The 21st century and its information revolution has forever changed communication, education and the job market. However, just like any advancement, someone gets left behind or struggles to keep up. The film and article for this blog addresses the issue of inequality in today's information society.
In Van Dijk's article the type of inequality is broken down into four major categories: Immaterial, Material, Social and Educational. (Van Dijk, 223). Starting with "immaterial"inequality, technological opportunity is influenced by life's chances and freedoms. In the video, unfortunately we can see that life's chances are not the same for everyone and freedom doesn't equal affordability!
"Material" inequality is influenced by capital (social, economic, cultural) and resources. In the video we learn that inner cities often do not have adequate technology in the schools to meet the needs of all the students. This means very limited access to technology (if any), along with many homes that do not have technology because it is simply unaffordable.
"Social" inequality refers to positions, power and participation. One large factor in this is motivation. What motivates student in certain cultures may not be what is needed to close the gap in the technology divide. As the video demonstrates, technology is only as good as its user. Computer literacy should not be considered more important than written literacy. Technology is simply a tool and an extension of the user's knowledge. However, to gain computer literacy a student must have access and availability of technology to participate in the information revolution or they face getting left behind.
"Educational" inequality is produced through the lack of capabilities and skills. The video brought forth an important point. A teacher had commented that while a small group of students is allowed to access the four computers in her classroom,the rest of her class is holding discussions and activities. The teacher has to divide her attention and focus into two groups. She stated that she would love to have computers for all her students and be able to instruct them on how to use a computer all at the same time. The pressing issue is why do some schools have more technology than others?
The lasting impact from technological inequality is the lack of computer skills necessary to attain jobs in this competitive job market. For those with little to no exposure to computers,they lack the knowledge and skills necessary for employment. Computer Technology Centers (CTC's) help take kids off the streets and give them the skills necessary to become marketable. Yet,the CTC's are limited to small periods of access (30 min's) at at time and it is simply not enough. More attention needs to be drawn to the technology divide to stimulate public access and provide adequate access for everyone to modern technology.
Works Cited:
Film: Virtual Equality: The Information Revolution and the Inner City (1999)
Van Dijk, J. A. G. M. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4-5), 221-235
Friday, July 1, 2011
Week 5, Blog #1 youth and Digital Innovation
Three major points surrounding literacy problems and technology failures amongst children and young adults in America seems to begin with vocabulary. First, James Paul Gee of ASU discussed what is known as, " the fourth grade slump". He defines the fourth grade slump as the transitional period, (usually occurring at approximately the fourth grade) when students experience an advanced and more scholarly literacy change in English within schools. English literacy turns the corner into an "academic English" vs. "everyday English". What this means is that the children who do not have a strong vocabulary and have not been exposed to a reading the complex academic language in textbooks will struggle to get through high school.
A second issue of concern is the newly emerging gap connected to the skills needed to adapt to our ever-changing digital world. In other words, it affects those students who cannot acquire/do not acquire the technical skills and "know-how" to advance and master technology. As James Paul Gee points out, "More important, it is about who has access (and who does not) to well-designed learning systems and mentorship." (Gee, 14). This naturally leaves children who's families do not have the wealth to spend on technology at a disadvantage.
Third, does the rise of technology set the platform for the educational deficits in young Americans? Mark Bauerline states "the digital age stupefies American children". His reasoning behind this claim is linked not to the advancement of technology which in his video he agrees has many positive educational benefits, but rather is linked to the manner in which adolescents choose to use technology. O Connor's article states that ninety percent of high school students spend less than an hour a day on homework, yet on average they spend just under five hours every day in front of various social networks such as emailing, texting, Face Book, Twitter, etc. (O' Connor, 2).
The good news is, there may be a valuable resource that may "mentor" our children, (as Mark states in his video). Teachers may hold the key to closing these gaps. By using the valuable technology we have and repurposing it to promote academics and literacy while at the same time teaching children to become technologically proficient. However, this just doesn't fix the issue that Mark bring forth with the fact that technology has made this "millennial" generation dumb.
Sounds like mentoring is an easy plan, however a couple key areas that Mark and James point out are that teachers themselves are not necessarily the most digitally driven mentors. Teachers have been schooled themselves to rely on literature and classroom textbooks to teach their students. Also another area that would need to be addressed is the cost basis for technology. How do we ensure that all students would have equal access to digital equipment and the latest technology? And lastly as Mark so eloquently points out, its not so much a problem that the "Millennial" generation does not know anything, "it's that they don't care that they don't know anything!" (O'Connor, 5). Is this an accurate perspective? My opinion, you don't know what you don't know!
