Digitality (also known as digitalism [1] ) is used to mean the condition of living in a digital culture, derived from Nicholas Negroponte's book Being Digital [2] in analogy with modernity and post-modernity.
Digitality (also known as digitalism [1] ) is used to mean the condition of living in a digital culture, derived from Nicholas Negroponte's book Being Digital [2] in analogy with modernity and post-modernity.
Aspects of digitality include nearly continuous contact with other people through cell phones, [1] near instantaneous access to information through the World Wide Web, third wave information storage (where any fragment in a text can be searched and used for categorization, such as through search engine Google), and communicating through weblogs and email. [3]
Some of the negative aspects of digitality include computer viruses and spam. [4]
With the rapidly growing technology, children at increasingly younger ages are learning to speak through the cyber world rather than in face-to-face conversation. They are becoming more digitally literate and creating a new culture in which they communicate more efficiently online than they do in person. [5]
In the 1990s, literature on the effects of interactivity with information began to be written and published, particularly focused on the immediacy and ubiquity of digital communications, and the interactivity and participatory nature of digital media. [6] While traditionally in Postmodernism a decisive role for media in the formation of personality, culture and social order is presumed, [7] so that this emerged literature differed fundamentally from the analog critical theory, in that the audience now has the ability to do more than create a personal text through their idiolect, as they are able to create newly informed texts which reinforce the behavior of other participants. [8] Simply put, digital media made way for individuals to express themselves through online interaction and refine their skills in a communal effort.
Many works have been written outlining the fear of digitality. In the 1990s, the realization of digitality caused many artists to visualize and fear a future where analog would become completely extinct. They viewed digitalization as a deletion of the past. [9]
Although the computer was originally created to complete large scale computations, it ultimately progressed into a processing machine that could retrieve and interpret information very quickly. The first personal computer was first introduced by Ed Roberts in 1975 and this sparked the introduction of other "personal computers". [10] As technology continued to advance, more and more intelligent computers were coming to light with stronger processing power and wider range of utilities. This new age of technology lead to the invention of the World Wide Web by Tim Berners-Lee in 1990 which revolutionized the modern world. With the introduction of this World Wide Web people were able to more commonly access a data pool online with a trove of information. This information is now easily accessible from a Smartphone which can connect people from anywhere at any time.
Digital technology plays an important role in 21st century life. In the United States, nearly two-thirds of people own smartphones. [11] Using social networking services and online forums, people are able to communicate with other users, regardless of geographic region or time constraints. The rise of this type of interaction partly explains the significant increase in phone use in younger people, and mobile technology is mainly used for the purposes of communication. [12] Digitalism is also slowly replacing many forms of physical aids, such as print encyclopedias and dictionaries, with people turning to newer technology for various needs. [13] In his book, Nicholas Negroponte explains how necessities in the future will be digitized. For example, a large proportion of mass media (including newspapers and magazines) are becoming digitized, [14] and a large percentage of financial transactions made in the United States are being made without the physical exchange of money (e.g. online).
Computation is frequently discussed in debates on digitally. Modern theorists are now choosing to focus more on our relation to computers rather than the computers themselves as an important element of digitality. [15]
Social media are computer-generated tools that allow for people to convey their thoughts, ideas, or interests through digital communities or networks. Social media are online platforms for human interactions with local and global reach, designed to circulate information. These platforms support social interactions and give rise to a complex interplay between communication, social practices, and technological infrastructure. [16] This gives way to connection of all these components in real-time, so that through these connections people, information, data and events are instantly and globally spread. This allows for platforms like Twitter to be a media medium where there is an intersection of media and social interaction. [16]
Social media is different from social networks, but is commonly looked at as the same, which makes public differentiation harder.
Just like television and advertisements, social media has great potential for business and marketing opportunities where companies can formulate custom promotions geared for specific audiences.
Digitality in the 2000s has had a great impact on the world of education. The internet creates an abundance of easily accessible and globally diverse resources. [17] The digitization of textbooks and other written texts reduces the demand for the print versions. [18] A vast majority of books now come with a digital version of the text that allows for easier access from anywhere. This applies to scholarly textbooks, religious texts, books, and other texts that would normally have to be found in physical form. Digitalism has also made it so that children are now presented with electronic knowledge at a very early age, resulting in the increased implementation of electronics in school systems (for example in electronic learning, mobile learning, and blended learning). Students and academics alike have adopted social media such as Facebook, Twitter, YouTube, and blogging platforms to expand the horizons for learning. [19]
Intercultural communication is an important part of globalization. In the past, intercultural communication was made difficult because of the distance separating different cultures. However, with modern-day technology and digitality, it is becoming increasingly possible to interact and learn about other cultures in an environment where people can openly speak. This interaction allows for people to compare and reflect upon both their own and different cultures.[ citation needed ] The internet creates platforms and forums where people from different backgrounds can develop intercultural communication skills and gain a cross-cultural abundance of knowledge. With the digitality of religious texts and cultural meetings, it is increasingly feasible to be submerged in a culture or religion without the need to travel to the source.
Technological convergence is the tendency for technologies that were originally unrelated to become more closely integrated and even unified as they develop and advance. For example, watches, telephones, television, computers, and social media platforms began as separate and mostly unrelated technologies, but have converged in many ways into an interrelated telecommunication, media, and technology industry.
