ࡱ>   MN\.Root Entry F'4 @Data `1TableWordDocument  [  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~al11d@CJKHOJPJQJmH B@B Heading 1$d@&6@KHPJF@F Heading 2$<@&56CJOJQJD@D Heading 3$<@&5CJOJQJ<A@<Default Paragraph Font*B@* Body TextCJ,+@, Endnote Text6*@6Endnote ReferenceH*@P"@ Body Root Entry FYP@Data `1TableWordDocumente&6Endnote ReferenceH*@P"@ Body Text 2B*CJOJQJph`C2`Body Text Indenthdx1$7$8$^h@KHOJQJ\OB\qt single spaced]^@CJKHmH @RR@Body Text Indent 2 `JbJ qt dxx]^@KHOJQJmH JSrJBody Text Indent 3d [  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~-      !"#E%&'()*+Q./0123456789:;<=D?@ABCFeGHIJKLPRSTU`WXYZ[\]^_abcdfghijklmnopqrstuvwxyz{|}~QJD@D Heading 3$<@&5CJOJQJ<A@<Default Paragraph Font*B@* Body TextCJ,+@, Endnote Text6*@6Endnote ReferenceH*@P"@ Body Text 2B*CJOJQJph`C2`Body Text Indenthdx1$7$8$^h@KHOJQJ\OB\qt single spacef industrial society, but a radical shift of direction, often a negation, of what went before. It adds up to nothing less than a complete transformation at least as revolutionary in our day as industrial civilization was 300 years ago. Rather than the bending humans to mechanical age rhythms and routines computers would help make mass society more responsive to the range of human needs and desires. So if the medium was the message, then computers were setting America on the road towards change, flexibility and adaptation. This technological hyperbole gradually diffused from the geeky circles of computering copy writers into the mainstream of corporate economics. As Bill Leiss notes, their vision of a born-again industrialism permeated the public discourses of the 1990s echoing the progressive rhetoric the 1920s and 1950s with the only difference being that human progress now depended on a computerized de-massification rather than brute mechanical power. MIT cyber guru Nicholas Negropontes Being Digital provides one of the crowning examples of the rhetoric of technological hyperbole that bubbled into public consciousness. Computering he claimed will bring greater democracy and freedom to the world: " Like a force of nature, the digital age cannot be denied or stopped. It has four very powerful qualities that will result in its ultimate triumph; decentralizing, globalizing, harmonizing, and empowering. (1995:229) As if our future social life were inscribed in silicon, Negroponte offers a vision of our future re-orchestrated by powers of computerized communications technologies which saturate the whole cultural environment: your right and left cuff links or earrings may communicate with each other by low orbiting satellites and have more computer power than your present PC. Mass media will be redefined by systems for transmitting and receiving personalized information and entertainment. Schools will change to become more like museums and playgrounds for children to assemble ideas and socialize with other children all over the world. The digital planet will look and feel like the head of a pin (Negroponte, 1995:6). Guided by their visions of unending profits, computer entrepreneurs like Sun and Oracle transformed Tofflerian hyperbole into a wired futurism in which the unlimited potentialities of networked interactive multimedia would lead us to prosperity and peace. Frances Cairncross of the Economist wrote with conviction about the promise of convergence. The death of distance she said will probably be the single most important force shaping society in the first half of the next century. It will alter, in ways that are only dimly imaginable, decisions about where people work and what kind of work they do, concepts of national borders and sovereignty, and patterns of international trade. ( 1998:1). She goes on to predict that the changes sweeping through electronic communications will transform the worlds economies, politics and societies but they will first transform companies. They will alter the ways companies reach their customers, affecting advertising, shopping, distribution, and so on; they will create new businesses; and they will change the way companies communicate with one another and with their staffs. For this reason the corporate world had to embrace convergence if they were to survive in the new economy. And embrace it they did. Believing their own copy writers News Corp, Disney, Sony, WorldCom, Vivendi started their march down the information revolution road to unstoppable profitability with vastly overstated expectations. These companies planned for a future based on a wildly optimistic, and ludicrously vague theory of communication. It imagined rapid social change emerging from a wired marketplace forged from the convergence of computers, television and telecom technologies. The same sense of digital inevitability began to permeate both government policy -- the guidelines and subsidies that made the web into a commercial medium -- and corporate advertising where copywriters projected a bold rhetoric of an information age onto the multi-screen collective Unconsciousness. Laptops, cel phones, and digital address books were sold to millions: the average family now spends proportionately more money on cultural, entertainment and communication services to the home than ever before. But demand for information commodities cannot be infinite. In the saturated IT markets, cel phones and computer prices began to drop because most people who wanted them, had them. Profit projections fell and massive debts acquired the status of junk bonds, which is why doom and gloom invades the high-tech boardrooms of the nation. Indeed, although Amazon.com found it could sell books on line, it could not make Americans into avid readers. The disappearance of 6 trillion dollars from the stock market and with the American economy in perpetual doldrums, commentators finally struggling to understand just what went wrong in the 1990s. It doesnt matter if you read the New Statesman, Le Monde, The Wall Street Journal or Fortune, the failures of the information revolution are now everywhere in evidence. As Canadian commentator Jeffrey Simpson suggested recently, the rise and fall of the information economy has become the morality tale of the millennium framed by Monumental egos. A bristling new idea. Thrilling technology. The entrepreneurial spirit. But also greed, glitz, stupidity, recklessness, folly and ultimately failure. As Jeffery Simpson says like Tolstoys unhappy marriages, the disappointments and disasters of convergence differed in each case but the end result was similar: the limitations of communication technologies to revolutionize our cultural practices. Nowhere is the hubris of this hi-tech drama better exemplified than in the spectacular rise and fall of AOL-Time Warner s chief architect of synergy Steve Case who once stood as the lion king gazing out across the e-commerce jungle. As AOLs CEO, Case was one of the most effusive exponents of convergence and the man responsible for the merger of the old media empire of Time Warner and the new media empire of AOL. On January 17th Case resigned and on January 29, 2003 AOL-Time Warner announced loses of 98.7 billion dollars for the accounting year 2002 the largest ever recorded in American history. Of course we should have known better. As Kevin Robins (1995) states, the belief in the coming Information Age demanded a profound leap of faith into vague social theory: All this is driven by a feverish belief in transcendence; a faith that, this time round, a new technology will finally and truly deliver us from the limitations and frustrations of this imperfect world. He goes on to say: There is a common vision of a future that will be different from the present, of a space or a reality that is more desirable than the mundane one that presently surrounds and contains us. It is a tunnel vision. It has turned a blind eye on the world we live in(135). Since the 'cyber-bubble ' economy took a nosedive at the end of 2000, there has been a growing sense of realism about this convergent mediascape and a willingness to accept the limitations of a digital world still at war. Obviously, the rhetoric of converging technology was hideously vague and ungainly its promises were all based on poorly thought out and never tested promotional concepts. Their media theory was technological determinism of the worst sort: it mistook the possibility of the medium for the message, while ignoring the specific cultural practices that embedded media use in the dynamics and social relations that conscribe contemporary households. Indeed, their puffery would leave laughing now if it wasnt for the fact that it was precisely this rhetoric which galvanized the looming crisis of confidence in the hi-tech free-range capitalism it prophesized.. Amid the shards of our wired utopia, the pundits are renouncing the promotional buzz words of the information age convergence, synergy, interactivity, multimedia, artificial intelligence, flexibility, responsiveness. Some have sold their dot.com shares and donned a critical tone, mocking those euphoric promises of an wired world of peace and prosperity forged by the diffusion of computers, the commercialization of the internet, and the globalization of media industries. Perhaps we should be content that their hubris has defined the morality play of the infant millennium. But that would mean ignoring the profound ideological confusions that underwrote the digiratis prophesy that networked interactivity would liberate the next generation. Growing Up Digital A 1998 Intel ad featured a group of pastel space-suit clad chip-makers dancing gaily in the factory to rock music while they install fun into the MMX chips. Intels tale neatly recapitulates the origin myth of video gaming the moment of realization that computers are not just destined for use in the workplace, but have a place in the streets, in the homes, and in the communities of the global information society as instruments of domestic entertainment and social communication. In a sequel ad, the dancing Intel workers move out of the factory and hit the Information Highway in their space capsule-like roadster, to bring these playful machines to kids around the world. 