Works Cited:
Gee, J. P. (2008). Getting over the slump: Innovation strategies to promote children's learning. The Joan Ganz Cooney Center. Retrieved August 3, 2009, from www.joanganzcooneycenter.org
O'Connor, E. (2009). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future (or, don't trust anyone under 30), by Mark Bauerlein. New york: Jeremy P. Tarcher/penguin, 2008, 24.95 hardbound. Academic Questions, 22(2), 234-239.
A second issue of concern is the newly emerging gap connected to the skills needed to adapt to our ever-changing digital world. In other words, it affects those students who cannot acquire/do not acquire the technical skills and "know-how" to advance and master technology. As James Paul Gee points out, "More important, it is about who has access (and who does not) to well-designed learning systems and mentorship." (Gee, 14). This naturally leaves children who's families do not have the wealth to spend on technology at a disadvantage.
Third, does the rise of technology set the platform for the educational deficits in young Americans? Mark Bauerline states "the digital age stupefies American children". His reasoning behind this claim is linked not to the advancement of technology which in his video he agrees has many positive educational benefits, but rather is linked to the manner in which adolescents choose to use technology. O Connor's article states that ninety percent of high school students spend less than an hour a day on homework, yet on average they spend just under five hours every day in front of various social networks such as emailing, texting, Face Book, Twitter, etc. (O' Connor, 2).
The good news is, there may be a valuable resource that may "mentor" our children, (as Mark states in his video). Teachers may hold the key to closing these gaps. By using the valuable technology we have and repurposing it to promote academics and literacy while at the same time teaching children to become technologically proficient. However, this just doesn't fix the issue that Mark bring forth with the fact that technology has made this "millennial" generation dumb.
Sounds like mentoring is an easy plan, however a couple key areas that Mark and James point out are that teachers themselves are not necessarily the most digitally driven mentors. Teachers have been schooled themselves to rely on literature and classroom textbooks to teach their students. Also another area that would need to be addressed is the cost basis for technology. How do we ensure that all students would have equal access to digital equipment and the latest technology? And lastly as Mark so eloquently points out, its not so much a problem that the "Millennial" generation does not know anything, "it's that they don't care that they don't know anything!" (O'Connor, 5). Is this an accurate perspective? My opinion, you don't know what you don't know!
Works Cited:
Gee, J. P. (2008). Getting over the slump: Innovation strategies to promote children's learning. The Joan Ganz Cooney Center. Retrieved August 3, 2009, from www.joanganzcooneycenter.org
O'Connor, E. (2009). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future (or, don't trust anyone under 30), by Mark Bauerlein. New york: Jeremy P. Tarcher/penguin, 2008, 24.95 hardbound. Academic Questions, 22(2), 234-239.
Week 5, Blog #3 Reflection
1) What were some of your initial expectations about this class? How were your initial expectations confirmed or how did they change over the course of the semester?
Initially, I thought this class would be about the issues that adolescents face that may cause The course started in week #1 discussing juvenile incarceration, which was what I was expecting, but other topics such as the rights to education and fair labor practices, even the domestic violence patterns broadened my scope of youth and justice to more than the wrong-doings of adolescents but also the wrong-doings TOWARDS adolescents.
2) Given the various topics we've covered in the class, explain what you think is the most pressing issue facing youth today. Why is this particular issue such a major one?
I think the most pressing issues facing youth today is gang violence and its ties to the sale of drugs. Kids being raised in the inner cities are especially vulnerable. The perceptions of having wealth and a "family" seem to fill a gap of many children who suffer from poverty or a lack of a structured, loving home environment. This issue is such a major one because so many children in this day and age live in single family homes where parents are struggling to make ends meet.
3) Going back to the initial blog post question:(how old is 15?) How has your understanding of youth development changed (if at all)? What ideas have been confirmed for you? What ideas were new?
I feel I have had a wonderful childhood and a wonderful life, to the point I feel like I been living in a bubble. Many of the issues of extreme poverty, struggling for an education, even for the necessities of food and clothing, I have not had to endure. I didn't realize there were so many children having to struggle, being abused, taken advantage of and also neglected. I was saddened many times by the videos, especially the domestic violence video and the videos of the child soldiers being abducted in Africa. There needs to be so much more advocacy on a global level for the rights of children.
