence to use that tool in a  social context .
Distinction between the user and the designer becomes blurred at the time of practical use of the object The sole act of using it is already a modification of its design
Young people, culture and technology Perceived power of the Internet + “ Web 2.0” tools Increasing number of people seeking to become  “prosumers” (Producers + Consumers)
Example Students using tools like wikis and blogs: - chance to work independently, without being subject to any form of recognized authority.
The anachronism of the classroom People on traditional classroom settings Resemble workers on a factory Who suddenly realize they can make valid products with their own means of production Not needing the factory's machinery
Dynamics of Tech Use by the Young Early adopters of social software Tech use is spontaneous Not prompted by adults
Major features of tech appropriation 1- Sense of  identity   / e.g. social inclusion 2-  Power  /  e.g. control over who participates on a chat 3- Fragmentation  management  /  life cohesion Carroll, Howard, Vetere and Murphy (2001)
Appropriation... attractors  (convenience, utility, fashion) repellents  (cost, difficulty, spam) Carroll, et al (2001)
Vygotsky Cultural Artifacts Mediate relationship between human beings and objects on the environment
Vygotsky   Technology Shaped by social forces Shapes the social world
The Individual is A Socio-Culturally  Embedded Agent
The Individual is  not ... A “processor”  or a “system component”
Community Mediates Human Activity (Rules, and Division of Labor)
 
School Cannot be a  restrictive  schooling   environment
Example 1: School required to participate in the struggle against info-exclusion
Example 2: Democratic societies require formal  and  informal education of citizens
Portuguese Universities (Small) number of teachers exploring ICT tools (specially Moodle) Web 2.0 is still in a phase of “early adoption”   (Fonseca & Gomes, 2007)
Web 2.0 as Participatory Media 1. Many-to-many relationship 2. Power  (derived from participation) 3. Enhanced coordination
Education and Web 2.0  Making “digital natives” to realize that Publishing online is intrinsically related to The power of the individual (In a democratic society)
Blurring of Distinction Between “high” and “low” forms of culture Between work, leisure, rest and learning
Beyond Moodle (and other LMS's)  Collaborative nature of learning with LMS's Has been emphasized many times,  but...
Beyond Moodle (and other LMS's)  Traditional LMS's Lack the cues that are important to enable activity to shape learning through social interaction (Amelung, Laffey & Turner, 2007)
Web 2.0 and Informal Learning Web 2.0 is pervasive (even if unauthorized)
Web 2.0 and Informal Learning Vast majority of Web 2.0 services Not designed  within an educational  framework Use is outside Institutional control
Web 2.0 is  challenging Should we radically change: a) Learning Spaces (The walled classroom & LMS vs the Internet) b) Learning Structures (Is any kind of structure really needed?  Again LMS vs Web 2.0)
Final Remarks - 1 Technology appropriation is a dynamic process Complex psychological and socio-cultural factors Preclude normative models
Final Remarks - 2 People are not just “end users” They are “end designers” (This is what appropriation is about)
Final Remarks - 3 The ultimate word on how a technology is used is given by the individual
Final Remarks - 4 Social software can play crucial role in transforming old information ecologies and in preparing new ones

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Schools and Social Software Appropriation

  • 1. Schools and Social Software Appropriation Luís Simões, PhD Student (UFP) Luís Borges Gouveia, Associate Professor (UFP)
  • 2. Main Goal To discuss the role that appropriation has on social software adoption and use
  • 3. Appropriation, defined Appropriation is the use of cognitive and physical resources by individuals in their daily practices.
  • 4. Mastering a tool: acquiring the skills needed to operate a specific technology. Appropriation goes beyond that: includes the development of competence to use that tool in a social context .
  • 5. Distinction between the user and the designer becomes blurred at the time of practical use of the object The sole act of using it is already a modification of its design
  • 6. Young people, culture and technology Perceived power of the Internet + “ Web 2.0” tools Increasing number of people seeking to become “prosumers” (Producers + Consumers)
  • 7. Example Students using tools like wikis and blogs: - chance to work independently, without being subject to any form of recognized authority.
  • 8. The anachronism of the classroom People on traditional classroom settings Resemble workers on a factory Who suddenly realize they can make valid products with their own means of production Not needing the factory's machinery
  • 9. Dynamics of Tech Use by the Young Early adopters of social software Tech use is spontaneous Not prompted by adults
  • 10. Major features of tech appropriation 1- Sense of identity / e.g. social inclusion 2- Power / e.g. control over who participates on a chat 3- Fragmentation management / life cohesion Carroll, Howard, Vetere and Murphy (2001)
  • 11. Appropriation... attractors (convenience, utility, fashion) repellents (cost, difficulty, spam) Carroll, et al (2001)
  • 12. Vygotsky Cultural Artifacts Mediate relationship between human beings and objects on the environment
  • 13. Vygotsky Technology Shaped by social forces Shapes the social world
  • 14. The Individual is A Socio-Culturally Embedded Agent
  • 15. The Individual is not ... A “processor” or a “system component”
  • 16. Community Mediates Human Activity (Rules, and Division of Labor)
  • 17.  
  • 18. School Cannot be a restrictive schooling environment
  • 19. Example 1: School required to participate in the struggle against info-exclusion
  • 20. Example 2: Democratic societies require formal and informal education of citizens
  • 21. Portuguese Universities (Small) number of teachers exploring ICT tools (specially Moodle) Web 2.0 is still in a phase of “early adoption” (Fonseca & Gomes, 2007)
  • 22. Web 2.0 as Participatory Media 1. Many-to-many relationship 2. Power (derived from participation) 3. Enhanced coordination
  • 23. Education and Web 2.0 Making “digital natives” to realize that Publishing online is intrinsically related to The power of the individual (In a democratic society)
  • 24. Blurring of Distinction Between “high” and “low” forms of culture Between work, leisure, rest and learning
  • 25. Beyond Moodle (and other LMS's) Collaborative nature of learning with LMS's Has been emphasized many times, but...
  • 26. Beyond Moodle (and other LMS's) Traditional LMS's Lack the cues that are important to enable activity to shape learning through social interaction (Amelung, Laffey & Turner, 2007)
  • 27. Web 2.0 and Informal Learning Web 2.0 is pervasive (even if unauthorized)
  • 28. Web 2.0 and Informal Learning Vast majority of Web 2.0 services Not designed within an educational framework Use is outside Institutional control
  • 29. Web 2.0 is challenging Should we radically change: a) Learning Spaces (The walled classroom & LMS vs the Internet) b) Learning Structures (Is any kind of structure really needed? Again LMS vs Web 2.0)
  • 30. Final Remarks - 1 Technology appropriation is a dynamic process Complex psychological and socio-cultural factors Preclude normative models
  • 31. Final Remarks - 2 People are not just “end users” They are “end designers” (This is what appropriation is about)
  • 32. Final Remarks - 3 The ultimate word on how a technology is used is given by the individual
  • 33. Final Remarks - 4 Social software can play crucial role in transforming old information ecologies and in preparing new ones