Human communication, or anthroposemiotics, is a field of study dedicated to understanding how humans communicate. Humans' ability to communicate with one another would not be possible without an understanding of what we are referencing or thinking about. Because humans are unable to fully understand one another's perspective, there needs to be a creation of commonality through a shared mindset or viewpoint. The field of communication is very diverse, as there are multiple layers of what communication is and how we use its different features as human beings.
Postdigital, in artistic practice, is a term that describes works of art and theory that are more concerned with being human than with being digital, similar to the concept of "undigital" introduced in 1995, where technology and society advances beyond digital limitations to achieve a totally fluid multimediated reality that is free from artefacts of digital computation. The postdigital is concerned with our rapidly changed and changing relationships with digital technologies and art forms.
Computer-mediated communication (CMC) is defined as any human communication that occurs through the use of two or more electronic devices. While the term has traditionally referred to those communications that occur via computer-mediated formats, it has also been applied to other forms of text-based interaction such as text messaging. Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based social networking supported by social software.
New media are communication technologies that enable or enhance interaction between users as well as interaction between users and content. In the middle of the 1990s, the phrase "new media" became widely used as part of a sales pitch for the influx of interactive CD-ROMs for entertainment and education. The new media technologies, sometimes known as Web 2.0, include a wide range of web-related communication tools such as blogs, wikis, online social networking, virtual worlds, and other social media platforms.
Internet culture is a quasi-underground culture developed and maintained among frequent and active users of the Internet who primarily communicate with one another online as members of online communities; that is, a culture whose influence is "mediated by computer screens" and information communication technology, specifically the Internet.
Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech", it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. The central term in this definition is connections. It adopts a relational stance in which learning takes place both in relation to others and in relation to learning resources. In design and practice, networked learning is intended to facilitate evolving sets of connections between learners and their interpersonal communities, knowledge contexts, and digital technologies.
Being Digital is a non-fiction book about digital technologies and their possible future by technology author, Nicholas Negroponte. It was originally published in January 1995 by Alfred A. Knopf.
Digital rhetoric can be generally defined as communication that exists in the digital sphere. As such, digital rhetoric can be expressed in many different forms, including text, images, videos, and software. Due to the increasingly mediated nature of our contemporary society, there are no longer clear distinctions between digital and non-digital environments. This has expanded the scope of digital rhetoric to account for the increased fluidity with which humans interact with technology.
Online ethnography is an online research method that adapts ethnographic methods to the study of the communities and cultures created through computer-mediated social interaction. As modifications of the term ethnography, cyber-ethnography, online ethnography and virtual ethnography designate particular variations regarding the conduct of online fieldwork that adapts ethnographic methodology. There is no canonical approach to cyber-ethnography that prescribes how ethnography is adapted to the online setting. Instead individual researchers are left to specify their own adaptations. Netnography is another form of online ethnography or cyber-ethnography with more specific sets of guidelines and rules, and a common multidisciplinary base of literature and scholars. This article is not about a particular neologism, but the general application of ethnographic methods to online fieldwork as practiced by anthropologists, sociologists, and other scholars.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.
The knowledge divide is the gap between those who can find, create, manage, process, and disseminate information or knowledge, and those who are impaired in this process. According to a 2005 UNESCO World Report, the rise in the 21st century of a global information society has resulted in the emergence of knowledge as a valuable resource, increasingly determining who has access to power and profit. The rapid dissemination of information on a potentially global scale as a result of new information media and the globally uneven ability to assimilate knowledge and information has resulted in potentially expanding gaps in knowledge between individuals and nations. The digital divide is an extension of the knowledge divide, dividing people who have access to the internet and those who do not. The knowledge divide also represents the inequalities of knowledge among different identities, including but not limited to race, economic status, and gender.
Global village describes the phenomenon of the entire world becoming more interconnected as the result of the propagation of media technologies throughout the world. The term was coined by Canadian media theorist Marshall McLuhan in his books The Gutenberg Galaxy: The Making of Typographic Man (1962) and Understanding Media (1964). Literary scholar Sue-Im Lee describes how the term global village has come to designate “the dominant term for expressing a global coexistence altered by transnational commerce, migration, and culture”. Economic journalist Thomas Friedman's definition of the global village as a world “tied together into a single globalized marketplace and village” is another contemporary understanding of the term.
In communication, media are the outlets or tools used to store and deliver content; semantic information or subject matter of which the media contains. The term generally refers to components of the mass media communications industry, such as print media, publishing, news media, photography, cinema, broadcasting, digital media, and advertising. Each of these channels requires a specific, thus media-adequate approach to a successful transmission of content.
The sociology of the Internet involves the application of sociological or social psychological theory and method to the Internet as a source of information and communication. The overlapping field of digital sociology focuses on understanding the use of digital media as part of everyday life, and how these various technologies contribute to patterns of human behavior, social relationships, and concepts of the self. Sociologists are concerned with the social implications of the technology; new social networks, virtual communities and ways of interaction that have arisen, as well as issues related to cyber crime.
Intercultural communicative competence in computer-supported collaborative learning is a form of computer-supported collaborative learning (CSCL), applied to intercultural communicative competence (ICC).
Virtual exchange is an instructional approach or practice for language learning. It broadly refers to the "notion of 'connecting' language learners in pedagogically structured interaction and collaboration" through computer-mediated communication for the purpose of improving their language skills, intercultural communicative competence, and digital literacies. Although it proliferated with the advance of the internet and Web 2.0 technologies in the 1990s, its roots can be traced to learning networks pioneered by Célestin Freinet in 1920s and, according to Dooly, even earlier in Jardine's work with collaborative writing at the University of Glasgow at the end of the 17th to the early 18th century.
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