adamrann

As a Web Science student, people around me use the web all the time, but I’m aware of differences other people have getting access to the web and the types of activities the web is used for. Although it seems sensible to assume there’s a divide between the 50% of people who do have access to the web and the other half that do, it’s more complex than that, to the point that digital inequality should be seen as a “traditional form of inequality” (Robinson et al. Continue reading →

Dubai, a modern city full of technology, reflects in the Persian Gulf Sea. Photo by Robert Bock on Unsplash https://unsplash.com/photos/cV4qkkorDFY. Reflecting on research is important, especially in learning and teaching science, otherwise pre-existing conceptions from a monistic approach result in only “the one correct explanation” and “one most elegant procedure for testing an hypothesis” being put forward (Baird et al., 1991). Continue reading →

Natives, Immigrants, Visitors and Residents Prensky (2001) explains that the way students now learn has changed “radically” because of time exposed to Internet and ubiquitous technologies. “Digital Natives” are “native speakers of digital [languages]”. Digital Immigrants are the opposite – technologies seem new and they “have very little appreciation of [digital] skills”. Continue reading →