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MA ADA 2007 > articles > Jo Choi
Internet cafés in China
9 May 07 · Jo Choi
Internet cafés are located world-widely. Many people, especially travelers, like using them to access to webmail and instant messaging services to keep in touch with their families and friends. In China, the development of Internet cafés has been rapidly expanding in recent years. Internet cafés are not only for information exchange or sending e-greetings of virtual postcards, but also particularly popular for people using them for multiplayer gaming. This phenomenon is very common especially in some poor counties because this kind of shared-access model is more affordable than owning one’s own computer equipments. Thus, many people tend to visit Internet cafés for entertainment, tel-communicating and even earning money. (Wikipedia, the free encyclopedia 2007)
In China, Huge population, crowded Internet cafés!
According to the ‘Survey of China Internet Café Industry’ from the Ministry of Culture (2005), China had 113,000 Internet cafés, serving about 40 million people every day, having 8.284 million computers and employing 1.056 million people. The Internet cafe industry generated 25.68 billion in revenues which led to an enormous enhancement of China’s economy. To some extent, the proper use of Internet Café and the extending interaction through Internet use are favourable for the extremely huge population of China. Spaces of sociality merge around Internet use in Internet Café and that can help people to maintain relatively closer relationships, both in online and offline worlds. (Miller and Slater 2000)
Accomodation Internet café in Shanghai ;-)
Nowadays, China’s market is opened; however, because of the high-handed control of the central authority for maintaining a social and political stability, all Internet cafés are targeted for rectification. (Yang 2003) TheChinese Communist Party censors websites and blocks some of them which are regarded as inapplicable to the society. It is done through its cyber police by watching the net 24 hour per day. It would affect people on receiving and exchanging information. On the other hand, for some who are addicted to Internet use, an indulgence on internet – all can lead to disturbances in their relationships with others and the outside world, both politically and socially. Virilio warns that it can be a deep crisis which will seriously affect the society, and hence the democracy. (Trend 2001)
References:
Dali L. Yang. (2003). China in 2002: Leadership Transition and the Political Economy of Governance. Source: Asian Survey, Vol. 43, No. 1, A Survey of Asia in 2002 (Jan., 2003), pp. 25-40.
Miller D. and Slater D. (2000). The internet: an ethnographic approach, Oxford: New York.
Trend D. (ED) (2001). Reading digital culture, Malden, Mass.; Oxford: Blackwell Publishers.
Together we can make a difference
8 May 07 · Jo Choi
Education is a lifelong process by which youngsters are encouraged and enabled to fully develop their potential. It also serves the purpose of equipping them with what is necessary to be productive members of the future society. (Dewey LW 8:330; Fisher 2005) However, this future society is, in fact, full of dynamic and complex materials within the hybrids of our private and public life. For this, Sheller and Urry claim that instead of insistently maintaining the boundary between public and private domains in this complex and hybrid forms of communicational and informational flow, we should ‘navigate new material, mobile worlds, bringing into being ways of communication, mobilization and theory’ to develop democratic citizenship and a better society. To achieve it, the youth, parents, carers and teachers should live and navigate with this ever-changing global new media.
Since the introduction of the concept of computer assisted instruction (CAI) in 1960s, greater adaptability and flexibility of computer use in CAI mode has developed a powerful hold over people’s minds. People gradually discovered that computer can play different roles in teaching and learning. Attempts are then taken to get a wider picture of the roles of computer use in arenas like management of learning, as a learning resource and in research etc. (Hooper 1975)
Nowadays, computer literacy forms a natural part among many schoolchildren and families. Owing to the goal of ICT in enhancing citizens’ capabilities to innovation and creation of new knowledge and industries, personal participation in this technology-knowledge-economic development cycle is encouraged. Hence, conferences, courses and workshops on computer uses for teachers, parents, carers and family members who have the most important influences on children’s lives, emerged. (Wagner and Kozma 2005)
Many governmental and local organizations in society supply citizens with various opportunities and ways in computer uses and learning, aiming at providing technology-based education. Some living examples are as in the following:
Parentcentre
a governmental organisation providing technological support 
Craigmillar Communiversity aims at creating a learning exchange network addressing the local needs.
One interesting project: The Golden cow of Craigmillar 
BBC Webwise a guide using the Internet 
Sonic Postcards Project enables pupils to be aware of living environment and communicate with others across the world via internet, fostering their creativity through the manipulation of technology. (e.g. Alehousewells School) 
In co-operating actively with useful educational organizations in computer uses, we can help in well-equipping children to navigate and strive for success towards the computer world.
