Justin Tackling "Plants v. Zombies"

So Much to Say: The Power of Web Communications

The Internet, most notably Web 2.0, is the world's oyster when it comes to interactivity and individual representation. Web 2.0 refers to user-generated web applications that allow users to share information, network, and collaborate, and it has forever altered the way we communicate. In their books, Axel Bruns and Clay Shirky discuss the ways in which this realm of global interaction has changed the communication dynamic in modern society.

In Blogs, Wikipedia, Second Life and Beyond, Axel Bruns explains the shift from production to "produsage." Produsage refers to the result of the blurred boundaries between creation and consumption. The term was coined by Dr. Bruns himself, and it describes the way in which we, as consumers of information, are now wearing several hats when it comes to online information exchange. Not only do we search the Web in search for information, but we are oftentimes the actual originators of the material. The information is always changing, and it is never complete. The very nature of online distribution allows for unlimited individualization and collaboration among users. This type of participatory culture creates an environment where users can "inter create" to the point that it becomes unclear where the information began. This is an integral trait of Web 2.o and is important because of the way it subverts control of information administration.

Clay Shirky explores similar subject matter in his book, Here Comes Everybody: The Power of Organizing Without Organizations. In it, he examines these profound changes in information distribution by noting the way in which the changes have seamlessly revolutionized communication. Shirky notes that the changes seem nearly invisible because of how pervasive they have been. Web 2.0 is so simple-- it's free, it's global, and it's accessible to anyone with an Internet connection. Shirky explains the uniqueness of user-generated content, in that users no longer have to receive permission before they distribute messages. He quotes former Internet Society trustee, Scott Bradner, "The Internet means you don't have to convince anyone else that something is a good idea before trying it" (77).

Another unique feature is that all of this information distribution occurs without any sort of financial motivation from the originator. Collaborative production sites, like Wikipedia, are the result of various levels of contribution from like-minded participants. This collective action "widens the gap between intention and action" (149).

The power of the Web is immeasurable. We are constantly finding new ways to wield this power-- resulting in both positive and negative outcomes. Both Bruns and Shirky do an excellent job of explaining the way in which this evolution of communication has quietly changed our lives forever.

Frivolous or Fantastic? Developmental Learning & the Games People Play

My 9 year old niece and my 5 year old nephew never leave home without their Nintendo DS portable gaming systems. During my family's 2009 holiday festivities, the kids' eyes and hands were glued to those things. They stopped playing long enough to eat and, during Christmas, open their gifts (which mostly consisted of DS games). All night, both kids were asking their parents if they could leave early so they could go home and start playing their new Wii games. My uncle was in the corner grumbling about how distracted they were—"[Their parents] shouldn't let them play on those damn things all night," he said. "It's rude…and it's not good for them." Was he right? Is their obsession with video games detrimental to the family dynamic? To society? To themselves? Despite the popular belief that video games are harmful, there are those who believe the contrary. In his book, What Video Games Have to Teach Us About Learning, James Paul Gee suggests that video games are more than mindless, distracting entertainment. In fact, Gee believes that video games can actually be educational.

Now, more than ever, kids in America are enveloped in technology—and they're getting started early in life. Video games now cater to children of every age, and they quickly become a part of everyday life. That said, it becomes increasingly important that adults stay in touch with what is being played in their living rooms; and according to Mike Elgan, in his article for the Computer World website, it's not nearly as bad as some "experts" would have us believe. http://www.computerworld.com/s/article/9050278/Opinion_Do_video_games_make_kids_violent_stupid_and_sick_?taxonomyId=15&pageNumber=2

In the article, he cites the recent influx of studies condemning video games and their usage among children. He lists the respective reasons for concern, including the fact that some games reward first-person violence and frequent playing leads to disrupted sleep, among other health problems; but Elgan ultimately dismisses the accusations. He points out that video games are just one of the more recent scapegoats in the ongoing quest to explain youthful discontent, generational tension, and the overall feeling of disappointment that our society seems to have regarding the young. An advocate of gaming, Elgan insists that the elder generation has always pointed the finger at the newest wave cultural influence, when trying to explain the deterioration of youth. He's exactly right—unfortunately, in our society, finding someone or something to blame becomes much more critical than taking a close look at the actual problems themselves. Elgan also points out that maybe—just maybe—this is a problem that doesn't need to be "solved." Perhaps it would be more beneficial to just change the way we view the video games the kids are inevitably playing.

James Paul Gee argues that video games can teach us all something about the way we learn. He explains that there are different kinds of literacy, and that games can assist in sharpening the player's comprehension. Gee discusses the importance of this comprehension in the "semiotic domain" of gaming, an atmosphere that also resembles the social domain of interactive reality (20). In the modern age of tech, this domain—this new type of literacy—becomes increasingly important to understand. In a world dependent on cell phones, computers, and constant communication, this "multimodal" variety of literacy becomes exceedingly valuable. Gee stresses that quality learning is a layered process, and the traditional classroom is no longer the ideal teaching environment. Gaming allows users to learn in a fresh, more socially relevant fashion.

Gee also believes that the multimodal nature of video games creates a useful space wherein identities, relationships, and experiences can be learned and practiced. The games "situate meaning in a multimodal space through embodied experiences to solve problems and reflect on the intricacies of the design of imagined worlds and the design of both real and imagined social relationships in the modern world" (48). The players are able to learn through trial and error by comfortably taking risks in a protected and controlled environment.

Video games are fun, but they are also sneakily stimulating. While they undoubtedly exercise critical thinking, decision-making skills, and hand-eye coordination, games are simultaneously blamed for harming children. Although I agree with critics that too much gaming is detrimental to kids, I also believe that—in moderation—the games can also be quite effective in sharpening all kinds of useful life skills.

Yes, it's true that my niece and nephew were distracted for much of last season's holiday get-together. They might not get outside and play as much as they would if they didn't have all of their game systems. The thing is, both of them are incredibly smart and social kids; they are also caring and very helpful. For example, while my uncle was grumbling in the corner, my niece was patiently showing me how to work my new cell phone. My nephew was teaching my mom how to play DragonQuest, using very clear, very concise instructions. They were encouraging and excited about what they were doing, and I couldn't help but notice how they spoke in a way that was much more mature than what their age would traditionally permit. If video games can do this—bring two shy kids out of their shells, and make them feel capable and valuable—then why can't they be considered as a legitimate, useful tool for cognitive and social development? In addition to a good time, of course.