Virtual Kids of the 21 st Century: Understanding the Children in Schools Today
Article
Nicola Yelland, Margaret Lloyd, RMIT University, Bundoora West Campus, Australia
ITCE Volume 2001, Number 1, ISSN 1522-8185 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
This article reports on a study which interviewed 934 chil-dren ranging from 10 to 13 years of age about their owner-ship, use, and views of computer and video games. Computer games are viewed as an important part of the lives of children and we need to understand their impact and relevance to the children who inhabit our classrooms. The results of the study both confirmed existing data which indicated major gender differences in ownership, use, and preferences and highlight-ed that students enjoy playing computer and video games and that they also enjoy a range of other activities as well as games. The results have important implications for those who design curriculum and learning opportunities in schools. In home contexts children now use information and communi-cation technologies extensively. If education systems contin-ue to ignore the potential of ICT for learning experiences they are in danger of being regarded as Neolithic by those who experience them and this should be a grave source of concern to those who are responsible for educating the next generation for the information age.
Citation
Yelland, N. & Lloyd, M. (2001). Virtual Kids of the 21 st Century: Understanding the Children in Schools Today. Information Technology in Childhood Education Annual, 2001(1), 175-192. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/8492/.
© 2001 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Brady, J. (1997). Multiculturalism and the American dream. In S. Steinberg& Kincheloe (Eds.), (pp. 219-226) Kinderculture: The corporate construction of childhood. Boulder, CO: Westview.
- Durkin, K. (1995) Computer games: Their effects on young people: An overview. Sydney, NSW, Australia: Office of Film and Literature Classification.
- Durkin, K. (1999) Computer games and Australia today. Sydney, NSW, Australia: Office of Film and Literature Classification.
- Giroux, H. (1994). Disturbing pleasures: Learning popular culture. New York: Routledge.
- Green, W., & Bigum, C. (1993) Aliens in the classroom. Australian Journal of Education, 37(2), 119–141.
- Guest, V., & Eshuys, J. (1998). English elements 4: For the national profile and the curriculum and standards framework. Milton, Queensland: Jacaranda.
- Lepper, M.R. (1985). Microcomputers in education. Motivational and social issues. American Psychologist, 40, 1–18.
- Lin, S., & Lepper, M.R. (1987) Correlates of children’s usage of videogames and computers. Journal of Applied Social Psychology, 17, 72– 93.
- Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. London: Harvester.
- Provenzo, E. (1997). Videogames and the emergence of interactive media for children. In S. Steinberg, & Kincheloe (Eds.). (pp.103–114)
- Steinberg, S. & Kincheloe, J. (1997). No more secrets—Kinderculture, information, saturation and the postmodern childhood. In S. Steinberg, & Kincheloe (Eds.). Kinderculture: The corporate construction of childhood. (pp.1–30) Boulder, CO: Westview.
- Walkerdine, V. (1999). Violent boys and precocious girls: Regulating childhood at then end of the new millennium. Contemporary issue in
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
How Low-Income Children Use the Internet at Home
Linda Jackson, Alexander von Eye, Frank Biocca, Gretchen Barbatsis, Yong Zhao & Hiram Fitzgerald, Michigan State University, United States
Journal of Interactive Learning Research Vol. 16, No. 3 (July 2005) pp. 259–271
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.