'MMX Technology' is just one more exciting digital innovation on the road to interactive entertainment and global connectivity. Driving through the global marketplace, however, they discover with surprise that kids already get it. Indeed, the happy throngs of postmodern youth have welcomed this networked virtual playground with an enthusiasm. Like other promotional discourses on the information age, this ad offers a rapturous vision of the effect of new communication infrastructures being laid down in the wired society, ending with what might be called the 'primal scene' of the information economy: future generations happily locked in the embrace of connected interactive media. What is often overlooked in recent accounts of the burgeoning information economy is how the public discourses on the computer revolution quickly became intertwined with the debates about mass mediated childhood and childrens video game play. So impressed with childrens fascination with domestic computers, in 1981 Time magazine declared the computer the man of the year. Time quotes mathematician and computering educator Seymour Papert who promised that children were not only the pioneers, but would be the main beneficiaries of this cultural revolution because computers facilitated active problem solving. Papert's pedagogy of constructivism, was developed throughout his career promoting a technologically enhanced version of Piagetian developmental theory. In a series of books he asserted his faith in computers as learning tools based on postulates about the medium: That computers, like toys had the ability to fascinate and therefore motivate children by making learning fun; That they were intelligent and therefore adapted the assimilation of knowledge to the capacities and interests of the learner; And that as a part of everyday play cultures multimedia cultivated an autonomous zone free from parental control, in which like toys children constructed and bonded through self-made play interactions. Paperts pedagogical theories promised that the national embrace of computers would quickly replace the paternalistic infrastructure of mass education with a constructivist student centred form of learning. In 1994 president Clinton announced his National Information Infrastructure Initiative -- the so-called information superhighway policy-- which commercialized the internet in an attempt jumpstart the information age. This policy set out to consolidate the already-existing network of fiber optic, copper wires, cable radio waves and satellites into an integrated web of computerized channels of two way data flows between computerized communication hubs. It was the day, he said that America was taking a giant step into the information age. Three promises underscored Clintons commitment to commercialized networked multimedia: 1) networked media would galvanize creativity in the entertainment industry, 2) it would provide citizens with unlimited access to all kinds of information, and 3) it would reinvigorate schooling by providing potent new ways of teaching. Gradually many educators came to believe that computers were protean devices which could radically change how schools thought about and managed learning. Other media of course had also promised to rock the cradle toys, comics, and TV in turn were heralded as revolutions in youth culture too. Even though each became popular with children, and found their way into schools, social change happened slowly, and schools adjusted their programmes only marginally. So why should we believe that computers were revolutionary pedagogical tools? The reasons, according to Telstra, lay in the fact that multimedia represented the convergence of previous learning tools television, books, toys, and films. As a new medium, multimedia were not an extension of historical processes of modernization but a force for its overthrow and reversal: Unlike these earlier technologies, multimedia is interactive. It has the ability therefore to replicate some teacher/learner interaction. It also has the ability to link the student with tutors, his or her peers in other places, and with remote sources of information. (Telstra, 1994: 1) Childrens culture commentators like Douglas Rushkoff too, climbed on the digital bandwagon. In Media Virus (1994) he quotes Timothy Leary in defense his belief that computers were about to release a whole generation of children from the top-down control of the mass media: The importance of the Nintendo phenomenon is about equal to that of the Gutenberg Printing press. Here you had a new generation of kids who grew up knowing that they could change whats on the screen. (30) The silicon apostles claimed that Toffler was right: Since young people were to be the pioneers in this brave new digital world we could look to them to understand what was happening argued Negroponte, for their lives were the first to be transformed: We are not waiting on any invention. It is here. It is now. It is almost genetic in its nature, in that each generation will become more digital than the proceeding one. The control bits of that digital future are more than ever before in the hands of the young. Nothing could make me happier (1995:231). New media were already challenging the authority and paternalistic values of mass society, widening the generational divide between computer literate youth and their parents claimed the wired gurus. Even Japanese management guru Ken Ohmae speculated on the generational implications arising from this mediums rapid diffusion to youth in Japan. Nintendo kids, Ohmae asserts, are making new connections with the tens of millions of their peers throughout the world who have learned to play the same sorts of games and have learned the same lessons (1995). The web of culture, he says, used to be spun from the stories a child heard at a grandparents knee. Today it derives from that childrens experience with interactive multimedia. Commenting especially on the enormous popularity of video gaming in Japan, Ohmae notes a cultural divide growing between young people and their elders. But he is enthusiastic about this break with tradition because he believes it will lessens the social isolation of the next generation and internationalize their attitudes. He goes on to speculate: That experience has given them the opportunity, not readily available elsewhere in Japanese culture, to play different roles at different times, of asking the what-if questions they could never ask before. ... Perhaps most important, Nintendo kids have learned, through their games to revisit the basic rules of their world and even to reprogram them if necessary. ... The message which is completely alien to traditional Japanese culture is that one can take active control of ones situation and change ones fate. No one need submit passively to authority. This may only be the beginning claims Douglas Rushkoff (1996), in Playing the Future where he boldly predicts that interactivity and connectivity will become the forces of generational liberation. Computers were now so prevalent that they were already beginning to reverse the alienation and isolation created by the mass broadcast technologies of past he claimed. To understand the difference between interactive media and television we need to realize that in playing video games, unlike watching television, users gain control of the flow of information from the screen: thanks to video games, kids have a fundamentally different appreciation of the television image than their parents... Rather than simply receiving media they are changing images on the screen (Rushkoff, 1996:182). Teenagers from around the world, he claims, now assemble in virtual communities, using networked multimedia to make their own culture, playing on-line games and socializing in chat rooms. For Rushkoff, todays screenager sees how the entire mediaspace is a co-operative dream, made up of the combined projections of everyone who takes part (269). While their parents may condemn Nintendo as mindless and masturbatory, kids who have mastered video gaming early on stand a better chance of exploiting the real but mediated inter-activity that will make itself available to them by the time they hit techno-puberty in their teens. (1996: 31). Similarly enthusiastic about networked computers, Don Tapscott emphasized the role that connectivity played in the liberation and leveling of the digital generation. Donald Tapscott argues that todays kids are growing up in a society and economy which is very different than that of the boomers. Therefore the way they are educated and prepared in schools must change to keep up with the world they are connecting with. He argues that the only way out of the crisis in modern education is a "shift from broadcast learning to interactive learning". And the tool for achieving that shift was the internet. Tapscott believes that "digital media is creating an environment where such activities of childhood are changing dramatically and may, for better or for worse, accelerate child development. Child develop is concerned with the evolution of motor skills, language skills, and social skills. It also involves the development of cognition , intelligence, reasoning, personality and through adolescence, the creation of autonomy, a sense of self and values. all of these are enhanced in an interactive world. When children control their media, rather than passively observe, they develop faster". (Tapscott 1978:7) The new media , because of its distributed interactive and many to many nature, has a greater neutrality. A new set of values is arising as children begin to communicate, play, learn, work and think with the new media. More than ever before, a generation is beginning to learn. Call it generational learning". (1998:9) The N-Generation as Tapscott calls them already exhibit a strong preference for the interactive media to the older broadcast technologies that don't respond to their needs or their way of learning. This is because he claims "N-Geners "view it as a natural extension of themselves. It is in fact the specific medium that will follow and perpetuate the force of their youth, just as television has traced the lives of the boomers". (1998:31) It was the networking of home computers which changed the one-way passivity of television audiences into a dynamic network of active learners. The internet enabled these savvy young questers for knowledge to search the web for the latest information and to self organize into playful communities, even to set up their own web sites and forge their own peer cultures. The web was the ultimate tool of social learning he argued: Freed from the top down world of formal schooling, children established their own codes and styles of interaction in the digital playgrounds that were being provided on line by far thinking entrepreneurs in cyber kid savvy organizations. * Negroponte, Tapscott, and Rushkoff -- portray the coming of interactive media as a libratory force in childrens culture over-throwing the authoritarian, centralized, elitist model of mass media in favor of emancipatory, decentralized, distributed and populist republic" of connected interactivity where digital kids will feel most at home. Digital media advertisers emphasized these themes in their promotional messages promising that interactive media would bring together the educational benefits of computers, the entertainment fascinations of TV, and the social connectivity of telephones for the benefit of childrens education, their culture and their fun. Having analyzed several hundred of magazine and television ads there is Toffleresque overtone to these promotional discourses: Against television's passivity, interactivity and connectivity are taken to be libratory because the synergy between cultural creativity, technological empowerment and consumer sovereignty they fomented. The jargon of multimedia promotion promised that computer users immersion in virtual worlds were both intellectually preporatory and fun explorations of our inevitably digital future. (Kline and de Peuter 2002) Even sober educators, developmental