What role do technologies play in the pursuit of lifelong learning?

In order to fully comprehend and appreciate the depth of the above question, the definition of what it means to be a ‘lifelong learner’ needs to be examined thoroughly (Laal, 2013). Although there are multiple understandings, the consensus is that a lifelong learner is a person who has an on-going, voluntary and self-motivated structure to their everyday knowledge collection (Horrigan, 2016). As a 21st century society, consistently saturated by only the newest forms of technology, the demand for innovative change is high (Selwyn, Gorard & Williams, 2001). Not only are people using digital devices, they are learning, developing and evolving through constantly present digital technology (Horrigan, 2016). This encourages children and adults to pursue answers, that were once considered ‘too complex’ to be answered within a short time frame (Herro, 2015). Technology, within the classroom, allows teachers to drive and extend students into realms of investigation that were once far beyond normalised reach (Hwang, Lai & Wang, 2015). Recent advances in technology have encouraged students to scrutinise, lead and direct their own individual learning more thoroughly than previous generations (Stevenson, 2012). Teachers are therefore responsible, now more than ever, to correctly equip students with skills that ensure vigilance on the World Wide Web (Lim, Pellett & Pellett, 2009). With 21st century technology, children can question situations or systems and then research and collect evidence that supports many avenues of opinion (Zahn, Hesse, Klages, Pea & Rosen, 2008). In order for children to correctly develop lifelong learning skills it is essential that they are taught how to navigate the Internet with caution, diligence and at times, even scepticism (Laverty, Reed & Lee, 2008). Technology plays a major role in the progression and pursuit of student’s lifelong learning skills, and when implemented correctly, can be the difference between a student who enjoys their time in educational environments; and a student who doesn’t have a positive experience (Australian Curriculum, Assessment and Reporting Authority [ACARA], (2016).

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What impact have mobile devices had on the popularity and use of flipped videos?
With technology becoming increasingly available and prominent in current society, having at least one mobile device (e.g: tablet, mobile phone, iPad, laptop) per family is no longer a rarity (Zahn, Hesse, Klages, Pea & Rosen, 2008). Flipped videos allow people to self-direct their own learning paths and delve to deeper levels of concentration and understanding (Hwang, Lai & Wang, 2015). The reason behind this, lies in the easy access and varied suitability for all learning styles (Gu, Zhu, & Guo, 2013). Since the introduction of the Internet and more specifically, YouTube, flipped videos have provided people with academic lessons, ‘how to’ tutorials (Dron & Anderson, 2014), product reviews, life vlogs and many more recordings that detail and explain even the simplest of tasks (Rowlands, 2014). Having quick access, through mobile devices, to YouTube and other social networking sites and streaming channels means the popularity of flipped videos has sky rocketed, and with thousands of new videos uploaded hourly, there seems to be no end in sight (Peppler & Kafai, 2007). Only very recently however, has scientific evidence been gathered and analysed; leading to suggest that the upcoming generation of technologically minded young people, or ‘digital natives’, are more self-absorbed and egotistical as a result of the limited face to face interaction these videos require (Rowlands, 2014). Around 20 years ago, when sitting on a train, walking down the street, standing on a bus or queuing in a line it was expected, as a sign of common courtesy, to strike up a general conversation and talk to those people in neighbouring surroundings (Lim, 2010). Even in this short period of technological advancement, times and expectations have changed significantly. In the current age of mobile devices and fast-paced technological advances, 23% of people under the age of 25 report feelings of anxiety, discomfort or distress in social environments that require random introductions or conversation (Pierce, 2009). This is an alarming statistic and has been linked to the significant and consistent rise in mental health issues within today’s societies (Pierce, 2009). Yes, the availability of mobile devices has significantly increased the popularity of, and almost a dependence on, flipped videos, but at what emotional and wellbeing cost to the generations of today? The full effects and evidence of current technological classroom practices will not be fully understood until today’s generations have progressed and matured more (Pierce, 2009).

 

How digitally literate do you need to be to use flipped videos?

It seems, in this day and age, that there are video tutorials for anything and everything. With thousands of new video uploads hourly across the world, it is no surprise that people have an ever-expanding database of question and answer videos (Dornisch, 2013). However, the initial struggle for some older generation technology users often highlight the desire and need for these flipped videos in the first regard (Singh, 2014). To access and watch online flipped videos people will need to be able to first turn a mobile device on, ensure adequate Internet access (Dron & Anderson, 2014), locate the search bar, type in a brief description of preferred flipped videos topics, and be prepared and open to learning new information (Lim, 2010). Although the above skills sound extremely simple to follow, for people that have not grown up consistently surrounded by digital technology it can be a daunting and overwhelming experience (Selwyn, Gorard & Williams, 2001). Since the year 2012, there have been over 40 Australia wide technology support groups introduced to provide people over the age of 50 with the correct information and hands on skills required to access and utilise the Internet’s full potential (Singh, 2014). At the other end of society’s spectrum, there are now small students, as young as five (prep age level) using iPads, tablets and laptops to research questions and areas of interest. These younger students are more commonly found to be using simple flipped video tutorials that answer and demonstrate intricate details because it is easy to replay, repeat and revise information (Herro, 2015). As an example, Prep students often search for origami videos, language lessons, and drawing tutorials (Gu, Zhu, & Guo, 2013). It is not necessary to hold a degree in computer science to access online flipped videos; it is not a difficult process, although proper support is needed for those people that don’t know how to use mobile devices (Singh, 2014).