Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch

This paper uses narrative and storying to retell how two girls ages 5 and 7 continue to make use of an iPod touch to expand their literacy and numeracy. The paper explores the stopwatch and alarm features within the clock application, as well as the weather application, and the Internet browsing ca...

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Autor principal:	Carlo Antonio Ricci
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	technology self-directed emergent self-organizing holistic Mobile learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b5b6ff8d32cf4628bd8f0f1cd6b0602d
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spelling	oai:doaj.org-article:b5b6ff8d32cf4628bd8f0f1cd6b0602d2021-12-02T19:20:07ZEmergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch10.19173/irrodl.v12i7.11571492-3831https://doaj.org/article/b5b6ff8d32cf4628bd8f0f1cd6b0602d2011-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1157https://doaj.org/toc/1492-3831 This paper uses narrative and storying to retell how two girls ages 5 and 7 continue to make use of an iPod touch to expand their literacy and numeracy. The paper explores the stopwatch and alarm features within the clock application, as well as the weather application, and the Internet browsing capability of the iPod touch. It also explores some of the challenges and inequities inherent in using this type of technology. The paper concludes with the author’s belief that it is important to allow learners freedom to explore and freely play with the technology and that emergent, self-directed, and self-organized learning is a natural and gentle approach to lifelong learning. Becoming literate and numerate is infinitely complicated, yet very simple. It is infinitely complicated because there are so many variables within and without the individual who is learning these skills that understanding the process fully is nearly impossible. Yet, it is simple because so many successfully become literate and numerate so naturally. Relating to this point Schuerwegen (2011) writes, Ergo, when a child grows up in a reading, writing, counting environment, especially an electronically driven society such as ours, he will one day find the need to pick up all these skills, at least as much as he needs them. (p. 22) Carlo Antonio RicciAthabasca University Pressarticletechnologyself-directedemergentself-organizingholisticMobile learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 7 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	technology self-directed emergent self-organizing holistic Mobile learning Special aspects of education LC8-6691
spellingShingle	technology self-directed emergent self-organizing holistic Mobile learning Special aspects of education LC8-6691 Carlo Antonio Ricci Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch
description	This paper uses narrative and storying to retell how two girls ages 5 and 7 continue to make use of an iPod touch to expand their literacy and numeracy. The paper explores the stopwatch and alarm features within the clock application, as well as the weather application, and the Internet browsing capability of the iPod touch. It also explores some of the challenges and inequities inherent in using this type of technology. The paper concludes with the author’s belief that it is important to allow learners freedom to explore and freely play with the technology and that emergent, self-directed, and self-organized learning is a natural and gentle approach to lifelong learning. Becoming literate and numerate is infinitely complicated, yet very simple. It is infinitely complicated because there are so many variables within and without the individual who is learning these skills that understanding the process fully is nearly impossible. Yet, it is simple because so many successfully become literate and numerate so naturally. Relating to this point Schuerwegen (2011) writes, Ergo, when a child grows up in a reading, writing, counting environment, especially an electronically driven society such as ours, he will one day find the need to pick up all these skills, at least as much as he needs them. (p. 22)
format	article
author	Carlo Antonio Ricci
author_facet	Carlo Antonio Ricci
author_sort	Carlo Antonio Ricci
title	Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch
title_short	Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch
title_full	Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch
title_fullStr	Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch
title_full_unstemmed	Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch
title_sort	emergent, self-directed, and self-organized learning: literacy, numeracy, and the ipod touch
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/b5b6ff8d32cf4628bd8f0f1cd6b0602d
work_keys_str_mv	AT carloantonioricci emergentselfdirectedandselforganizedlearningliteracynumeracyandtheipodtouch
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Emergent, self-directed, and self-organized learning: Literacy, numeracy, and the iPod Touch

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