Through my own research I discovered that recent educational digital trends have included Big Data, Machine Learning, Internet of Things (IoT), e-learning, video-assisted learning, blockchain technology, artificial intelligence, learning analytics, gamification, immersive learning, STEAM, and the integration of social media in learning (Bui, 2020). I also noted that Covid-19 has contributed to the increase of e-learning and video-assisted learning, and a slight decrease in the other trends. In contrast to more recent trends, Cervi et al. (2010) noted that earlier trends included a shift from focus on protection to focus on promotion, a growing sensitivity of digital citizenship, commercial communication, an increased presence of media literacy in the curriculum, and the development of school media production skills. Through these older trends, we can analyse the progress and shifts that have occurred. Cervi et al. (2010) also noted that a lack of shared vision, security, funding, cultural barriers, accessibility, and regulation may also cause issues when exploring digital trends.  Interestingly, Zygouris-Coe’s (2018) research suggests that digital trends are often viewed through the lens of being a “hot” topic rather than an opportunity for developmentally appropriate digital literacies to be used alongside critical thinking and social engagement. Therefore, they are often implemented for the wrong reasons or are short lived.

 

After reading Module 1, it is evident that there is indeed a digital divide, emerging over the above digital trends. Cull (2011), believes these new digital literacies may be a cause for distraction and can impact on reading, stating that internet usage trends have seen a decline in sustained reading and tend to cause vision problems. Jabr (2013), agrees believing that digital screens “impair comprehension”, cause eye strain, and produce higher levels of stress and tiredness. However, Hovious et al. (2021) commented that digital literacies (through transmedia) enable students to experience different opportunities when engaging with texts and can inspire immersive learning. In the same reading, Hovious et al., also comment on the digital nature of students, and how theories of multimodality and interdisciplinary collaboration can assist in solving “complex educational problems”. Moorefield-Lang et al. (2012) explored the trend of multimodal formats in detail, focusing on digital graphic novels and how they may meet the needs of a visually literate and technological generation. Similarly, Parnell (2020) analyses how socio-economic and technocultural structures shape digital learning. Parnell also investigates the emergence of new narrative forms such as hypertext fiction, twitterature, and fan fiction, and how digital literacies such as these are diverse and represent narratives that meet a global audience.

References:

Bui, S. (2020). “Top Educational Technology Trends in 2020-2021”, e-learning Industry. Retrieved from: https://elearningindustry.com/top-educational-technology-trends-2020-2021

Cervi, L., Paredes, O. & Tornero, J.M.P. (2010). “Current Trend of Media Literacy in Europe: An overview”,International Journal of Digital Literacy and Digital Competence, Volume 1, Issue 4. Retrieved from: https://www-igi-global-com.ezproxy.csu.edu.au/gateway/article/49685

Cull, B. W. (2011). “Reading revolutions: online digital text and implications for reading in academe”, First Monday, 16(6). Retrieved from: http://firstmonday.org/ojs/index.php/fm/article/view/3340/2985

Hovious, A., Shinas, V. H., & Harper, I. (2021). “The compelling nature of transmedia storytelling: Empowering twenty first-century readers and writers through multimodality”, Technology, Knowledge and Learning, 26, 215-229. Retrieved from: https://doi.org/10.1007/s10758-020-09437-7

Jabr, F. (2013). “The reading brain in the digital age: The science of paper versus screens”, Scientific American. Retrieved from: http://www.scientificamerican.com/article/reading-paper-screens/

Moorefield-Lang, H., & Gavigan, K. (2012). “These aren’t your father’s funny papers: The new world of digital graphic novels”, Knowledge Quest, 40(3), 30-35. Retrieved from:  http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=82563984&site=ehost-live

Parnell, C. (2020). “Mapping the entertainment ecosystem of Wattpad: Platforms, publishing and adaptation”, Convergence, 27(2), 524-538. Retrieved from: https://doi.org/10.1177/1354856520970141

Zygouris-Coe, V. (2018). “The Disconnect Between Digital Literacy Trends and Educational Realities”, Teaching with Tech. Retrieved from: https://www.literacyworldwide.org/blog/literacy-now/2018/02/16/the-disconnect-between-digital-literacy-trends-and-educational-realities