My Thoughts:
This course had an intense level of assignments, and I also realize that they were condensed into 5 weeks which made it more difficult. However, learning through videos was a wonderful approach to the class. I don't think I would have grasped the intensity and depth of the issues we studied each week without having the pictures!
Monday, June 27, 2011
Week 4, Blog #5 Arrested Without Locks
The Glen Mills school in Pennsylvania is an alternative to incarceration for the juvenile males that attend. Many times, youth are order to attend by judges across the nation. It is a type of "boarding school" alternative and chance for rehabilitation and education for young members of gangs and those convicted of crimes.
The school is ran on the opposite spectrum of a correctional facility. There are no locks, bars, uniforms or armed security guards or psychologists. Glen Mills is in essence provides a big- brother and peer-ran, positively influential "gang" atmosphere. It emerges from the same ideals that newcomers have a longing and need to "belong" and be part of their peers at Glen Mills. Rules and discussions are held by peers and respect for one another is gained. A hierarchy is developed, much like the development witnessed in the research of street gangs. Except, in Glen Mills they have to earn privileges and they reap what they earn, whether it is wearing tennis shoes or being verbally disciplined. It teaches the young men that there are repercussions for each action, both positive and negative.
Some benefits that are exceptional are the opportunities that are available to students. They have a chance to go to college that is paid for, many vocational schools are on site such as Optometry, Multi-Media, even their own radio station. Even employees have it exceptionally well, with homes on the property, insurance polices and retirement plans.
This program is designed to change the way our youth understand gangs. This will give them a comparison between right and wrong and give them hope for a future. It is a very interesting method of taking the elements that are so attractive to young men and creating that same desired belonging to a "cause" but for a positive purpose instead of drugs, crimes and senseless killing.
Works Cited:
Film: Glen Mills Gang: Arrested Without Locks and Bars ,2000. http://digital.films.com.ezproxy1.lib.asu.edu/play/SKATNE
The school is ran on the opposite spectrum of a correctional facility. There are no locks, bars, uniforms or armed security guards or psychologists. Glen Mills is in essence provides a big- brother and peer-ran, positively influential "gang" atmosphere. It emerges from the same ideals that newcomers have a longing and need to "belong" and be part of their peers at Glen Mills. Rules and discussions are held by peers and respect for one another is gained. A hierarchy is developed, much like the development witnessed in the research of street gangs. Except, in Glen Mills they have to earn privileges and they reap what they earn, whether it is wearing tennis shoes or being verbally disciplined. It teaches the young men that there are repercussions for each action, both positive and negative.
Some benefits that are exceptional are the opportunities that are available to students. They have a chance to go to college that is paid for, many vocational schools are on site such as Optometry, Multi-Media, even their own radio station. Even employees have it exceptionally well, with homes on the property, insurance polices and retirement plans.
This program is designed to change the way our youth understand gangs. This will give them a comparison between right and wrong and give them hope for a future. It is a very interesting method of taking the elements that are so attractive to young men and creating that same desired belonging to a "cause" but for a positive purpose instead of drugs, crimes and senseless killing.
Works Cited:
Film: Glen Mills Gang: Arrested Without Locks and Bars ,2000. http://digital.films.com.ezproxy1.lib.asu.edu/play/SKATNE
Week 4, Blog #4 International Gangs
Triangle:
1.Hagedorn looks at gangs in a global perspective, wanting to learn more about the global hierarchy and the relation to the global drug markets, etc. He identifies urbanization as a key to the growth of gangs, especially in Latin America and Asia.
2. The social disorganization theory is discussed as the progressive nature of history, therefor this secular state of "gangs' may continue to grow and develop, falling away from religion and traditional values. This means that we need to focus on developing social and community institutions to guide our youth away for the destructive patterns being set.
3. The failing economy, lack of faith in our public institutions and and hope for a better future have strengthened what Hagedorn refers to as "resistance identities". This is resistance developed between the "clash" of the "unfettered power of the market and the resistance of national, ethical and religious identities.
Square:
This resistance is held within poorer communities. This is the areas where many people have lost their faith in community and turn away from tradition.
Circle: The larger, institutionalized gangs create more problems than the crimes they commit. The have roots in politics, religions and many communities. This makes them difficult to suppress.
Works Cited:
Hagedorn (2005). The global impact of gangs. Journal of Contemporary Criminal Justice, 21(2), 153-169.