References:
Computers and 3D product design education (1985), London: Design Council.
Fisher, R. (2005). Teaching children to think, Cheltenham: Stanley Thornes.
Hooper R. and Toye I. (1975). Computer assisted learning in the United Kingdom, London: Council for Educational Technology for the United Kingdom.
Making the difference: new technology in learning (2006), Edinburgh: Scottish Executive.
Sheller M. and Urry J. (2003). Mobile Transformations of ‘Public’ and ‘Private’ Life. Source: Theroy, Culture & Society (SAGE, London, Thousand Oaks and New Delhi), Vol. 20(3), pp. 107-125.
Simpson, D.J. (2005). John Dewey and the art of teaching: toward reflective and imaginative practice, London: Sage Publications.
Temple N., Darach J. and Rosch V. (2004). the:global:ideas:Book, London: Institute for Social Inventions.
Wagner D. A. and Kozma R. B. (2005). New technologies for literacy and adult education: a global perspective, Paris: UNESCO Publishing.
A penetrating gaze in the cyber-world
7 May 07 · Jo Choi
According to Graham, human life contains actions and objects whose purpose is to sustain life (the useful); meanwhile, it must contain others whose is to make life worth sustaining (the valuable). If the value of the valuable is the satisfaction of desire, as a computer generation, we have to ask: is new technology worth desiring? It matters about whether it can empower us to shape a better future.
iTheater video glasses 
Obviously, new technology has transformed society in enormous ways socially, economically and politically. It affects every aspect of our daily lives. Computers, mobile phones, digital cameras, MP3 players, ipods and pairs of iTheater video glasses – all technological products are what people pursue for gaining more free, effective and convenient lives. Technology also allows people to ‘get more done’ in the day. However, Dalke claims that it does not really help anyone to have more free life if we cannot control technology and its penetration in our everyday life. He emphasizes that true freedom by using computer technology comes from being empowered to choose to do what you want to and being conscious to know why you want to do it. Otherwise, our future may just like what Sciller warned ‘it is possible and even likely that the future may be more manipulated than the already considerably managed present.’ (Slevin 2000). We then become the slaves of new technology.
Computers anywhere and everywhere 
Despite the concerns about exposing children to inappropriate commercial, sexual, or violent contents, parents and teachers strive to provide children internet access and ICT teaching helping them to discover more in learning on one hand. On the other, do they realize that balance of physical and social activities of children and adequate adult guidance in using new technology also play vital roles in youth growth? Indeed, children’s computer access and patterns use vary distinctly depending on the teaching approach and their family backgrounds. Some emphasize on the use of technology for developing higher-order thinking skills. For this, do they discern the differences between ‘equality of digital opportunity’ and ‘equality of educational opportunity’? To construct a healthy learning environment for children, different partnerships between schools, family, and advocacy groups are indispensable for confronting this long-term challenge. (Shields and Behrman 2000; Wartella and Jennings 2000)
References:
Dalke D. (2001). The other side of the digital divide. Source: Sparkissue19.
http://www.spark-online.com/issue19/index.html
Graham G. (1999). The Internet: a philosophical inquiry, London: Routledge.
Slevin J. (2000). The internet and society, Cambridge: Polity Press.
Shields M. K. and Behrman R. E. (2000), Children and Computer Technology: Analysis and Recommendations. Source: The Future of Children, Vol. 10, No. 2, Children and Computer Technology (Autumn 2000), pp. 4-30. Last accessed:01.04.2007
Wartella E. A. and Jennings N. (2000). Children and Computers: New Technology. Old Concerns. Source: The Future of Children, Vol. 10, No. 2, Children and Computer Technology (Autumn, 2000), pp. 31-43. Last accessed:04.04.2007
Rethinking the digital divide
5 May 07 · Jo Choi
There are always two sides of a coin. When there are endless debates and numerous projects about bridging the digital divide, ironically, some argue that children in developing countries are being harmed by over-access to technology, just like using calculator in black college – children using electronic devices are less likely to comprehend mathematical processes than those who come up with answers by working the problem out by traditional ways. It comes down to the issue regarding the proper use of technology. After all, what are the basic issues towards the digital divide?