psychologists and childrens media researchers rallied behind this promise that children would find autonomy and a freedom in the pansophic world of cyberspace. In so doing, they willingly put the future of education into the hands of the global corporations that are designing and distributing interactive media worldwide. Regardless of the educational puffery surrounding ICTs, the really bright spot in the corporate firmament of falling e-commerce stars is interactive play media: video game makers and their on-line gaming products continued to expand significantly with Sony, Nintendo and Microsoft seeing their core markets expand. Not only has the console gaming industry grown significantly with the launch of graphically upgraded consoles into the perpetual upgrade marketplace exceeded $10.6 billion in America alone in 2001, a figure which surpasses total annual box office movie sales in all of North America. (Canadian Press 2001) Impressive as this may, this figure omits two other significant aspects of the interactive entertainment industries arcades and computer based systems that have established a firm beachhead on the internet. Although on-line gaming was around in the 1970s this part of the market expanded rapidly in the 1990s as Doom and Ultima laid the foundation for Multiplayer gaming genres the shooter and the role play adventure. Although Ultima started as a PC game it was one of the first to move on line: 125,000 subscribers now pay $10 US monthly after their $40 to $70 initial costs to play Ultima Online. (Kranz 1999) The average Ultima Online player logs 17 hours per week playing the game, and frequently far more. Saved characters and items are frequently sold to other players for amount up to and exceeding $3,000 US. (Gunter 1999) Currently more than 350,000 individuals are paid subscribers of the online game Everquest at the price of approximately $10 US per month grossing 3.5 million per month. This is in addition to the roughly $50 US initial price for each game, and $30 US each for the three expansion programs which brings in a revenue of 350 million per year. But is all this commerce a sign that the digirati were right about the pedagogical value of cyberspace? In short is more communication always good for kids? Childrens Media Cultures in Transition? I have listened to innumerable talks where technological optimists foretold how connected multimedia offered innumerable advantages and none of the disadvantages of past stages of mediated childrens culture. They dismiss the violence of gaming, the cyber stalking on the chat rooms, the insistence of porn merchants and the unwanted Spam as incidental to the logic of computers and the inherent contingency of possibilities it brings to social life. Their faith in technology and their ignorance of social history are the twin indications that they have not bothered to examine how contemporary children use, and are effected by networked multimedia. Ironically, the most protean aspect of computering has been the jargon invented by the digirati to describe the social impact of video games. They speak as if computers re-invented human communication: a graphic spatial representation is now a virtual reality; audio-visual presentations of text, image and sound on the TV screen are multimedia experiences; and iconic representations of personality are computer presence. I admire their linguistic creativity, but let s remember that interactivity is a property of all communication media, even television which allows us to control the flow of programming, if to a lesser degree than video games. No one will deny that interactive technologies enable the user a greater degree of control over the flow of information, the consumer a choice of a novel leisure option, or the gamer a new structure of playful social interaction with other players around the world. Interactive game especially offer ways of orchestrating the narrative that TV can't. The navigational interface enables the player to make choices during the narrative or problem solving action creating the impression of control over the narrative. But the choices are programmed into the game as a matter of tactical decisions that are executed within pre-defined scenarios whose strategic parameters are preordained by the programming. Of all the forms of human interchange, perhaps non is more dynamic or complex than social play. A group of children engaged in role play or sports, or a community engaged in carnival celebrations provides a benchmark for self determining creative expressive events, that Huizinga venerated with the word play. To equate two way exchanges of digital information within computerized multimedia networks with this idea of social play, as if the former exhausts the later, is to seriously reduce the dynamism of human culture making. Put simply, the practices of technological design and programming sets limits on the possibility of culture making. Indeed, choosing a character or a weapon rail gun or a chain saw in a Quake Death Match is hardly a matter of radical openness or real choice experienced in playful encounters. The realities of the virtual play worlds therefore has little relationship to the promises made by video gaming afficiandos about young peoples constructive fantasies. Perhaps it is more than just the optimists faith in technology that needs rethinking. With the bursting of the dot.com bubble the prophesies of reinvigorated schooling and democratized play communities have dissolved into a laughable puffery; yet our homes and schools are hard wired like NASA coms centers. In US schools, where a cumulative investment of 120 billion dollars has been made so far in networked multimedia, there is still little evidence of educational benefits of the this pedagogical revolution and growing concern about how to maintain the enormous costs of installing, maintaining and upgrading the informatics infrastructure. (Becker 2000). Networked multimedia are used for word processing and email but in the wired classrooms their screen savers blink advertisements for MacDonalds happy meals. At home meanwhile, rather than homework, young males boys spend an hour a day questing and dueling on their educational multimedia. It was high time to ask not what media could do for kids, but what kids actually do with digital media in schools of course, but also at home. For when we actually look at what the game producers have programmed into the wired market, we see that the free play of children has been both channelled and constrained by marketing imperatives and specific research practices that leads to the distribution of only the kinds of gaming experiences that can maximize profitable growth (Kline 2002). This has lead to a narrowing of the potential diversity of interactive entertainment to the games preferred by the most loyal and frequent buyers of games youthful males (Provenzo 1997). It is difficult to find evidence of liberated subjectivities and egalitarian ethics in a virtual space designed for young males seeking intensified and violent conflict and escapism. It is not surprising therefore, that on the other side of the information highway Neil Postmans book Technopoly (1993) provided what is perhaps the clearest expression of neo-luddite skepticism about the potential of computers for kids. For Postman computers, like TV, fostered a mindless escapism which hastened the declining literacy and growing un-civility of the Nintendo generation. Postman laments that another generation was about to be amused to death by vapid entertainment delivered through new electronic channels. The introduction of interactive media into their daily rituals he argues, will continue to erode the four-hundred year old truce between gregariousness and openness fostered by orality and the introspection and isolation fostered by the printed word. Postman frowns upon the unrestrained enthusiasm for computers within educational circles stating in the most dramatic terms, the accusation can be made that the uncontrolled growth of technology destroys the vital sources of our humanity. It creates a culture without a moral foundation. It undermines certain mental processes and social relations that make human life worth living. (1993: xiii). Postman's challenges the idea the computers are inherently educational, preferring to point to the commercial institutions and cultural practices that programme and profit from it :surrounding every technology are institutions whose organization - not to mention their reason for being- reflects the world view promoted by the technology (pg 18) In Postmans view computer technology, like television before it, is part of broader cultural system in moral decline which undermines the four hundred year tradition of literate childhood steeped in values and belief systems cultivated by the enlightenment. Learners, Spectators or Players? The theory of convergence also ignored the key lessons of communication history taught by scholars like Marshall McLuhan (1964). As the title of this paper suggests, there is abundant evidence that three media -- books, TV and playthings -- have established their place in young peoples lives both expanding and channeling the range of childrens social communication. (Kline 1993) Yet the effects of these media is never simple. Taking literacy as the measure of civility, a modern conception of progressive childhood emerged in the early 20th Century which made reading and writing associated with books the essential agenda of development. Books transmitted essential knowledge and culture to children, who were prepared for adulthood in a protracted process of becoming literate through a graduated developmentalism. Of course there were many other ways of using books for play, entertainment and story telling-- but progressive educators the task of learning to be literate by disciplining their interactions with the written text-- as a privileged process of their socialization. It was against the backdrop of the privileged role of books that childrens watching of television came as a shock and a confusion. Rather than educating children, network producers realized televisions sound and image immediacy offered novel ways to make stories more dramatic which could attract child spectators to the tube. They found that the television medium was superior to the book not for learning but for entertainment. And entertain kids TV could, with many of them watching up to 3 hours per day. If books were associated with learning in the schools, then TV was associated with passive entertainment in the home. Observing this growing tension between media forms in our culture, McLuhan warned, television not only assimilated story telling but also eroded the value of conceptual learning forged around books saying that "We are today as far into the electric age as the Elizabethans had advanced into the typographical and mechanical age. And we are experiencing the same confusions and indecisions which they had felt when living simultaneously in two contrasted forms of society and experience". Parents however, were alarmed by the growing tension between