1.Hagedorn looks at gangs in a global perspective, wanting to learn more about the global hierarchy and the relation to the global drug markets, etc. He identifies urbanization as a key to the growth of gangs, especially in Latin America and Asia.
2. The social disorganization theory is discussed as the progressive nature of history, therefor this secular state of "gangs' may continue to grow and develop, falling away from religion and traditional values. This means that we need to focus on developing social and community institutions to guide our youth away for the destructive patterns being set.
3. The failing economy, lack of faith in our public institutions and and hope for a better future have strengthened what Hagedorn refers to as "resistance identities". This is resistance developed between the "clash" of the "unfettered power of the market and the resistance of national, ethical and religious identities.
Square:
This resistance is held within poorer communities. This is the areas where many people have lost their faith in community and turn away from tradition.
Circle: The larger, institutionalized gangs create more problems than the crimes they commit. The have roots in politics, religions and many communities. This makes them difficult to suppress.
Works Cited:
Hagedorn (2005). The global impact of gangs. Journal of Contemporary Criminal Justice, 21(2), 153-169.
Week 4, Blog #3 Family Gang Membership
The film, Nuestra Familia, Our Family was a very compelling, inside look at gang activities and showed us a clear example of the "hierarchy" that was charted out for us in Tuesday's lesson. This film was a longitudinal approach to the Nuestra Familia gang of Solinas, California who rival with the Los Angeles gang, the Mexican Mafia.
I was taken back to learn that this was a gang started a couple generations ago by prison members. And those few members actually run the gangs if they were a military element, giving orders and handing down punishment if the orders aren't carried through. Generations are in and out of prison and one particular father and son's lives and gang involvement were depicted in this film. The father, Armando actually instilled the gang "family" lifestyle in to his son, little Armando's upbringing. This is something big Armando wishes he had never done as he faces his responsibility in the large part he played in his son's life sentence.
Pelican Bay was a facility created to house the most violent inmates and in turn became the headquarters for the NF. Here, leaders received information from the outside world and gave direction through the mail by using codes. The gang was literally ran as a military organization from its incarcerated leadership. From prison they established a web of gang activity and ran large drug operations. As parolees were released they trained young gang members to take their place.
Law Enforcement needed a way to disable the gang by dismembering the heirarchy. But the difficult question was,"How do you punish men that are already in prison?" The conclusion from law enforcement was to separate all of them from the Pelican Bay Penitentiary headquarters.The FBI then stepped in and helped local law enforcement. They recruited on of the NF's leaders, Danny Hernandez as an informant. Though the motives behind Danny's cooperation and the lack of restraint measures on the part of the FBI were questionable, this operation know as Operation "Black Widow" was successful in attaining the convictions of 75 NF members. For his cooperation Danny Hernandez was released and paid $52, 000.
It was mentioned that the media plays a large part in the lucrative impression being given to our youth of becoming a gang member. Gold chains and hot cars, not having to hold a 9 to 5 job, but always enjoying wealth. That impression, coupled with the need to belong to a ";family" and have acceptance and love is what draws young kids to join.
I would like to see more research that looks more in-depth at the reason why the members feel so indebted to what they refer to as "the cause" that they are willing to sacrifice their lives, families and imprisonment to their gang family.
Works Cited:
Film: Nuestra Familia, Our Family.2006 http://digital.films.com.ezproxy1.lib.asu.edu/play/UDVTGU
I was taken back to learn that this was a gang started a couple generations ago by prison members. And those few members actually run the gangs if they were a military element, giving orders and handing down punishment if the orders aren't carried through. Generations are in and out of prison and one particular father and son's lives and gang involvement were depicted in this film. The father, Armando actually instilled the gang "family" lifestyle in to his son, little Armando's upbringing. This is something big Armando wishes he had never done as he faces his responsibility in the large part he played in his son's life sentence.
Pelican Bay was a facility created to house the most violent inmates and in turn became the headquarters for the NF. Here, leaders received information from the outside world and gave direction through the mail by using codes. The gang was literally ran as a military organization from its incarcerated leadership. From prison they established a web of gang activity and ran large drug operations. As parolees were released they trained young gang members to take their place.
