Digital Age

6 Key excerpts on "Digital Age"

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  Social Work in Digital age

  • Chester Alexis C. Buama(Author)
  • 2019(Publication Date)
  • Society Publishing

    (Publisher)

  Evolution of the Digital Age CHAPTER 2 CONTENTS 2.1. Introduction ...................................................................................... 32 2.2. Emerging Technologies ..................................................................... 34 2.3. Prospects And Implications ............................................................... 36 2.4. Advantages of Digital Technology ..................................................... 36 2.5. The Future of Technology .................................................................. 42 2.6. Technology Throughout A Social Worker’s Career ............................. 47 2.7. The Digital Landscape ...................................................................... 50 2.8. Digital Communication In Social Work Practice ............................... 55 References ............................................................................................... 59 Social Work in Digital Age 32 The present age is the age of digitalization and technical development. The human race has evolved from the ice age to such a phase catering to the new thought process and the motivation to develop the society in a recurring way. The process of evolution is a non-ending one. Digital Age has helped the humans to develop ways in which they can perform their tasks in simple and convenient ways and can also look forward to further development. The chapter throws light on the way the Digital Age has progressed and talks about the current and future technologies in the digital world that can be instrumental in the human development. 2.1. INTRODUCTION Most of the technological advancements see their inception in the second half of the 19 th century. It was the time when Babbage introduced the world with his analytical engine, and the telegraph took over the way people used to communicate.

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  Research Methods for Education in the Digital Age

  • Maggi Savin-Baden, Gemma Tombs(Authors)
  • 2017(Publication Date)
  • Bloomsbury Academic

    (Publisher)

  Furthermore, learning spaces are on the move, data gathering and portrayal differ, and means of representation are varied and wide reaching. Ideas such as the age of data, the internet of things, digital tethering and digital immortality are affecting educational research methods and data portrayal, often in ways that are yet to be clearly delineated. The age of data? The notion of the age of data was the result of a study by Elliot, Purdam and Mackey (2013), who explored new methods that might be needed to analyse new types of research data. In practice, they interviewed stakeholders (although it was not clear who these were exactly) and undertook an exploratory online survey. The authors argued that we are in the age of data, meaning that data are valuable for understanding people’s movements, attitudes, the way they communicate, what they look like, who they are with and where they live: Such data include information on: attitudes, images of people and places, people’s movement and communications. This data revolution includes: life-long health and prescription records, brain scans, genetic, bio marker profiles and family histories, satellite images, digital passports, databases from product warranty forms, consumption transactions, online browsing records, email and web communications (including self generated blogs and Twitter postings), geo-coded information on movement and mobile phone use, and synthetic data. … Hence, we use the term the age of data to capture the historical phase that large parts of society has just entered to evoke the reality of the new relationship between humans and what is known about them – the data. (Elliot, Purdam and Mackey 2013: 8–9) This vast array of data ranges from tweets to digitized archive material, some collected for research purposes, whilst other data

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  Digital Diversions

  Youth Culture in the Age of Multimedia

  • Julian Sefton-Green(Author)
  • 2004(Publication Date)
  • Routledge

    (Publisher)

  The central aim of this book then, is to offer some empirical evidence about the multiplicity of ways in which young people are utilizing and appropriating a range of new technologies in the making of youth culture in the Digital Age. In this process, perhaps, it may be possible to gain a more accurate picture of what the future might actually be like.

  Counting the Digital Age

  One of the most common ways of defining what it means to be a child (or youth) is in terms of age. However, recent studies of childhood (for example, James, 1993) have examined the ways in which young people themselves negotiate the social meanings of different age boundaries. More significantly they suggest that being a child continuously locates one as being a person who is becoming someone else—as opposed to being an adult, where it is presumed one’s identity has coalesced into a state of permanence. Yet there is much to suggest that new technologies may be helping to redefine this process. This is not only a feature of the new digital technologies but part of the larger impact ‘older’ media technologies are still having on our society. Thus, Simon Frith (1993) has shown how ‘youth’ has been redefined by discourses of taste and by the marketing departments of record companies to cover a biological age up to forty. More pessimistically, conservative commentators such as Neil Postman (1983) or Joshua Meyrowitz (1985) have argued that the prime impact of the mass media, especially television, is to destroy the ‘natural’ boundaries around childhood and youth, blurring the onset of adult knowledge and experience.

  Digital technologies, or more precisely certain uses of them, continue this process of redefinition in seemingly contradictory directions. Thus on the one hand, they seem to offer a kind of ‘adultification’, since young people can act in the digital realm with an equivalence of grown-up power. On the other hand, they seem to have continued the process of ‘juvenilization’ associated with leisure pastimes, and in particular with notions of playing games. Although historians suggest that games and play were proper adult activities in the Middle Ages, changing patterns of leisure (largely due to the impact of industrialization) ended up relegating such activities to the domain of the young. This association of play and childhood was further cemented by the ways in which child development theorists and psychologists in the nineteenth and early twentieth centuries used the metaphor of play in their construction of normativized mental growth. This history seems to have reached a new stage when we consider that the largest area of computer use, and one of the economically most powerful, is that of the computer game and related leisure activities. Equally, much supposedly serious use of the computer, particularly for educational purposes, has become more ‘frivolous’ with the development of info- or edu- tainment genres. Indeed Haddon (1992) and Murdock et al