these two media cultures. But television was not the only new medium to impact 20th century childhood. As Brian Sutton-Smith has pointed out toys and games were increasingly deployed to make play the work of childhood. In becoming players children were encouraged to participate in another socializing activity, which in our modernizing world has become the sanctioned form of productive leisurea healthy way for children to spend their idle time, to express their natural exuberance, and to have fun in a socially acceptable way. (Sutton-Smith 1986). And although Marshall McLuhan is not generally thought of as a play theorist, he was one of the first to acknowledge the growing importance of sports and games as a unique cultural form within the post-war family. A game is a very ancient tribal cultural form, a ritual occasion for social communication defined by rules and competition, he points out. Games are not just stories (content) but situations contrived to permit simultaneous participation of many people in some significant pattern of their own corporate lives he explained. (pg. 210.) The games a people play he points out are themselves a media that communicate specific cultural values and sentiments. Asking the question are games now a mass media? he can only conclude that the answer has to be Yes. Of the various insights he offered, perhaps his most discussed and least understood is the medium is the message. Clarifying this aphorism, he stated that by this phrase what he implied is not technological inevitability, but rather that "any understanding of social and cultural change is impossible without a knowledge of the way media work as environments". As extensions of some aspect of ourselves McLuhan argued, media expanded our human potential for communication generating unique, and sometimes contradictory disturbances in our social institutions, arts, knowledge, attitudes, habits and perceptions (McLuhan, 1964: 26). But the already established pattterns and practices of human culture were the context in which media exerted their influence. Historically, he points out that television did not overthrow the literate culture which preceded it so much as aborb and rework it as old forms of communication and contents migrated into new media and were hybridized as they interacted with each other in the new electronic environment. It was into this mixed culture of childhood that video gaming was first introduced during the 1980s. Although they were originally thought about as toys, interactive media have quickly revealed themselves to be a highly convergent medium which developed a hybrid cultural activity that fused these prior aspects of childrens cultural practices. Their associations with toys linked video and computer games with childrens play and the history of sports, role play, competition and skills training that have become deeply embedded in childrens culture. By linking up players through on-line connections connected multimedia were forging new channels of communal participation in play. So too, computers create new conjunctures of possibility for human expression: but their impact still depends on the social institutions which design and distrubute them, and the interests and willingness of those that use them. So Marshall McLuhans more complex portrait of our post-war global village traumatized and galvanized by colliding media cultures, has all but been forgotten by those optimists who fortell our childrens happy future from the interactivity of computers.As a computer connected into the television screen they provide a graphic visual form of entertainment, yet users have greater control over the flow of dramatic stories from the screen, which makes televisions interactive entertainment look pale in comparison. As a text based information distribution system connectivity provided access to information data bases which made books look like sluggish and forbidding ways of learning. In short interactive play is hybrid cultural form that combined the story telling capacities of video, the information processing capacities of computers, with the active participation of toys. This hybrid medium has grown into a rapidly expanding digital entertainment network which complements and competes with other media traditions in childrens lives. The above analysis suggests that it is the hybridization of cultural traditions rather than the convergence of technologies is the most interesting feature of connected interactivity. Researching the Media Saturated Household It was time to stop speculating about how new media impacted kids, Sonia Livingstone and George Gaiskell (1997) argued, and study empirically the actual use of these new media within the domestic context. Livingstones (2002) account of the impact of new media shows why we must take seriously the notion of the media environment by providing a more realistic picture of how children incorporate various electronic information and entertainment sources into their daily routines within the media saturated household. This study of media use in the home situates childrens patterned use of new media within the underlying household social ecologies including the physical organization and social relations of family life. Time spent in mediated (as opposed to personal) communication is at a historical high in the U.K. National policy and commercial environments obviously play an important role in the patterns of use of media technologies in the home. For example, the differences between Britains bedroom culture (privatized media) and more traditional familial use patterns found on the continent deserve some attention she claims. So do sociological factors, for as in Himmelweit's original study, media use patterns are contingent on class, region and gender. So for all the promises of universal education, ICTs remain a socially embedded cultural resource within contemporary British families. Young peoples communication patterns are diverse. They include social interaction, homework, and leisure reading, playing, looking for information and being entertained in various ways, and through diverse media. Yet their use of old media like TV, CDs, and books for entertainment is not largely altered by the incursions of the digital technologies. The new media too seem to have been incorporated into the old media cultural patterns, particularly social interaction and popular entertainments. The addition of video game play is perhaps the most significant new communication activity in the media rich household, especially for boys. As Livingstone concludes While adults wish children would gain from the encyclopaedic knowledge resources of the internet, their children play fantasy games or follow their favourite television and sports stars, or discuss their lives cautiously, playfully or controversially in chat rooms. (Livingstone Pg 241) American researchers provide a similarly telling picture of the impact of new media on childrens communication routines at home. Interactive media are found in the vast majority of American households, but the old media still pervade their day. The amount of TV viewing averages 2:45 hours and has not decreased across the youthful population, who continue to read magazines and listen to music. Although the time spent using all media has increased with wired penetration of the household to 5:29 hours, a digital divide persists with wealthier children owning PCs more, having more media in their bedrooms, and having access to the internet, while poorer ones rely on TV and video games for their electronic entertainment more, being net consumers of all media for an hour longer. (Kaiser 2000) Time spent with media increases from 3:34 hours among the 2-7 year olds to 6:43 for the 8-18 year olds because children have tended to add up to one hour of new media use to their already stretched leisure schedules. New media are used more by boys than girls. Boys also clearly have access to and enjoy video game play more. Although they spend little time completing homework assignments on line or researching their hobbies, young people have accepted interactive media as a comfortable place to spend just under one hour of their leisure time each day. (ACCP 2000). A similar story unfolds in Canada where the number of wired households with children hovers around 79%. Indeed Canadian children live in one of the most wired families in the world and are well on their way to being among ICTs most avid users. In a recent Canadian study of over 5000 young people conducted by the Media Awareness Network (2001) researchers found that young people still preferred television, which 81% report using every day, compared with 43% who go on the internet every day. Music and video games are also popular with 48% of males but only 16% of girls playing off-line every day. Economic status and gender are important factors shaping how Canadian children gain access to and routinely use the net (Sciades 2000). At home the internet is primarily used for downloading free music and software (Napster was still free), playing games, chatting and cruising fan sites. The way children use the internet however is gendered with girls being more likely to prefer messaging and email (68% vs. 45%) and chatting (42% vs. 32%) while boys prefer gaming (56% vs. 37%). Gaming and downloading music remain the most frequently reported use of the internet. Their least favourite activity is using the web for educational purposes which they only do when they are required to. Although 7% of children reported using the internet daily for homework, this was mostly done at school. My own studies of media saturated families in B.C. has more or less replicated Livingstones studies (Kline 2001) finding that teens are spending up to 6.1 hours per day with electronic communication. Similar to those in Europe, these teens have more scope to choose among more communication options than ever before: they have books, music, games, phones, and screens in abundance often in their rooms. Open the door of BC teens bedrooms and you will inevitably find books and music (94% have books, 91% have music), TVs 42% and Internet connections in 30%. Over 80% reported having two or more media in their rooms (14% had six or more). Despite these new communication options, music and television watching have evidently not lost their appeal as traditional forms of entertainment taking up the lions share of young peoples leisure. Together, watching TV and listening to music are the main forms of entertainment (24 hours per week): downloading music on the net, and listening to it on MP3, have supplemented the radio and phonograph. Moreover teens have in the past, and continue to spend a lot of time maintaining social contact (8 hrs/week for girls and 5 hrs./ week for boys). When young people use the internet it is largely to download music, to chat with friends, to cruise the fan sites, and increasingly to play on-line games (Kline 2001). To the degree that cel phones and ICTs provide new channels for social interchange they can provide a space for one of teens favourite activities conversations and hanging out. Although TV time is the same for both genders, boys report reading less than girls.  