Undoubtedly, benefits from those projects are undeniable. However, the contribution is just too narrow. The spread of information technology still cannot improve the quality of lives of the poor; hence Basu argues that it lacks sufficient sociological sophistication. Before introducing the technology, we have to know more about the background of the country, i.e. looking at it ‘ from the perception of someone living and being in the developing country rather than from outside .’ If most of the poor are actually living in villages, still walking on mountains without shoes, I probably agree with Basu that ‘it is not just about providing access but about providing usefulness of that access…the “access to ICT” does not denote use of ICT’. Western countries neglecting the reality and just selling the technology to the poor in order to empower their media imperialism resulting in cultural imperialism – all are the matter that we have to confront. (Dennis 1984)
How do the information technology improve their actual lives practically?
On Global Youth Service Day in Bangladesh, students taught a computer workshop to rural youth, many of whom had never seen a computer.
Meanwhile, to bridge the digital divide, we may have to ask one question: does the information poor themselves recognize the need and relationship between their living and technology? Obviously, the key to cater for this concern is to have technology available for them as part of their culture and daily environment. It is not only about building computer devices and accessing the internet, but comes to a basic concern: a technological culture around the poor. (Roulet 2006) Even without sufficient and high-tech equipment, it is vital to encourage them starting to engage with the barely technological resources so as to foster the culture of using technology in their daily life.
Going to schools without sufficient stationery + Playing computer in babyhood = Real digital divide!
References:
Dennis, Everette E. (1984). Basic issues in mass communication, New York: Macmillan; London: Collier Macmillan.
Lost in Cyberspace: Black college web sites struggle to keep pace. Source: The Journal of Blacks in Higher Education, Spring 2002, No. 35, pp.51-53. Last accessed: 23.04.2007
Subhajit Basu (2007), Redefining the Digital Divide. Source: Queen’s University Belfast.
http://www.digitaldivide.net/articles/view.php?ArticleID=812 Last accessed: 23.04.2007
Norm Roulet (2006), The face of a tech native: looking across the digital divide. Source: http://www.realneo.us/face-of-a-tech-native Last accessed: 23.04.2007
Web art museum vs. Traditional art museum
3 May 07 · Jo Choi
Museums conserve and display for purposes of studying education and enjoying collections of objects of cultural or scientific significance. (ICOM, UNESCO) In recent decades, they have undergone vast and rapid social and cultural changes owing to the birth of innovative developments in the Art world. Different museums have their distinct missions, whereas they share a common traditional goal for cultural development and enlightenment of people. Due to the rapid technological growth, many digital galleries and web art museums emerged. This emergence does fulfill the traditional mission. They select, collect, preserve and make accessible ‘the accumulated wisdom of the world’ by offering broad public access to a wide range of aesthetic, historical and cultural documents that ‘enable individuals to pursue learning at their own personal levels of interest, preparation, ability and desire, and help ensure the free trade in ideas and the right of dissent.’ (NYPL Digital Gallery) Besides, they also deliver diverse online exhibitions showing high-quality artworks and provide marketing places for promoting and selling artifacts. Artworks on digital galleries are created with graphics programs that are highly realistic or hypermediated. It often generates a fantastic effect. A strong sense for immediacy and dreaming imagination can be gained. (Bolter and Grusin 2000) Ippolito also states that despite the constraints on bandwidth and processor speed, it sometimes conversely encourage digital artworks to be made for distributing content rather than linear narrative, and seeking conceptual elegance rather than theatrical overkill. Therefore, digital galleries and web art museums can well co-exist with traditional museums.
The Country Artist
The Internet Art Gallery
Undoubtedly, the existence of digital galleries and museums benefit the development of museum-works. However, one should not be overlooked that visiting traditional museum physically is still an invaluable and relaxing learning journey. We experience real objects and create our artworks – all can explore our creativity and make a lasting impression. (Burcaw 1997; Chris Smith and David Blunkett 2000) Indeed, the status of traditional museum cannot be substituted. On the contrary, for the digital galleries and museums, the balance of techniques and education and who should have the professional right to manage them are vital issues to be seriously considered. Besides, I agree with Gauntlett that digital arts, its reproducible artworks and its side-effect on people of visiting museums physically, somewhat help undermine the ‘aura’ in traditional museums.
References:
Burcaw George Ellis. (1997). Introduction to museum work, Walnut Creek, Calif. ; London: Altamira Press.
Gauntlett D. and Horsley R. (2004). Web.Studies, New York: Edward Arnold (Publishers) Limited.
Great Britain. Dept. for Culture, Media and Sport. (2000). The learning power of museums: a vision for museum education, London: Department for Culture, Media and Sport, Department for Education and Employment.
Jon Ippolito (2002). Ten Myths of Internet Art. Source: LEONARDO, Vol. 35. No. 5, pp. 485-498. Last accessed: 05.04.2007
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