Virtual Kids of the 21 st Century: Understanding the Children in Schools Today
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)
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.
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).
© 2001 Association for the Advancement of Computing in Education (AACE)
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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
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