Although music, reading, hanging with friends, sports and of course television dominate BC teens preferred activities, boys do put video games at the top of their list. New digital media fill another 21 hours per week with boys spending at least an hour per day more than girls with them, mainly on the computer or playing video games -- increasingly playing games on line. Girls, report being less enamored with video games, but do explore the fan sites and send messages. The also are more likely to read books and enter chats. For most teens ICTs seem to vie with the telephone as a medium for bonding with friends in chat rooms or on-line gaming dens. There was a considerable digital divide between boys and girls access to new media. Twice as many boys report having ready access to videogames (43% vs. 17%), PCs (43% vs. 22%) and internet connections (40% vs. 17%) in their rooms than girls. Access to media in their own room consistently related to propensity to use them more. The digital divide reflects the gendered entertainment preferences that were established in childrens play cultures. Boys prefer the action combat, strategy and role play games while girls prefer the adventure, puzzle and classic games. Rather than change childrens play cultures, digital media seem to be consolidating the same barriers that have long existed between the sexes.  Assimilating new media into their established peer interaction and entertainment activities, it is in the popularity of video game play that we find the clearest indication that something is changing in the media saturated household. The interactivity and connectivity has not so much transformed youthful entertainment cultures as supplemented its play options, by building on boys interest in war and conflict games, sports and fantasy role play. This is particularly evidenced in the analysis of the heaviest users of the new media environment the avid heavy gamer who is more likely to play combat and role play games and less likely to play adventure and sports games. The expansion of video game play has largely been achieved on the ability of the gaming industry to deliver these entertainment stalwarts in an attractive new way. It is important to reflect on the immersion, play control and flow that gamers report as the active meaning-making experiences of these types of games. Simulation games edutainment and puzzles are consistently among the least preferred genre (Kline 1997, 1998). Anyone trying to understand the media saturated household needs to understand the trade offs young people make when they chose been learning, entertainment, peer bonding and play. These trade offs speak to a wider set of social and emotional problems young people face at school, in peer groups and families. Our study reveals that the heaviest gamers are likely to trade off reading books and homework for screen entertainment, sleep for gaming, virtual play for active leisure and social interaction. Heavy gamers are most likely to report that they make friends by gaming, and that most of their friends are gamers, although in many cases they also report wanting to socialize with their friends in reality, but not being able to. The virtual sociability created in computer mediated play is a phenomenon in need of study. Although friendship and entertainment seem to win over learning, it appears that for boys, playing games wins over all. But it is also important to situate young peoples use of mediated communication in its social context of family relations. Childrens freedom to use media, however expanded, is not absolute, especially for the very young. Our data show that we must carefully set young peoples active engagement with their media within the constraints of family and peer relations. The supervision of media by parents remains an important part of the ways children gain access to and navigate the converging media environment, both in terms of encouragement and modeling, as well as constraints and rules. Children with more media in the bedroom, are less likely to report supervision and more likely to engage in risky uses of the internet. Family dynamics and parental attitudes, like peer relations are an important aspect of the analysis of contemporary play cultures.  So as in Britain and the U.S. it has hard to find evidence that the diffusion of ICTs into the Canadian household has been educationally beneficial or socially leveling. Moreover as this study shows, more teens are regular users of porn sites than use the internet for homework or self-development on a daily basis. Meanwhile theft of software, cyber stalking and unsolicited marketing have become serious issues that are making make both parents and young people wary of their use of ICTs. Around the world, inundated by porn site solicitations and concerned about Quake addiction, concerned parents are severing the electronic umbilical cord because these dreams of networked learning have dissolved into a XXX wired playground. Disillusionment with the web in Canada, was evident in the fact that 200,000 subscribers logged off forever in the last 6 months of 2002. The reason they consistently gave was that they were worried about porn and security or they just never used the service because it doesnt provide value for themselves or their children (Statistics Canada 2002). Conclusion The problem with the spin-doctored promises made about the digital generation, was a failure to actually examine how digital media impacted childrens culture. We now know that these claims are overstated: interactive media didnt radically alter childrens culture or displace television and books. In fact new media took their place along side those other traditional new media forcing trade offs in some cases and hybridization in others. The convergence in childrens media has resulted in a dynamic and constantly changing domestic entertainment environment, in which video game play has become an attractive alternative play form for many kids especially boys. But it hasnt altered the course of history. The threefold promise of democraticized access to information, powerful new opportunities for learning, and active leisure were never confirmed by those who bothered to look at how children actually use the new media. Ironically, on the same day that Steve Coles resignation was announced, newspapers reported that the legacy of our digital folly was still with us. Computers were still being ordered for Quebec schools even though evidence had been found that computer assisted learning was of little value (Globe and Mail 2003). This does not mean that computers can not be educationally useful. But it does mean that pedagogical use cannot be driven by a blind faith in technology. Although chat rooms and email enjoy some popularity among digital kids, the primary driver of internet was the free music and games, which they now can and do play at school. Unfortunately, the investment in technologies were traded off against investment in educational software, and perhaps more problematically against proven sports, music and arts programmes in the schools. Little wonder that studies of public opinion show many parents gradually becoming more concerned about their schools wasting money on computers and cyber kids spending too much time playing them. New media have simply added to public confusion about childrens culture, and to anxieties about medias contribution to school shootings and bullying, addiction, and threats to the security and well-being of the digital generation. No one can predict the future, but as Sonia Livingstone points out one thing is sure: public debates about the benefits and risks associated with media saturated childhood will not disappear any more than childhood. Bibliography APPC Media in the Home 2000: The Fourth Annual Survey of Parents and Children . Pennsylvania: The Annenberg Public Policy Center of the University of Pennsylvania. http://www.appcpenn.org/mediainhome/children/ Barlow, John Perry. 1994 The Economy of Ideas, Wired 2, no. 03,. Available on-line at  HYPERLINK "http://www.wired.com/wired/archive/2.03/economy.ideas_pr.html" http://www.wired.com/wired/archive/2.03/economy.ideas_pr.html. Accessed 1 March. 1998 Baty, Phil. 2003. Virt-u dies with nothing to show but cheap porn. 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RippoKevin Sven Berg Rick BerzleNeil Waddington Searl TatefritzBart Elsenberg Sue Gallagher Adrian WendenFinanceTCIChantal JodouinfaubertaSRCLawrence HewardTI_MTLAnh NgoLis Grete MllerHlne Lafferre Tom LindstrmPierre-Yves Hbert Rainer Lder om LindstrmRANCY FranoisRancy FranoisKr0 henbhl PascalGenevive Juttens Anne FranoysDlgation Personnel,Kjell Engstrm Cline Roth N.A.N.B.A. Pat Norman Lou Montana arobinsonJohn Lee Joan GladwellVtas.- Gladys Garcia ORIOL MESTRE INFORMATICA Oriol MestreGabriela Almazo BENNY MICHP^h2aT5s*h~e"a199Գ̵hqpM')D3g԰}E6bȆ7pk͗ j!r`smhl} f1ܞs8:1,`_M mSC\Cd"L tx#m}|e#S1[ztȓc P1[uPS>vXKKmX q\9 W4pkลamQ|7-׶}/&ia")zO?In<5{qh{ww}GͷXˢ*{NVF})_=nTcҎ!l3M;sl7/_{X~E@ܛ/}, T~EanIdŃAQ4>Lxohg等&jjmb%3\j"?$JRTA6K8Z)Z!JZcPC@,-R - i V0\zvy.IT?WXHlnHsFI]= A4}u eTl :K34c[8 >׸׆/7AZ ˺6:bT\xd}u _mn%Įz%%|E;6 ρϳ.-=I&<>ɺ6bU0"_Z/tAY%|EۧzAXnEl;>Vv%|E-}u+܂l[=;%CG‡഼e?ZnRKl)E)5w픶vUZפ@״֚^%YswOhkiW5&ݾT8Ү*[L£ kG:(Sa Ț'Am-dRt @<-dW[KlN({ k*ZUekeA'nG#>gDY8sads~~5VGtKvo#>M[hsw @|7D|t9On{~u5#% /1Фī_!~ȟC~򛐧B 92rG!cB>jTͻQ9V̻AJ H^H~w^?ҝo{gn}=;Cg>hcTٍkOY _s@my O9Ӵ#w2L?,{B5=IwpA%|dŞ 39ݬ ć8zV7ؓHnvPEȤmn"~^OCNfӹ>BU:D-OIyiDw)33i&`o9=ctԈm\{ErR~|Fw8Z}$:la{VUrd̹M$463-%*U3K^l0Z/.w\P?MiZ6thinking entrepreneurs in cyber-   as a revolutionizingtal media advertisers embedded utopian, it is impossible not to notice the Toffleresque underpinning of these promotional missives to parents and tAUDGABRIELA ALMAZO OMARINA BATTAFARANONALLELY GRIMALDOCHRISTEL BRANDWAGTMonica Noriega CanoLORDES RODRIGUEZ Carmelina Iannarone Joseph Marion Robert BoyleRDP392Lidia Garcia Alonso informaticaALEJANDRA BAROCIOMONICA NORIEGA CANOGte. ResidenteDIRECCION COMERCIALCORAL ORTIZ BREANMA LOURDES RODRIGUEZ Coral Ortiz BASISTENTE DE VENTASMauricio GregorioTatiana Mendez SuarezTATIANA MENDEZ SUAREZCLAUDIA ZEVALLOSEDUARDO MARTINEZ SANCHEZ Benny MichaudCLAUDIA ZEVALLOS SOTOMAYORRESTAURANES Y BARES ADDY AGUILARCentro de ConvencionesPC USO COMUN 2federica Cary ObregnPc Uso comun No. 1DAVID SOLIS GOMEZ AcerCustomerCOM01CHRISTEL BRANDWAGT WOLFKAMPALMA ISABEL HERNANDEZMarco MenzhausenYves GubelmannGCSEC.I.S.BETOCARMELINA IANNARONEKarl K RossiterCraig K. Tannerandram Ken TakagiINTELSAT Chris DurstDhanika Athukorala Patti Harper Jim Sweezie Lola JacobsenLinda Lee Johnson Claire DillonHouse of Commons Linda GeorgeMike N Terry RuddenConsilium ConsultantsSietze PraamsmaMarc Dianne BrydonCarol Richardsonkaren w stanleyDAIANNA Denyse Marion K. WilkinsonKimberly R. HartleSuellen KacklayJoan Jenkinson Len Henry Jim WarrillowsthilaiwLaptop JHoffmannCRTCSullivan, Julie Hamid KohanArlene Cheefoon LSonnenbergtpgSophie Tantsis MontemurroJENNIFER BROWN David Nelson Microsoft Tammy BrimmMedardo RodriguezlgasperFredelle Brief Borg, Lynda Marketing Sandy JanzensjanzenSupport T.C. RawlingsColeen Marfo-AgyiriMelissa NewelldeepakaCheri ChevalierMedelanecward Tech ServicesvisionJean FlemingtonFlemingPeter C. FlemingTrevlyn GauthierKristen Dolynko***Elizabeth Ostiguy Robert EnniswernerGkingDevlinNABALouise CorbeilMicheline MckayCCTRandy Saunders Bill WiltonPatrick Morrison Natalie RothPauline Couture Mary RoweCh-.cd(de9:34`a!"lm|yvEml23,->9H.