Core 4 Intro (CARS)

The subject which I have chosen is of great importance to the future of digital learning. As our world becomes more technologically advanced every day, it is imperative that we customize our learning style to cater to the teaching of digital literacy. As research by Squire has shown, children who have had previous experience with video games have a better understanding of newer interfaces at older ages. The use of video games can be a beneficial aid to the teaching of technology to younger ages.

However, observing the research of others has inspired me to raise a few questions of my own. I would like to find out more specific factors of how the video games benefit learning, such as how open-minded they are at older ages to try new technologies. I would like my essay to contribute in some way to discovering new topics in my field of inquiry, and to spread awareness of the importance of teaching digital literacy at a younger age.

The purpose of my essay is to convince others that digital literacy skills can be heightened through the use of constructive video games at early ages. Up to this point, it has been discovered that beneficial video games can help to develop above average technology skills at older ages. It has also been found that the effects of playing video games can be found in short term increments. However, more research will have to be added to these findings before this topic can be cracked. More sub-questions will have to be proposed and answered, and findings will become more intricate. Although my essays are just a small addition to the research, I still feel as though I have constructive inquiries to offer as well as explanations for the occurrences being studied. My paper will argue the basis of my topic as well as my assumptions that I plan to defend.

An Argument of Causality

After reading and analyzing both chapters seven and eight, I have come to the conclusion that the topic of my research inquiry falls under chapter ten. Therefore, my topic is an argument of causality. My research question is the following; "Does the use of constructive video games as a young child have any positive correlation to the child ability to operate technological systems in the future?" My research question is essentially the study of a cause and effect process. The cause, consists of a child of young age learning to play video games. The effect is that due to those games, the child is better suited to easily operate other technological systems at a later age. This is the cause and effect relationship between two major aspects of my topic. It can be proven that being able to successfully operate digital interfaces at an older age is an effect of starting children off so early with video games.

Another way one could get more intricate is to say that their willingness to try new things in technology directly stems from their conditioning to it in the past. This is true in most cases, where the person began using technology at an early age and was therefor more open minded to try new things. This also is a cause-effect relationship. The effect is the person's aptness to try new technologies, and the cause is the person was conditioned to use technology at an early age.

However, I suppose this could always be considered an argument of fact as well. The fact that my research question could be proved based on scientific research is the basis of my assumptions here. A study could be set up to prove this where people of certain age groups are all asked about their use of available technology as a child as well as how conditioned they are to trying new things today. It would be formatted so as to focus on whether there is any distinct correlation or not. If there is a large positive trend, it can be said then that there is direct correlation between playing video games at a young age and being successful with technology in the future.

Although the argument of fact is a good way to help prove the accuracy of the report, I still believe that writing about the cause and effect relationship is what really matters here. The cause effect relationship is the entire basis of my research question, and it is what core 4 should be centered around. I aim to prove that the effect of being proficient with technology is caused by learning to play video games at a younger age. However, these assumptions like any other have room for error. For example, there are other people out there who have never played video games but are still good with other technological interfaces. What I am trying to say is that playing video games at a younger age is not the only cause of becoming technologically proficient in the future. Although I do hope to prove that it can be a positive factor if applicable.

Core 1

I hear an alarm going off as I awaken from a deep sleep. I open my eyes to realize that it is morning, and the alarm that I hear is my clock waking me up for English class. I turn off my alarm clock, and immediately turn on my computer. This motion of checking my email first thing in the morning has become somewhat second nature to me, and I always remember to do this even if I am half asleep. I then send a couple emails out, and check my Facebook before starting the day. After that, I get dressed and ready to go. Before I leave for class, I check my phone for messages, and put my iPod on for the walk. I repeat this schedule every morning before class begins. So why am I rambling on about my morning schedule? I chose to describe my morning agenda in order to paint a picture of the weight technology has on my life. In the short amount of time between when I wake up and when I go to class, I interact with over five different technological systems. These facts are just a testament to the influence that technology has over our lives. Digital literacy is basically the computer and technology skill that we need in order to be able to function in the current world. While many people may resist learning the new ways of digital media, it is apparent that they learn to embrace new technology as the future, and adapt as well as possible. For example, I enjoy learning to do new things on my Apple computer every day. My interest in the new technology it employs has driven me to learn more about it and even to apply for a job at the Apple retail store. The point that I’m trying to prove is that without my drive and knowledge of Apple products, I would not have a chance at landing a job at a technology retail store. This is a perfect representation of the weight that is carried by technological knowledge.

