an emerging learning paradigm
Results
research issues
Applying new media in the classroom

Results
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history
events
new skills
(cc) photo by  Metro Centric on Flickr
(cc) photo by  Franco Folini on Flickr
(cc) photo by  jimmyharris on Flickr
music
(cc) photo by  Metro Centric on Flickr
learn how to sift, select, organize and manage information according to its relevance
learning in the digital era is fundamentally collaborative in nature
The learner plays a central role in the learning process 
as an active author, co-creator, evaluator and critical commentator

learning processes become increasingly personalized
This model aims to show how social computing is currently used in formal educational contexts
Learning 2.0 builds on the synergy and convergence among technological, organizational and pedagogical innovations  to empower the learner 
participatory culture
relatively low barriers to artistic expression and civic engagement
strong support for creating and sharing one’s creations with others
some type of informal mentorship whereby what is known by the most experienced is passed along to novices 
culture where its members believe that their contributions matter and feel some degree of social connection with one another
play
performance
simulation
appropriation
multitasking
distributed cognition
collective intelligence
judgment
transmedia navigation
networking
negotiation
21st century media literacy
aural
visual
digital literacy 
understand the power of images and sounds
recognize and use that power
manipulate and transform digital media
distribute them pervasively
easily adapt them to new forms
multitasking
information age mindset
connectivity
‘fast-track’
doing>knowing
‘reality’ as no longer real
consumer-creator 
ubiquitous online access 
promote the technological, pedagogical and organizational innovation in formal E&T schemes
use of computers and the Internet
acquisition of technological 
knowledge
digital gap
self-administered 
information seeking & retrieval
awareness of useful 
information & added 
value of new media
interactivity & interaction
copyright & safety issues 
alternative media & culture consumption patterns
almost all children responded that they own a PC@home
parents &  teachers
“I heard of people talking about the Internet and I wanted also to learn and do, to see how it is”.
“[Our teacher] taught us a few things about PowerPoint and then I was searching and finding on my own”.

“Most of the times there are no specific results and I have to search for long time”.
“I do too get online to find information and stuff and I end up with irrelevant things”.

 “We did something more interesting, we weren’t just sitting and having lessons…”.  
“I like it very much because maybe it [the blog] was what taught me to use the computer and it was so much fun... beacuse everyone was telling his opinion, everyone was describing something that happened. Others out from school, out of the class were visiting it and they were seeing what we were doing and we had a lot of fun!”. 

“I felt somehow popular, if I may say it? […] To be able to communication with the others”. 
“It was nice because you usually say your opinion and they barely listen to you… whereas when you write something, someone will wonder to see what you wrote and everyone knows what you are writing, they know your opinion”. 

“You always have to keep some distances because you are not the only one who sees that blog […] anyone can see it and you have to be careful with your words […] you shouldn’t write whatever comes into your head”.
“It’s nice [to post online] but you have to be careful with what you say and write […] you shouldn’t post addresses, names, because a crazy person may see it”.  

“[I feel different when I say something in the class. I raise my hand and I will be heard only by the ones who are there. On the contrary, if you write it on the blog, others outside the class can see, read it too”.
interactivity
“I report it to my mom and she tells me to shut it down when I see something weird”.
“Once I entered some pages that were asking weird things, such as ‘is your house big or small’ and I am somehow afraid of these things and of course I discuss them with my parents 
“There are some online advertisments and various messages pop up...’answer this question and you will win a cellphone’ or ‘you will win 500 euros’...I never played. It would be right”.

“I sometimes read them and copy-paste them in Word. I don’t have to [write where I got them from], neither in the photos]. 
“I don’t write [write where I got them from], because, ok, it won’t be considered a theft if we show it to a few kids…because most of the texts we find are for assignments…so we don’t have to”.
“We did it for some time…then it was forgotten”. 

“The blog gave me ideas for activities, so that instead of watching television, I could do what I was thinking”. 
“When the blog stopped operating I even watched more television because I didn’t have anything to do”.
“I became more eclectic, while I was watching crap things before the blog. As I started to have an opinion on the Internet about something, I had then also opinion about the television as well […] I started thinking more”.  

“We learnt a lot of new things...about arts, music, history, maths...This blog was a source of knowledge!”
“I also believe that I learned more through the blog because it was working as a second school... whatever you couldn’t learn in the class, you entered the blog and you learned something more”.

dynamics of participatory media to create a collaborative, participatory and creative environment online & offline 
engaging the pupils to extra curriculum projects & activities & in collaborative learning activities
growing empowerment of the pupils
personality & personal engagement of the teacher 
supporting net of teachers & parents
(cc) image by nuonsolarteam on Flickr
a brave new realm of learning 2.0
new media literacies that outline required skills for the young generation 
sharing & publishing thoughts in written word 
enhancing their sense of engagement towards a collaborative activity, value of their peers’ assessment & awareness of a possible larger audience outside the classroom
just the use of new technologies & communication media in school classes does not suffice so as to make citizens that will know how to deal with the content of new media & how to use it creatively
teachers are not properly trained
new literacies are linked to  the fields of pedagogy, communication, ethics of communication & culture in media
training of teachers should be oriented towards an interdisciplinary approach
challenges & perspectives
(cc) photo by  Franco Folini on Flickr
cultural patterns
to be continued...
“When we worked with the computers the first time, it was like a baby goes to Kindergarten […] We did it [the blog] the first day, we said ‘Great, we are missing the lesson!’… the second time we said the same… huh, the third time we understood that this was our new lesson!”  
“[I was taught] by my father. Mum doesn’t have a clue!”
“Mine neither! She doesn’t even know where ‘backspace’ is!”

interactivity
great tool for communication especially after the school day
motivation to go online
common platform
alternative ‘classroom’
common shared experience between children & parents
face difficulties
overwhelmed by the amount & the quality of information online
takes a lot of time to find what they are looking for
aware & advised on over-exposure & privacy boundaries
new learning tool, offering a diverse and fun ‘teaching realm’
traditional teaching methods were described as boring & inevitable
sense of the community & of coordinated and common action towards a certain aim
exchange of opinions & comments through the blog was recognized as a core added value
opportunity to express themselves publicly not only to their peers and their teacher, but also to their parents & other people

awareness of possible dangers online or spam advertising
rules for managing children’s Internet use
critical of online or gaming addictions
little awareness of copyright issues 
limited attribution of sources found online

means for getting to know a more alternative & less popular culture
‘getaway’ from the class curriculum and a surplus of knowledge
attachement to the learning process in the class by enriching the lesson with new & exciting knowledge
able to speak of less popular and non-mainstream cultural products
change of television habits during the period the class was operating the blog
watched less television or even not at all
look for more quality television programs
learning by doing & by trial 
a blogging paradigm for the projection & 
diffusion of alternative media & cultural patterns 
Elsa Deliyanni & Dimitra Dimitrakopoulou
with Dimitris Korkoriadis & Dimitra Kehagia

gender gap