-.cd(de9:34ddd`a!"lm;<@Add;<@A vw^_)*-./0ADE89<=UXz{Ki^&TU+,+| !Xvs2^678hicd*й CJOJQJ CJOJQJjCJU0JCJjCJU jCJU0JCJOJQJjmCJOJQJUj0JCJOJQJU0JCJOJQJ0J6CJOJQJ B*CJph66CJCJ4 vw^_)*-.dd,.34:;=>E L,^thv&@&(.0<>JLPRTVbdrtv^t66 7<7T7V7 999D<<==*>B>D>]]6 B*CJph6B*CJphH*5 6B*ph B*phmH jUCJ CJOJQJ6CJOJQJM./0ABCDEƛ0z,¼Xz$Vd^`deryl BlakeneyJacqueline CoutureMatthew William FraserMatthew W. Fraser Susan Peacock The SenateMonika Nink-Admin-2605 Moses ZnaimerAllan SchwebelTurta Sally GoernerCC8Alison Dolgener Ian SmithJohnston Smith InternationalBoard of TradeJudith Anne RamsayAlan BroadbentStuart Peterson Brent Johnson Ron Poling Mouland, Ivy Ivy Mouland Lee WhiteOFFICE MANAGER Scott White PresidentCindyWayne WaldroffThe Canadian PressDXG Norm Graham John BeatonLa Presse CanadienneDeborah McCartneyDMMMichael Feketejilth David Ross Dean BeebyMcCartney, DeborahKim Weir VancouverKevin WiltshireCanadian Press McCartney Kris FaibishkrisfaMichael FortsonLynda WaldroffCXPKAM Colin PerkelLee-Anne Goodman Patti Tasko Paul Woods White, ScottWaldroff, Lynda Diane Varga Dan GuyonOliphant + Whitedorothy Lagerroos Mark HillierPatrick GossageMicrosoft Select AgreementMinistry of Citizenship M.V. 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Harrit R-TU-RDavid BradshawjmvBBC SchachlbauerGeraldine Tarroux Graham Crisp Rob Koenen R I CollinsClive Stubbings Gerhard Stoll **********edler John Muller renata zechaBRTNdorseyGeorges Leclercq Anne Franoys Hilary JonesguestsgPatrizia Brauncornevinfontaine Henning HORSTKREUELS THOMASTerisse Brigitte40 15_Dumont, ArletteDUCOMMUN NATHALIETanya C MenneerNatacha Da Silva chevalier Naets, Tony Tony Naets lelouerecSMITHLelouerec, Nicole William LloydDVB Project OfficeThorensDlgation Personnel, Ecott, MartinEdgerley, KeithphillipsPhilippe MOUNIERCaroline PhillipsglLundbyDMVFletcherPatrick Cannon CHRIS MARKSWAGNERWintereFranc KozamernikKjell EngstrmKarina ChristensenlafougeKingswood WarrenlSIRTILucent TechnologiesAlvarez David WoodPansartE.VOGT Erich Vogt Erich VOGT Cline RothPAULA AdministratorNG Korer, Jeremy Peter AngellIvana ZahradnikovaChristiane ZAHLER BourgogneRSDE Micro Secretaryvan OschBenovsky, VlastimilNTRIGUE stanislasRobert ShefferRobert ScheaferVict96 Melba Morrow Steve Blair Mike GrimesMichele GravesBenjamin Caballero Andrea DunnStephanie D. ParkercleeU.A.B. Diane GuinanCamillia ClarkMilton NichamanMilton Z. NichamanStephanie Parker Colleen Flora Greg WelkHKPDCAH 1COOPER INSTITUTE NICHAay, not just one, but several steps ahead of the game. The right to a new computing dynamic with the vision to take you into the future. And not only do you have the right to information technology that works the way you want it to, you have the right to change it at will. It is your due, now is the time to realize significant return on your technological investment. It is not simply about systems, it's about the emancipation of information. Java Enterprise Computing is here and it will set you free. Stretched across the two-page ad is the text: "LIBERTY!"JavaInformatics manifestodeclared in Java s The of computer revolutionarieson of a born-again capitalism step into the information age. force in children s livesA proteanving analyzed several hundred for multimedia new mediant and consumer sovereignty computer flexibilityIt may be that. Enthusiastsal juggernaututopian promise that childrennew Computers did create new possibilities for human expression: but their impact still depends on the social institutions which designed and distrubuted them, and the interests and willingness of those that use them. As a computer connected into the television screen multimedia have all the audio-visual qualities of TV entertainments, yet users have greater control over the flow of dramatic stories from the screen. In this sense they are undoubtly more interactive. digitalver the flow of meaningpre-, and experienced The suspension of disbelief is as much a part of the video gaming experience as it is of all representational forms.e convergence theoristsvery carefully been Yet educational invested indiscover that the design and interactive productsconstrainedIt can cost between 2 and 10 million dollars to produce a game, and so although anything can conceivably be programmed into a computer, market economics is a constraining factor narrowing ity of interactive experiences. those in the actualplays (Provenzo 1997)seriously reduce the dynamism of social playpeoples constructive fantasies.Learners, Spectators or Players? promised by the digirati The revolutionary theory of convergence ignored some of the key lessons of communication history taught by scholars like Marshall McLuhan (1964). Of the various insights he offered, perhaps his most discussed and least understood is the  medium is the message . This phrase is often taken as a jumping off point for their own technological determism by authors who fail to appreciate McLuhan s paradoxical style. Clarifying this aphorism, McLuhan stated that by this phrase he implied no technological inevitability, but rather to remind us that "any understanding of social and cultural change is impossible without a knowledge of the way media work as environments". As extensions of some aspect of ourselves McLuhan argued, media expanded our human potential for communication generating unique, and sometimes contradictory disturbances in our social institutions, arts, knowledge, attitudes, habits and perceptions (McLuhan, 1964: 26). But the already established pattterns and practices of human culture were the context in which media exerted their influence. Historically, he points out that television did not overthrow the literate culture which preceded it so much as aborb and rework it as old forms of communication and contents migrated into new media and were hybridized as they interacted with each other in the new electronic environment. As the title of this paper suggests, computers were developed within a cultural environment with well established modalities of communication forged around three prior children s media -- books, playthings and TV. Taking literacy as the measure of civility, a modern conception of progressive childhood emerged in the early 20th Century which made learning to read and write the essential agenda of children s intellectual development. Books were As Brian Sutton-Smith has pointed out toys and games were also to make play the  work of childhood . In becoming players children were encouraged to participate in an socializing activity which our modernizing world has become the sanctioned form of productive leisure a healthy way for children to spend their idle time, to express their natural exuberance, and to have fun in a socially acceptable way. (Sutton-Smith 1986). It was against the ideology of toys and books as tools of progress that children s television entertainments came as a shock. Rather than educating children, broadcasting seemed to offer, only passive entertainment, a flood of popular cultural experiences which attracted child spectators but offered few of the redemming qualities associated with the  productive pursuits of play and learning. Observing this growing tensions in our culture between these modalities of communication, McLuhan warned "We are today as far into the electric age as the Elizabethans had advanced into the typographical and mechanical age. And we are experiencing the same confusions and indecisions which they had felt when living simultaneously in two contrasted forms of society and experience". And although Marshall McLuhan is not generally thought of as a play theorist, he was keenly aware of the growing importance of play. A game he points out is a very ancient tribal cultural form, a ritual occasion for social communication defined by rules and competition  contrived to permit simultaneous participation of many people in some significant pattern of their own corporate lives . (1964:210.) The games a people play he points out are themselves a  media that communicate specific cultural values and sentiments . Asking whether games now a mass media, he concludes that the answer has to be  Yes . Unfortunately, Marshall McLuhan s complex portrait of our post-war global village traumatized and galvanized by colliding media cultures, has all but been forgotten by those optimists who fortell our children s happy future from the  interactivity of computers. It was into this mixed and synergistic cultural context that video gaming was first introduced during the 1980 s. Although they were originally thought about as toys, interactive media have quickly revealed themselves to be a highly convergent medium. As computers they were programmable books which could deliver learning experiences in a more dynamic user-friendly way. Yet as high tech toys, computer games could also stimulate children s  productive play and the history of sports, role play, competition and skills training that have become deeply embedded in children s culture. By linking up players through on-line connections connected multimediaoria Battison The Information Management ForumQualcomm Incorporated Des DesikancalJeff Summerhays Peggy Burns Marian FiteBradley TemkinMonkMichael W. Dawson Susan CarneyMichael A. Parker EngineeringJaiminDr. Jaimin Mehta Lisa LaneExpersoft Employee Nancy Calhoun Mike Parker Ron Coleman Jeff EastmanAdministrationJennifer MooreJoseph F. Garon Joey GaronAnthony J. 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GilmanMinistry of Natural ResourcesCHRISTINE CAMERONCoraPeter KatzmarzykLungJANELLE Marj Keast Teresa SanoJim BuckinghamHealth Promotions Robyn KaldaClaudia Westland Hilton LondonMOOREER Susan RosidiPolicy Division - CTL Jon Stoddart p kellington Sandra Rogersmedia Laurie McLeanBirgitta AlmqvistComputing ServicesGreig de PeuterNipissing University Jeff MurrayAT Avery ArlidgeNameAVHPre-installed UserCarolyn Parker rszczotkoSchool of CommunicationValued Sony Customer Tom TupperDPearsonmarkBWoitCaroline Hicks Lamont Marie BrewerNick Dyer-WithefordVT-"OXXXX  '/6!t/04B$0mbAfufrXB$Omj wW۰QB$]$̐)}B$P|]:)^B$ratm%̗CSXB$EanIdŃB$~60uQ\@/( UteGLR < * # A< + # A< - # A< . # A< / # AB S  ?J/4.*F 4+Z!4*wM!O4-O 429 j o { }G'Q',,94D4V4\4 555577885><>V@]@@@BBQC[CEE-F2FGGI7KfKnK?NGNOO*O4OIOSOQQQQ:SBSUUVVWWNYVY\\^^X^^^^^_ __"_``JaSaddddddWeceff'g0ggg_hehXjajl#ln nnnpp*B*ph6'`6Comment ReferenceCJ2@2 Footnote TextCJ8&@8Footnote ReferenceH*d8     ^`o()^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`o()^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.88^8`OJ PJQJ o(n ^`OJQJo(o   ^ `OJ QJ o(   ^ `OJQJo( xx^x`OJQJo(o HH^H`OJ QJ o( ^`OJQJo( ^`OJQJo(o ^`OJ QJ o(^`o()^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.88^8`o(-DD^D`OJPJQJo(-h^`) ^`OJ QJ o(   ^ `OJQJo(   ^ `OJQJo(o and to propose a more critical way of thinking about the impact of it has helped construct for our children.international trade . ( 1998:1)explains (Kline et. al. 2003)ooked in recent accounts of the information economyn with a constructivist student- new media foment a synergy betweenKline, Stephen .ephen, and Greig de Peuter. 