Even though many of my daily tasks somehow involve digital media, I am far from being as technologically savvy as others are in the world. Japan for example, is years ahead of the United States in almost all aspects of technology, and has even started giving the iPhone 3G away for free as a starter cell phone. This is a token to the technological prowess of Japan simply because the iPhone is the hottest new phone in the United States, but is almost considered outdated technology in other countries. In countries such as Japan, China, and Korea, knowledge of the digital media is key and in a sense mandatory to perform almost all professions. With the technology that is employed in those countries, it’s no wonder that the majority of Japan’s job market is in the field of the sciences.

After reviewing and analyzing my progress and current standpoint in the digital media age, I have realized that I am quite a bit more advanced than other people whom I know. I enjoy technology, and I am always excited to learn new programs and applications. After successfully making the computer software change from Microsoft to Apple, I was forced to learn new applications and specialties that are exclusive to the Mac operating system. It was here where my creative drive for the computer began to grow. I became fascinated with the Mac software, and I even was able to put certain Microsoft programs on my Macbook with Mac settings so the transition would go a little smoother. Making this software transfer not only sparked my interest, but it also greatly improved my digital literacy skills. I like to think of it as somewhat like learning a new language. For example, Microsoft was my original language, but when I made the transition to my Apple computer I learned a new language. Being fluent in both Microsoft and Apple products helps me to appeal to a wider variety of people with different interests. With the learning of both of these operating systems, I have managed to learn almost all of the Programs for Mac and Microsoft. I still add new things to learn about the computer to my list daily though. For example, I do not know how to use the Photoshop application for Microsoft, or the iMovie application for Apple. These are just two of the technologies that are on my list of programs to learn.

As a student, I have filled out my fair share of job applications. One of the most important qualities that employers seem to look for is always which types of computer applications potential candidates know how to operate. It is amazing how much of an employer’s final decision counts on making sure their candidate is computer literate. I know that the more I learn about Mac and P.C. the more I increase my chances of being hired to work where I want, because I will have the skill which qualify me for such a job. Learning new ways to interact with the digital interface will always be a pastime of mine, and I plan to continue learning to increase my knowledge, understanding of the technology, and resume strength. Digital literacy today is a key skill that I am proud to say I am a part of. With my literacy in computers, I can feel confident about applying for jobs and staying in tune with others. My personal review of my literacy has shown me that there is much I know and much I still have to learn. As quoted by Selber, “Literacy alone is no longer our business. Literacy and technology are. Or so they must become” (Selber 14).

Works Cited

DeVoss, Danielle, Gail E. Hawisher, Charles Jackson, Joseph Johansen, Britany Moraski, and Cynthia L. Selfe. "The Future of Literacy." Welcome to Google Docs. Web. 11 Feb. 2010. .

Johnson. "Bitmapping: An Introduction." Welcome to Google Docs. Web. 11 Feb. 2010. .

Selber. "Reimagining Computer Literacy." Welcome to Google Docs. Web. 11 Feb. 2010. .

Toto, Serkan. "IPhone not selling well in Japan, now available for free." CrunchGear. Web. 11 Feb. 2010. .

