Gaming, Learning 2.0, and the Digital Divide

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Mach, N. (2009). Gaming, Learning 2.0, and the Digital Divide. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 2972-2977). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31901.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2009
Honolulu, HI, USA
June 22, 2009
ISBN 1-880094-73-8
  George Siemens & Catherine Fulford
AACE

More Information on EDMEDIA
Table of Contents

Author

Nada Mach, California State University, Dominguez Hills, United States

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.

Keywords

• Digital Divide

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