2002 Kline, S, Nick Dyer-Witherford, and Greig de Peuter. 2003. Digital Play: On the Interplay of Technology, Markets and Culture in the Making of the Video Game. 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And although he cultures For him the child watching sports or game shows on TV was not just a passive viewer of an entertainment content, but also a participant in a play ritual. y he points out are themselves mass  media In what might be his most prescient observation, he saw the broadcast media as amplifying the modalites of play in the postmodern culture.Yet he also recognized the underlying s created within cultural commentaries as we adjusted to these new , warningcomplex portrait of our emergineYet i pulled in one direction by schools and in the other by electronic media combining learning, play and entertainment in a synergistic experiencemedia are a that combined the story-telling it is the , thatthe interactive media environment.also SFU134/27/03 / =!"#$%|,, c(,,(d'`  T0mbAfufrX#T<$}xOG.v6NJ{iP65})!QD%Q{[,^@k{JkjNCV-r+}Ijyy;둿A^<r.2>^/ qSKA||Q e0c@ ib;a{m|io;Fb[vŖ{glػW߫9 0vkaQr%'m@yA Qgctü &Gdctü ^L1:a^^D : bh]1~^,w_2/{ȂXt0[̪3m4ˬ f m]f1b*s2+{HLр.X-р."jр.X?+ZfxvdgGL؇cXOyҰr bTwd|u[,X&5Jv'rkF,wM$Ix j5\LLE*&21qL2yoclX~s׷+iܣuoPSK%2Yrw33LLSw<C}]\g; +ǩ'qJ) ptr |r jd{|x[ukne/NY vRnh N0%hg;|Bxwj:6ϡ21wcnχ+РH ՄڿÓx6^ݰFQ{sw,/]d3'8ua/jb}lI&&gN 1U8>Tg9Z|tb.Il2zh k 6;U3ǬYgXz[n\xR_Ϯ'哷?*#x'(wިh)~4pN#xXH&\#[ TOmj wW۰ oxWMlT;?I²VVTn~\ح[ 'qRNl7(U[q@`qr^{ G$qiO0//Oz(/fd@p_aLXH<BR~+ X26` b6@ ϸAT#O?ivt5s*M︖o*kzTVtKJرꦦ;bTA)Ubv n8&ŴXT5\iI1m/QbBrEL"f8&Ŵ- ^p\iB>/{p` Ž+fs̱)(#>GSôljBqQ iNjd{E3;Qk8]0L; P׋8]0 unYE+I1nNF"@ 9]0LQ%1{cM12-=D3t0 ж0+*`ȩaZ%^b Ǥ$*`ȩaDE,^)*`ȩa PCN #"1Sr*6OA5%UnSLS؍mS%*fB=MѯeɜINB}-(]I|F[q]0j|tj҉/7BG1FߴׄҼXcq}0?m:}Ψ7 ITpCvN{bc@hږ/zq= Fb}/R݀l:vZc^COgCtwHc6TJ7-7]wzԤ5-M o 80`W@Ȧ7=5|`MEY'v #y^>:OoYlP]ӷԹT:Q\|P",Z:Fqsa:mVI73[Tn[pf˩8rw}V-g!,qI12yXY P'~+5xֳ"jx 8 TVP|]:): x /er\TRf Yd53V,Qu)?tqB'x.ٞC]ʏ+#<5]&=]UC.9(p9C2,tY!ڐ^M`/!sz]e2˫eu!]%I;Mǜ>c_T7b#Qc^GCN0 qԢӸU kxWz/0 1aTb[UQLwL o'U}R"^6M\Ps[%MsY8GxMG1r_ 4{]<`_&b銚,>ˌY16MĔ )M34`_&b 邚&AP^h2aT5s*h~e"a199Գ̵hqpM')D3g԰}E6bȆ7pk͗ j!r`smhl} f1ܞs8:1,`_M mSC\Cd"L tx#m}|e#S1[ztȓc P1[uPS>vXKKmX q\9 W4pkลa?3BE]^abcd59!A!A!A!A!A!A!A!A!!S!!!!S!!A!s!s!s!s!s!}!s!s!s!s!s!s!s!s!s!s!s!s!s!}!Q"!+pN!1!Q"!#?!+pN!&D!)I!8'!}!#?!,!s!s!s! !,!X!!}!1>X!#?!&D!1>X!&D!1!&D!&D!Q"!1!!Q"! ! !!!5!1!,!}!!!5!}!Q"!5!Q"!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!1!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!v:!!s!!wx1 kH*uR uM &2,!/4/47h889y:=FJMMRUzZ]brdddeAe~ee.fCfgfhf\l4rw{jtsԝ ]2!qIbdefgtuHIGH[\!",-89NOlm-.-.UVpqGHvw>?3O BE]^abccccd!"459(0(0(0(0(0(0(0(0(0(0000(00(0(00000000 0 0 0 0 0 0 0 0 0 0 0 0 000000000000>-0>-0>-0>-0>-0>-0>-0>-0>-0>-0>-0>-0>-0>-0>-0>-0>-00b0b0b0b0b0b0b0b0b0b0b0b0b0b0b00b0b00<0<0<0<0<0<0<0<00<0<0<0<0<0<0<0<0<0<00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000f00000000x+]6zz/RUWxf.$n\#gwچNOPQSTVXwE UnknownSFU steve kline#office of international cooperationToby Stephen KlineFaculty of EducationKline STACY SEAHfoobar Mark CroztUniversity Advancement Amy B. JordanJENNIFER LESLIEDARIA WOJNARSKI#Brian, Brenda. Lisa, Rob BrownridgeMonika Kin GagnonDean of Applied SciencesVPAContinuing Studiesfaculty of educationHuman ResourcesSneddon, Malcolm EDUC:EXThomas O'Shea Pat HolbornCDE Lucio Teles Linda GoodallPat Shaheen NanjiVivian Rossner Wendy PlainMalgorzata Dubiel Jan van Aalst Kieran Egan LeRoi DanielsDavid B. ZandvlietIrene Percival Drina AllenCUC Anne Kollberg Jan BouwenFaculteit ETEWJoseph S. MoagkatrienC.U.C Joke Hermes Ky[hsw @|7D|t9On{~u5#% /1Фī_!~ȟC~򛐧B 92rG!cB>jTͻQ9V̻AJ H^H~w^?ҝo{gn}=;Cg>hcTٍkOY _s@my O9Ӵ#w2L?,{B5=IwpA%|dŞ 39ݬ ć8zV7ؓHnvPEȤmn"~^OCNfӹ>BU:D-OIyiDw)33i&`o9=ctԈm\{ErR~|Fw8Z}$:la{VUrd̹M$463-%*U3K^l0Z/.w\P?MiZ6g the Media Saturated Householdlessons of communication theory the digital enthusiasts technological hyperboles paradoxical historical sensibility New media were not necessarily good or evil; but they did V,Qu)?tqB'x.ٞC]ʏ+#<5]&=]UC.9(p9C2,tY!ڐ^M`/!sz]e2˫eu!]%I;Mǜ>c_T7b#Qc^GCN0 qԢӸU kxWz/0 1aTb[UQLwL o'U}R"^6M\Ps[%MsY8GxMG1r_ 4{]<`_&b銚,>ˌY16MĔ )M34`_&b 邚&Am and Dana Richard Smith Jan HadlawxxxxxcmnsValerie Murdoch Chris Stack Gary McCarrongsNatalie CoulterJamesprr8eeeStaffMichelle Systems AdminSytem Support Coordinator Elio AntunesJodie Lyn-HarrisonDeniseSophie Nancy DuboisAlanMichelle BrownriggTammy LindoverJennifer GrahamNobodyJohn StathakosMichelle AbreuGiselleElioterry pedersenxxx Curtis Khan Chris MarkhamDICKIEAMCKEEGJARAJBUCHYS Ginty FittPRENTIB Bill PrenticeBARRERIGREGORSGILLES LIBOIRONHRDCMCPHERCFEIHLVDRIMMICLEONARRCOVELLMPOTTERGRICHARSMCTR Dwyer, SimonDWYERS Fanella Hodge Legal BranchHODGEFM. Elizabeth HeatelyMaurice StevensonFRENCHKRIQUELAMicrosoft CorporationCIRINNFFINDLAE GALLAGHERMORANCField ConsultantPINTOFThomas, MargaretTHOMASMACEVEDGChappell, PaulCHAPPEP Betsy HeatelyMarnette Jennings Dave RichkunG.A.Dr. Mark EvansGeoff Crysdale Darren Miller Vera JaegerSHAPIREJohnny Johnny Lucas All of UsLARMERSSTADDOCWilliaLOTAJ Lina HionsRATCHFDTHOMPSEPOTAPCKLABAJTSULGITBKEASTMTAITJ George PotterWEERESSKEITHJGILKGRODSKRFUNGRCADORERMCZCR M.Dookwah Buchy, SharonNEWTONNBLAINJLegalZUERNGKNEZEVM sheila larmerMAYERD Bebe JagtooLINDSAJARIGANM Brenda RoachSIMTOwens, HeatherOWENSH Adams, TraceyADAMSTJANICANROYAL BOTANICAL GARDENS Nancy WallaceSMITHT*ALPHONLUSERBROWNGG. BrownATKINSL KAREN CORNECEMENZIEFWILLIAABISSETTNGMHeately, BetsyHEATELBGROSSIACOSENTL Richard JulesITBTIONNDAVIDSSJARVISLLorne Ste. CroixERRYSPARSONJRobert LaforestCRAIGPWAGNERGEVANSMFURGIUASWITZERCARTERTYYSKAAMARCCASTIESRODAWASBATMAZMNonameLENGYELSMILRODVANEJSITJPHILLIDCOMEAUL Lyle MakoskyFOSTERC Kashul, PaularegtestKASHULP Rodaway, Sid Uwe SehmrauJ. Sutcliffe / E. SegalowitzJudy Sutcliffe Jorge Jara Ngoc L. TRANMinh Vu L. TranLAMClevassdJEANNEDMILRODGBRADYCSTECROLJeanneault, DonatBEATTIBKWIATEMHOYPFARROWBMATSONMBRODZKMCLIFFODMore than wordsClarkV Labaj, TreasaFernanJKANEKORROACHBGREENIC Karen DanielsGORDONMDIIORIDMILLERMStevenson, AlidaAlida Stevenson Jerry DupasOBRIENRHARRIS2 Greg BaekerMinhSDRILaurel WheelerBAZINCANSONCTRAMSAMSDOWNSNBEAVERRGOCOOLC Peter McLarenPIKEJGOBINSMARTINBMCINTOBGOBEILSROMUNDM Ip, FlorineIPFHIONSLinstallROWEMHAMILTTOLAKEGALANATOURNAHDave Erry, SamKORBEEB Canada GamesPOLKJHOLLANJKNIGHT2...LOBOJLEEDC.K. Tan Pat KellyCIFANISMCKINNJ Lori SmithPreferred CustomerBenchMark Communications Inc.MaryStan DidzbalisTRIMARMDEMELOM Dawn McDonaldDawnRichardKatieSystem SupportOpheaSystem Support Co-ordinator Doug Richards marg and tim= Giselle SicchiaOPHEAAlanH Doug ThompsonMARJORIE KEASTYUDELMJJF GroupJohn FirttenburgMikedoc David Sheltonkevina Training User Dorothy FryTurgeonMartha Binstock Viivi RiiserickaSeneca Collegetom Salim DhanjiRichard NeubrandMELANIE ISHMAEL Randi FineSugarman Mark SurmanRUBINASANKARRFUCompaqslewisKALJURTFRITZLKSHARKEBBrigitte PednaultLEBERTSVALERIAVirtaK ROSBOROUGHWAITEA Paula KashulHOLLINJPINEDANTeitelbaum, SariRACHWAT Ian E. HiltonGraham Davies & Family mickey mouseWILSONIFLEMINS janmohamedVIDELAJELLIOTTHALLBPASSMOEJAGTOOABRAHADAbraham, Diana Mike HallThe Hall FamilyHUITWEEDONL TheriopoulosPaul J. Thiessen Elaine Gaudet Scott Lengyel Lawrence Hill Rogers, WylieSNOWDOATEITELSKOOLMCWILLLNAMOCAENamocatcat, EdnaBROMMW sandra veyLISTONN Jackson, DaveJACKSODHogan Barb ReesSharon MacisaacMennaMBULLARPWILSONA Wilson, AnnZALDIVFZaldivar, FelinaCHRISTJSILVAEfairbrm Eta WoldeabSharmini PeriesHowy 00000x+]6zz /RUWxf.$n\#gwچ NOPQSTVXwE UnknownSFU steve kline#office of international cooperationToby Stephen KlineFaculty of EducationKline STACY SEAHfoobar Mark CroztUniversity Advancement Amy B. JordanJENNIFER LESLIEDARIA WOJNARSKI#Brian, Brenda. Lisa, Rob BrownridgeMonika Kin GagnonDean of Applied SciencesVPAContinuing Studiesfaculty of educationHuman ResourcesSneddon, Malcolm EDUC:EXThomas O'Shea Pat HolbornCDE Lucio Teles Linda GoodallPat Shaheen NanjiVivian Rossner Wendy PlainMalgorzata Dubiel Jan van Aalst Kieran Egan LeRoi DanielsDavid B. ZandvlietIrene Percival Drina AllenCUC Anne Kollberg Jan BouwenFaculteit ETEWJoseph S. MoagkatrienC.U.C Joke Hermes Kym and Dana Richard Smith Jan HadlawxxxxxcmnsValerie Murdoch Chris Stack Gary McCarrongsNatalie CoulterJamesprr8eeeStaffMichelle Systems AdminSytem Support Coordinator Elio AntunesJodie Lyn-HarrisonDeniseSophie Nancy DuboisAlanMichelle BrownriggTammy LindoverJennifer GrahamNobodyJohn StathakosMichelle AbreuGiselleElioterry pedersenxxx Curtis Khan Chris MarkhamDICKIEAMCKEEGJARAJBUCHYS Ginty FittPRENTIB Bill PrenticeBARRERIGREGORSGILLES LIBOIRONHRDCMCPHERCFEIHLVDRIMMICLEONARRCOVELLMPOTTERGRICHARSMCTR Dwyer, SimonDWYERS Fanella Hodge Legal BranchHODGEFM. Elizabeth HeatelyMaurice StevensonFRENCHKRIQUELAMicrosoft CorporationCIRINNFFINDLAE GALLAGHERMORANCField ConsultantPINTOFThomas, MargaretTHOMASMACEVEDGChappell, PaulCHAPPEP Betsy HeatelyMarnette Jennings Dave RichkunG.A.Dr. Mark EvansGeoff Crysdale Darren Miller Vera JaegerSHAPIREJohnny Johnny Lucas All of UsLARMERSSTADDOCWilliaLOTAJ Lina HionsRATCHFDTHOMPSEPOTAPCKLABAJTSULGITBKEASTMTAITJ George PotterWEERESSKEITHJGILKGRODSKRFUNGRCADORERMCZCR M.Dookwah Buchy, SharonNEWTONNBLAINJLegalZUERNGKNEZEVM sheila larmerMAYERD Bebe JagtooLINDSAJARIGANM Brenda RoachSIMTOwens, HeatherOWENSH Adams, TraceyADAMSTJANICANROYAL BOTANICAL GARDENS Nancy WallaceSMITHT*ALPHONLUSERBROWNGG. BrownATKINSL KAREN CORNECEMENZIEFWILLIAABISSETTNGMHeately, BetsyHEATELBGROSSIACOSENTL Richard JulesITBTIONNDAVIDSSJARVISLLorne Ste. CroixERRYSPARSONJRobert LaforestCRAIGPWAGNERGEVANSMFURGIUASWITZERCARTERTYYSKAAMARCCASTIESRODAWASBATMAZMNonameLENGYELSMILRODVANEJSITJPHILLIDCOMEAUL Lyle MakoskyFOSTERC Kashul, PaularegtestKASHULP Rodaway, Sid Uwe SehmrauJ. Sutcliffe / E. SegalowitzJudy Sutcliffe Jorge Jara Ngoc L. TRANMinh Vu L. TranLAMClevassdJEANNEDMILRODGBRADYCSTECROLJeanneault, DonatBEATTIBKWIATEMHOYPFARROWBMATSONMBRODZKMCLIFFODMore than wordsClarkV Labaj, TreasaFernanJKANEKORROACHBGREENIC Karen DanielsGORDONMDIIORIDMILLERMStevenson, AlidaAlida Stevenson Jerry DupasOBRIENRHARRIS2 Greg BaekerMinhSDRILaurel WheelerBAZINCANSONCTRAMSAMSDOWNSNBEAVERRGOCOOLC Peter McLarenPIKEJGOBINSMARTINBMCINTOBGOBEILSROMUNDM Ip, FlorineIPFHIONSLinstallROWEMHAMILTTOLAKEGALANATOURNAHDave Erry, SamKORBEEB Canada GamesPOLKJHOLLANJKNIGHT2...LOBOJLEEDC.K. Tan Pat KellyCIFANISMCKINNJ Lori SmithPreferred CustomerBenchMark Communications Inc.MaryStan DidzbalisTRIMARMDEMELOM Dawn McDonaldDawnRichardKatieSystem SupportOpheaSystem Support Co-ordinator Doug Richards marg and tim= Giselle SicchiaOPHEAAlanH Doug ThompsonMARJORIE KEASTYUDELMJJF GroupJohn Learners, Spectators or Gamers in the Media Saturated Household? An Investigation of the Impact of the Internet on Children s Audiences Stephen Kline, School of Communications Simon Fraser University Burnaby BC, Canada Introduction The era of Java Enterprise Computing has arrived. No longer must we be tied to a single master. Today we consider the following to be inalienable