Google Scholar Article Review 2/3/10

The author of the passage that I read speaks to his readers about the power of audience awareness and how it has the ability to shape the way people think. Roen tells us how conventional writing has strayed away from the path of audience awareness, and that if we were to shape our writing with the audience in mind, we would be able to write with substantial influence. He explains a three step process which includes what he is writing about, who the writing is for, and why the audience wants to hear about the topic. Using this formula, we may attain the ability to harness the attention of the audience and become more efficient at writing. The article was informative and helped to open my eyes to the power of writing with the audience in mind.

Core 1, Part 2

As an aspiring future medical practitioner, I am expecting to have to learn new ways to log patient data and document scientific findings. This will probably require learning new software and programs for success. Functional literacy is roughly defined as the writing and reading skills that are needed to survive in modern society. This means that in order to compete in society and in the workplace, people will need to learn new skills and programs on the digital interface in the future. This kind of functional literacy will most likely be mandatory in almost all professions.

While shadowing a Dermatologist last year, I was able to witness the top of the line medical technologies first hand. The particular office which I interned at had decided that year to go paperless, and therefore was logging all of their patient data on tablet computers. These tablet computers ran a program called Alight, which effectively recorded and stored data via hard drives on the computers. The switch to computers from paper was described by my doctor as "difficult to learn but far more efficient than paper" (Greenberg). This is just an example of the technology that I expect to learn in the future for my profession. However, I assume that by the time I am ready to learn this the technology will have changed for the better again anyway.

Core 1, Part 1

When I think about the first time I used a computer, I remember using an old Gateway which was running Windows 95'. Today, I use the computer every day religiously, and I have a Macbook which runs Leopard OSX. Needless to say, technology has come a long way since then. There are hundreds of thousands of computer applications out there now which perform a variety of cognitive functions. In reviewing my technological progress, I realize both that I have learned much, and I still have much to learn about the computer. For example, I have efficiently learned how to use Microsoft Office for Mac, But I have not yet learned how to use Photoshop. Changes in technology tend to create new interfaces often though. When I received my new Macbook, there was an application it came with called iPhoto. This is somewhat like Photoshop, but in a less complex and more user friendly form. I have learned how to use this application, and it has in a sense replaced the need to learn Photoshop. This is just an example of technology becoming obscure.

However, there are many other technologies besides the computer which can be explored. The variety of technologies available these days is remarkable. There are many forms of video game consoles, cameras, music players, and cellular phones out there to complement the technological time period that we are in. In my own experience, I have learned how to effectively use most of these newer items such as the iPod, Xbox 360, and a wide variety of cellular phones. In contrast, I have not yet learned how to use new items such as the Playstation 3 and the newer models of the windows operating system. With improvements in technology happening faster than ever these days, there is never a shortage of new skills to learn with digital media.

Google Scholar Article Anaysis 1/26/10

The name of the Google Scholar article I used is Experiments In Digital Literacy. In the article, the author reviews what skills are needed in order to become digitally literate. He begins by telling us that "Having digital literacy requires more than just the ability to use software or to operate a digital device" (Alkali). The purpose he is trying to portray here is that while most people may think that they are digitally literate, they actually are far from the truth. Being digitally literate is more about being able to use all digital resources in a helpful and successful manner.

In the text, the author describes his five major digital skills which are each in themselves key to attaining digital literacy. They are photo-visual skills, reproduction skills, branching skills, information skills, and socio-emotional skills. Each of these skills are needed to become digitally literate. Photo-visual skill is the ability to read and comprehend directions off of a digital monitor. It is important for understanding how to properly work all applications of digital media. Reproduction skill is being able to create new applications and items in digital media based on the preexisting models. This skill is very important for computer designers. Branching skill is the ability to comprehend and draw your own conclusions from hypertext in digital media. This skill helps to create a better understanding of the text at hand. Information skill is the users ability to tell weather the digital information is at all accurate and credible. Socio-emotional skill is the understanding and application of the "rules that prevail in cyberspace" (Alkali). All of these skills are described in Alkali's article, and they all are important skills people could use to learn.