Law Enforcement needed a way to disable the gang by dismembering the heirarchy. But the difficult question was,"How do you punish men that are already in prison?" The conclusion from law enforcement was to separate all of them from the Pelican Bay Penitentiary headquarters.The FBI then stepped in and helped local law enforcement. They recruited on of the NF's leaders, Danny Hernandez as an informant. Though the motives behind Danny's cooperation and the lack of restraint measures on the part of the FBI were questionable, this operation know as Operation "Black Widow" was successful in attaining the convictions of 75 NF members. For his cooperation Danny Hernandez was released and paid $52, 000.
It was mentioned that the media plays a large part in the lucrative impression being given to our youth of becoming a gang member. Gold chains and hot cars, not having to hold a 9 to 5 job, but always enjoying wealth. That impression, coupled with the need to belong to a ";family" and have acceptance and love is what draws young kids to join.
I would like to see more research that looks more in-depth at the reason why the members feel so indebted to what they refer to as "the cause" that they are willing to sacrifice their lives, families and imprisonment to their gang family.
Works Cited:
Film: Nuestra Familia, Our Family.2006 http://digital.films.com.ezproxy1.lib.asu.edu/play/UDVTGU
Week 4, Blog #2 Youth and Gang Violence
Pulling three key points out of Steven Levitt's video discussion and the article by Krohn and Thornberry regarding youth and their involvement in gangs, I would like to start with Steve Levitt's comparison and charted example of the hierarchy that exists within a gang. He compared the hierarchy with that of the major franchise corporation of McDonald's. Within the hierarchy organization are the board of directors, or key players, (CEO's). Next are Regional Directors, Franchisers and the lowest of the hierarchy, the workers. He points out that as with any structured corporation there are many workers and few CEO's. Reflective of a pyramid. This is the exact type of internal structuring system gangs are run by.
Second, is a point that denies what most of us see depicted in the media regarding gangs. The truth is that there is not a lot of money to be made for most of the gang members. The workers or foot soldiers that do the dirty work within the gang actually reap very little monetary benefits from the sale of drugs and violent crimes such as armed robbery. The money rises to the top of the pyramid. This is something that many young gang members do not realize is just a means to recruit new members by making the gang lifestyle look flashy and lucrative.
Third, I would like to discuss a type of research that is discussed in the above-mentioned article. Its a type of study referred to as a longitudinal study. Simply, it is a group of studied participants that are studied forward in time as they age. Previous studies that have been conducted to evaluate gang activities were not deemed as effective because they left out important data and trends that may/may not have occurred over long periods of a gang members' affiliation. One such important question would be when, if ever do gang members "retire"?
This type of longitudinal study is what makes Steven Levitt's research finding's so important and reliable, especially since they were able to actually infiltrate the gang and record their activities for a 10 year period.
Perhaps we aren't doing enough in Government to control this situation because the death statistics are shocking. If you are a young black male living in the inner city, you have a 1% chance of dying. If you are a soldier in Iraq you have HALF of 1% chance of dying! That should be a wake up call for the need for prevention and protection o four nation's youth.
Works Cited:
Second, is a point that denies what most of us see depicted in the media regarding gangs. The truth is that there is not a lot of money to be made for most of the gang members. The workers or foot soldiers that do the dirty work within the gang actually reap very little monetary benefits from the sale of drugs and violent crimes such as armed robbery. The money rises to the top of the pyramid. This is something that many young gang members do not realize is just a means to recruit new members by making the gang lifestyle look flashy and lucrative.
Third, I would like to discuss a type of research that is discussed in the above-mentioned article. Its a type of study referred to as a longitudinal study. Simply, it is a group of studied participants that are studied forward in time as they age. Previous studies that have been conducted to evaluate gang activities were not deemed as effective because they left out important data and trends that may/may not have occurred over long periods of a gang members' affiliation. One such important question would be when, if ever do gang members "retire"?
This type of longitudinal study is what makes Steven Levitt's research finding's so important and reliable, especially since they were able to actually infiltrate the gang and record their activities for a 10 year period.
Perhaps we aren't doing enough in Government to control this situation because the death statistics are shocking. If you are a young black male living in the inner city, you have a 1% chance of dying. If you are a soldier in Iraq you have HALF of 1% chance of dying! That should be a wake up call for the need for prevention and protection o four nation's youth.
Works Cited:
Marvin D. Krohn and Terence P. Thornberry. Longitudinal Perspectives on Adolescent Street
GangsTED Talks."Steven Levitt analyzes crack economics." Feb 2004. Online Video Clip. Accessed on July 27 2010.
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