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Gaming, Learning 2.0, and the Digital Divide PROCEEDINGS

, California State University, Dominguez Hills, United States

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Web 2.0 has enabled digital natives to become avid users of communication technologies, social and visual media, as well as gaming. The communities of learners emerging from the use of such technologies are signs of the “emergence of a new form of technology-enhanced learning – Learning 2.0 – which goes beyond providing free access to traditional course materials and educational tools, and creates a participatory architecture for supporting communities of learners.” (Brown & Adler, 2008). This signals a change from passive to active learning. In the age of “digital natives,” the digital divide has multiple meanings and takes on huge importance for a large segment of society. Before students even cross the school’s threshold, socio-economic status, ethnicity, language, and cultural background are central to the division (Kelly, 2008). With gaming, gender becomes central, too. This paper will attempt to delineate the various digital divides and suggest ways to bridge them.

Citation

Mach, N. (2009). Gaming, Learning 2.0, and the Digital Divide. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2972-2977). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from .

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