Student2.0 and New Media: Perceptions and Affordances

A new kind of student, one that is surrounded by Social Technology and Personalized Learning Networks is what I term Student2.0.

Student2.0 is receptive to awareness-creation efforts mostly through ICT clubs in pre-tertiary education. Student 2.0 is receptive to new information, especially the type that results from the efforts of ICT lobby groups, non-profits among others. Thus Student2.0 joins in ICT clubs and are active members all through K-12 education.What is meant by the term K-12 education.

K-12, a term used in education and educational technology in the United States, Canada, and possibly other countries, is a short form for the publicly-supported school grades prior to college. These grades are kindergarten (K) and the 1st through the 12th grade (1-12). (If the term were used, "13th grade" would be the first year of college.)
Most communities in the United States and Canada (and wherever else the term is used) are just beginning to provide modern information technology at the K-12 levels.

. Student 2.0 joins in lobbying for the affordances of ICTs, the kinds of freedoms and liberties that typify new media. New media translates into a different mindset that typifies this type of student. The entire culture and way of life, much more than just a mindset is what New media affords Student2.0

Student 2.0 is typical of the phenomenon of (“the rise of the individual”), according to Siemens‍1‍. New media affords Student 2.0 the use of personalized learning environments (PLEs). Student 2.0 thus joins in the advancement evident in society per the eventual adoption and use of PLEs and the associated rise in Personalized Learning Networks (PLNs).

Student 2.0 perceives ICTs as tools for societal redistribution and equity. ICTs diminish red-tape-ism and bureaucracy as well as levels the playing field with respect to ownership of not only knowledge but power and …change.

Benkler posits that new media “improves the capacity of individuals to do more in formal organizations that operate outside the market sphere”. Student2.0 thus prepares for the job creation and job-seeking stages of life early on in life by the continual use of new media. This is partly due to the concept of
“enhanced autonomy”, Benkler, The Wealth of Networks, 2006, p20

They help in coming up with ICT competencies checklists and international competitiveness surveys however informal these may be and Student2.0 sees ICTs as ‘mandatory’, submitting themselves to peer reviews for international competencies. They undertake such surveys in order to notify themselves of the latest trends in global ICT competencies

Student2.0’s views of new inalienable rights, e.g web entrepreneurship possibilities and the concept of positive discrimination for Student2.0 seems justified. Andalucia in Spain has done it so it can replicated. These rights are determined to be inalienable, judging from the ubiquity of new media and the varied forms of expression and freedom they afford.

Student2.0 identifies with the Linux trend, especially its infancy (1991). Compare that to the ‘80s trend of Ms Windows and you have a whole generational gap not only of software programming but also a disconnect in general culture and philosophy. Software is not just about code, its success especially in terms of adoption rates and popularity also seems to follow the generally prevalent societal, cultural as well as economic and educational levels.
Hence Linux and other Open Source Softwares (OSS) are to Student2.0 silent revolutions. The spin-offs from the Linus-Stallman revolutions including such huge s
uccesses as Ubuntu, Fedora among others herald to Student2.0 the urgency of connecting and identifying with such huge liberating endeavors.
student 2.0 enables students to be abreast with what goes on globally.

Student2.0 sees the about 39000 C++ FOSS available on as a dimension of this new media right.

They believe ICTs guarantee access unlike the apparent elitism of traditional educational systems.

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