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  Available until 15 Jan |Learn more

  Political Science and Digitalization – Global Perspectives

  • Marianne Kneuer, Helen V. Milner, Marianne Kneuer, Helen V. Milner(Authors)
  • 2019(Publication Date)
  • Verlag Barbara Budrich

    (Publisher)

  7 The Digital Revolution and its Impact for Political Science Marianne Kneuer and Helen V. Milner 1 Introduction The digital transformation is an example of technological change that will have massive implications for politics and society. It involves a sweeping set of changes that many have likened to the Industrial Revolution. Many argue that it is bringing another enormous trans- formation of human life (Baldwin, 2019; Schwab 2017; Brynjolffson and McAfee 2014). These dramatic changes are among other things revolutionizing how we understand poli- tics and how leaders govern. Social media, satellite and remote sensing imagery, and the digitization of administrative records have produced a massive amount of new data and social scientists are developing a set of novel methodological tools to deal with them. At the same time, digitalization has magnified old concerns over the future of privacy, sur- veillance and control, work, and the foundations of democratic governance. While there is no universally agreed upon definition, most scholars agree that digitali- zation should be differentiated from a related but conceptually distinct term, digitization (e.g., Brennan and Kries, 2016: p. 556). Digitization refers to the process of converting “analog streams of information” and mechanical processes into “digital bits” and compu- tations (Brennan and Kries, 2016: p. 556). From its earliest manifestations, digitization has been characterized by “extremely low costs, rapid ubiquity, and perfect fidelity” (Bryn- jolfsson and McAfee, 2014: 4). Economists characterize digitization as a “general purpose technology” — one that has transformative consequences across many industries and eco- nomic sectors (see Bresnahan, 2010; Cockburn et al 2018; Helpman and Trajtenberg, 1996). Exponential growth in computing performance and data storage has led to the broad- er use of digitized data (Pratt, 2013).

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  The Class

  Living and Learning in the Digital Age

  • Sonia Livingstone, Julian Sefton-Green(Authors)
  • 2016(Publication Date)
  • NYU Press

    (Publisher)

  1 Living and Learning in the Digital Age

  Why is it interesting to examine the interconnected lives of a class of 13-year-olds now? How can we explore what matters about their lives—with what concepts and what questions? Public debate asks anxious and judgmental questions about whether families are “broken” or schools are “failing” or young people have lost their “moral compass.” These questions typically focus on society’s values, practices, and institutions in changing times and are often framed by (inevitable) uncertainties about the future. Such questions may resonate with young people and, more especially, those who provide for them and worry about their future. For the past twenty years, the rhetoric of “the Digital Age” has loudly claimed that the recent and rapid take-up of digital, online, and networked technologies is fundamentally reshaping homes, schools, and communities.1 This rhetoric claims that society must find a way to prepare its youth for jobs that have not yet been invented and to live in ways—more digital, more connected—that the adults responsible for them cannot imagine.2

  Yet there is a substantial disconnect between the public anxieties swirling around young people’s everyday experiences, persistently claiming dramatic change, and a sense of continuity with the past. This disconnect is evident to those who live or work with young people and who are often skeptical of the extreme emotions and oversimplified views expressed in discourses about youth. But this “noise” also conceals important questions. These ask less about the “state of youth” or “where society is going” but instead puzzle over the present in relation to the past. What has really changed between, say, the childhoods of today’s parents or grandparents and those of children growing up now? What aspects of change or continuity really matter, and over what timescale should changes be gauged?

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  Trust, Social Relations and Engagement

  Understanding Customer Behaviour on the Web

  • D. Padua(Author)
  • 2012(Publication Date)
  • Palgrave Macmillan

    (Publisher)

  Part I The Internet Age 3 1 Society in the Internet Age Executive summary The Internet Age has brought with it a deep discontinuity of modern control balances in many fields of human expression – not only society generally but also sectors such as the economy, politics, art and the sciences. The web-conversational environment has disoriented many institutions and organizations in their perception of change as either a threat or an opportunity. Social science studies on globalization and the classics of sociology may provide a relevant background to the under- standing of the many-sided opportunities of the Internet Age: global social paradigms such as the dissolution of community, complexity, diversity, individualization, multiple identities and the global society itself may be transformed into positive leads of value creation via trust, social capital, relationships and dialogue, ‘creative disorder’, ‘responsible freedom’, embedment, exchange and development. Eric Schmidt, the CEO of Google, has said: ‘The internet is the first thing that humanity has built that humanity doesn’t understand, the largest experiment in anarchy that we have ever had.’ This experiment deals substantially with the resource of ‘information’, its control and its power. We are living in an age of renaissance and humanism. The renais- sance paradigm is mathematics. There can be no doubt that logic, arithmetic and geometric progressions are part of the global web texture. Opposed to this quantitative dimension, the paradigm of humanism is 4 Trust, Social Relations and Engagement qualitative, placing the individual at the centre as a unique and creative entity, opposing homologation and aiming to communicate to other individuals. This is the basic assumption of the internet: the individual, their relationships and the multiplication at exponential rate of their interactions in an interconnected web.

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