and available to all. The right to harness technology to stay, not just one, but seveworld has drifted into a funk.W and superfast graphic computers,game sales and matches the amount spent on schools computers Although on-line gaming has been around since,was one of the PC games to successfully behaves like a member of a cult, logging on line,racters and items can be, or traded at ancillary web sitesMoreover this on-line entertainmentUltima pioneered the mmetagenre which blended the cyberculturepopulist  republic" of networked surfing the net and playing video games interactive entertainment same Toffleresque tropes intoo promised liveliness enhancing ersion in  virtual worlds was both intellectually challenging yetways to skill children for the inevitably wired (Selwyn et al 2001) optimistic researchers promised that free explorations ofproducts like on-line web sites, encyclopedia, and educational games educational toys and films of gaming, the cyber stalking iporn merchants, banality of  cut and paste homework assignments, the encounters with racism and hate sites, and the perpetualnetworked it brings to children s learning I have also visited classrooms where proud teachers show me students aimlessly  texting to each other about rock stars, surfing fanzines or even playing videogames in the classroom, as if these were ways of fulfilling the IT curricullum because no legitimate educational strategy has been developed for using the networked computers. digitalICT variousvarious and organizationscan afford to Thest protean dimension of the information age perhaps is thescribe children sexperiences with interactive characters s or  avatars ; moving through mazes is exploring their own imaginations; and any response to an event on the screen is a constructive  interaction . erty of all communication media. Even televisionthe same potentials  to entertain.Yt Computer technologymedia provides the with SFU124/28/03 / =!"#$%|,, c(,,(d'`  T0mbAfufrX#T<$}xOG.v6NJ{iP65})!QD%Q{[,^@k{JkjNCV-r+}Ijyy;둿A^<r.2>^/ qSKA||Q e0c@ ib;a{m|io;Fb[vŖ{glػW߫9 0vkaQr%'m@yA Qgctü &Gdctü ^L1:a^^D : bh]1~^,w_2/{ȂXt0[̪3m4ˬ f m]f1b*s2+{HLр.X-р."jр.X?+ZfxvdgGL؇cXOyҰr bTwd|u[,X&5Jv'rkF,wM$Ix j5\LLE*&21qL2yoclX~s׷+iܣuoPSK%2Yrw33LLSw<C}]\g; +ǩ'qJ) ptr |r jd{|x[ukne/NY vRnh N0%hg;|Bxwj:6ϡ21wcnχ+РH ՄڿÓx6^ݰFQ{sw,/]d3'8ua/jb}lI&&gN 1U8>Tg9Z|tb.Il2zh k 6;U3ǬYgXz[n\xR_Ϯ'哷?*#x'(wިh)~4pN#xXH&\#[ TOmj wW۰ oxWMlT;?I²VVTn~\ح[ 'qRNl7(U[q@`qr^{ G$qiO0//Oz(/fd@p_aLXH<BR~+ X26` b6@ ϸAT#O?ivt5s*M︖o*kzTVtKJرꦦ;bTA)Ubv n8&ŴXT5\iI1m/QbBrEL"f8&Ŵ- ^p\iB>/{p` Ž+fs̱)(#>GSôljBqQ iNjd{E3;Qk8]0L; P׋8]0 unYE+I1nNF"@ 9]0LQ%1{cM12-=D3t0 ж0+*`ȩaZ%^b Ǥ$*`ȩaDE,^)*`ȩa PCN #"1Sr*6OA5%UnSLS؍mS%*fB=MѯeɜINB}-(]I|F[q]0j|tj҉/7BG1FߴׄҼXcq}0?m:}Ψ7 ITpCvN{bc@hږ/zq= Fb}/R݀l:vZc^COgCtwHc6TJ7-7]wzԤ5-M o 80`W@Ȧ7=5|`MEY'v #y^>:OoYlP]ӷԹT:Q\|P",Z:Fqsa:mVI73[Tn[pf˩8rw}V-g!,qI12yXY P'~+5xֳ"jx 8 TVP|]:): x /er\TRf Yd53V,Qu)?tqB'x.ٞC]ʏ+#<5]&=]UC.9(p9C2,tY!ڐ^M`/!sz]e2˫eu!]%I;Mǜ>c_T7b#Qc^GCN0 qԢӸU kxWz/0 1aTb[UQLwL o'U}R"^6M\Ps[%MsY8GxMG1r_ 4{]<`_&b銚,>ˌY16MĔ )M34`_&b 邚&AP^h2aT5s*h~e"a199Գ̵hqpM')D3g԰}E6bȆ7pk͗ j!r`smhl} f1ܞs8:1,`_M mSC\Cd"L tx#m}|e#S1[ztȓc P1[uPS>vXKKmX q\9 W4pkลamQ|7-׶}/&ia")zO?In<5{qh{ww}GͷXˢ*{NVF})_=nTcҎ!l3M;sl7/_{X~E@ܛ/}, T~EanIdŃAQ4>Lxohg等&jjmb%3\j"?$JRTA6K8Z)Z!JZcPC@,-R - i V0\zvy.IT?WXHlnHsFI]= A4}u eTl :K34c[8 >׸׆/7AZ ˺6:bT\xd}u _mn%Įz%%|E;6 ρϳ.-=I&<>ɺ6bU0"_Z/tAY%|EۧzAXnEl;>Vv%|E-}u+܂l[=;%CG‡഼e?ZnRKl)E)5w픶vUZפ@״֚^%YswOhkiW5&ݾT8Ү*[L£ kG:(Sa Ț'Am-dRt @<-dW[KlN({ k*ZUekeA'nG#>gDY8sads~~5VGtKvo#>Mral steps ahead of the game. The right to a new computing dynamic with the vision to take you into the future. And not only do you have the right to information technology that works the way you want it to, you have the right to change it at will. It is your due, now is the time to realize significant return on your technological investment. It is not simply about systems, it's about the emancipation of information. Java Enterprise Computing is here and it will set you free. Stretched across the two-page ad is the text: "LIBERTY!" Taking the Hype out of Hypermedia The Java ad is a fine example of the silicon-coated theories of technological hyperbole that captured the public imagination at the gateway of the new millenium. Around the world this theory of mediated (digital) convergence has not only primed the pumps of a roiling speculative economic bubble but forged a new cyberspace ideology whose Janus gods connectivity and interactivity promised solutions to all our social problems. In this chapter I want to expose the technological determinism that underwrote this ideology, and to propose a more critical way of thinking about the impact of the virtual playgrounds it has helped construct for our children. It is possible to trace the Informatics manifesto declared in Java s advertising to Alvin Toffler  s book The Third Wave which first popularized the faith in computers as a progressive force for social change. History, claimed Toffler, taught that technological invention was the most powerful force for changing the whole of society: the growth of agricultural techniques constitute the first wave, and manufacturing technologies the second, but it was communications technologies that would precipitate the third and most radical wave of social change. Industrial era technologies, such as the mechanized assembly line and mass media encouraged rigid hierarchies, harsh class divisions and depersonalized mass cultures Toffler claimed. Computers on the other hand, were a protean technology capable of vastly enhancing the intelligence of all media  ultimately ensuring that openness, flexibility and adaptability were afforded to the humans who used them. According to Toffler:  The Third Wave of historical change represents a straight-line extension of industrial society, but a radical shift of direction, often a negation, of what went before. It adds up to nothing less than a complete transformation at least as revolutionary in our day as industrial civilization was 300 years ago . Rather than the bending humans to mechanical age rhythms and routines computers would help make mass society more responsive to the range of human needs and desires. So if the medium was the message, then computers were setting America on the road towards change, flexibility and adaptation. The technological hyperbole of computer revolutionaries gradually diffused from the geeky circles of computering copy writers into the mainstream of corporate economics. As Bill Leiss notes, their vision of a born-again capitalism permeated the public discourses of the 1990 s echoing the progressive rhetoric the 1920 s and 1950 s with the only difference being that human progress now depended on a computerized  de-massification rather than brute mechanical power. MIT cyber guru Nicholas Negroponte s Being Digital provides one of the crowning examples of the rhetoric of technological hyperbole that bubbled into public consciousness. Computering he claimed will bring greater democracy and freedom to the world: " Like a force of natuSinclair-Jones Sit, JoshuaESGUERA Sue Morrison John SimsRegional Test AccountDaniels, KarenARMSTRTFrancois DemersLorraine HoganSCOTTPWeiss, Sherry (CZR) WEISS, SherryFIELDBEDWARD2Edwards, AfrozeSAWYERR Rain and Rae Elaine LynchFIELDDJOHNSOMEre, the digital age cannot be denied or stopped. It has four very powerful qualities that will result in its ultimate triumph; decentralizing, globalizing, harmonizing, and empowering.  (1995:229) As if our future social life were inscribed in silicon, Negroponte offers a vision of our future re-orchestrated by powers of computerized communications technologies which saturate the whole cultural environment:  your right and left cuff links or earrings may communicate with each other by low orbiting satellites and have more computer power than your present PC. Mass media will be redefined by systems for transmitting and receiving personalized information and entertainment. Schools will change to become more like museums and playgrounds for children to assemble ideas and socialize with other children all over the world. The digital planet will look and feel like the head of a pin (Negroponte, 1995:6). Guided by their visions of unending profits, computer entrepreneurs like Sun and Oracle transformed Tofflerian hyperbole into a wired futurism in which the  unlimited potentialities of networked interactive multimedia would lead us to prosperity and peace. Frances Cairncross of the Economist wrote with conviction about the promise of convergence.  The death of distance she said  will probably be the single most important force shaping society in the first half of the next century. It will alter, in ways that are only dimly imaginable, decisions about where people work and what kind of work they do, concepts of national borders and sovereignty, and patterns of international trade . ( 1998:1) She goes on to predict that  the changes sweeping through electronic communications will transform the world s economies, politics and societies  but they will first transform companies. They will alter the ways companies reach their customers, affecting advertising, shopping, distribution, and so on; they will create new businesses; and they will change the way companies communicate with one another and with their staffs. For this reason the corporate world had to embrace convergence if they were to survive in the new economy. And embrace it they did. Believing their own copy writers News Corp, Disney, Sony, WorldCom, Vivendi started their march down the information revolution road to unstoppable profitability with vastly overstated expectations. These companies planned for a future based on a wildly optimistic, and ludicrously vague theory of communication. It imagined rapid social change emerging from a wired marketplace forged from the convergence of computers, television and telecom technologies. The same sense of digital inevitability began to permeate both government policy -- the guidelines and subsidies that made the web into a commercial medium -- and corporate advertising where copywriters projected a bold rhetoric of an information age onto the multi-screen collective Unconsciousness. Laptops, cel phones, and digital address books were sold to millions: the average family now spends proportionately more money on cP^h2aT5s*h~e"a199Գ̵hqpM')D3g԰}E6bȆ7pk͗ j!r`smhl} f1ܞs8:1,`_M mSC\Cd"L tx#m}|e#S1[ztȓc P1[uPS>vXKKmX q\9 W4pkลamQ|7-׶}/&ia")zO?In<5{qh{ww}GͷXˢ*{NVF})_=nTcҎ!l3M;sl7/_{X~E@ܛ/}, T~EanIdŃAQ4>Lxohg等&jjmb%3\j"?$JRTA6K8Z)Z!JZcPC@,-R - i V0\zvy.IT?WXHlnHsFI]= A4}u eTl :K34c[8 >׸׆/7AZ ˺6:bT\xd}u _mn%Įz%%|E;6 ρϳ.-=I&<>ɺ6bU0"_Z/tAY%|EۧzAXnEl;>Vv%|E-}u+܂l[=;%CG‡഼e?ZnRKl)E)5w픶vUZפ@״֚^%YswOhkiW5&ݾT8Ү*[L£ kG:(Sa Ț'Am-dRt @<-dW[KlN({ k*ZUekeA'nG#>gDY8sads~~5VGtKvo#>M[hsw @|7D|t9On{~u5#% /1Фī_!~ȟC~򛐧B 92rG!cB>jTͻQ9V̻AJ H^H~w^?ҝo{gn}=;Cg>hcTٍkOY _s@my O9Ӵ#w2L?,{B5=IwpA%|dŞ 39ݬ ć8zV7ؓHnvPEȤmn"~^OCNfӹ>BU:D-OIyiDw)33i&`o9=ctԈm\{ErR~|Fw8Z}$:la{VUrd̹M$463-%*U3K^l0Z/.w\P?MiZ6informalconcluded Granted the freedom to choose what to do at home, it is not surprising remainingstare-commerce has been  interactive entertainment Vcontinue to expandeven while the rest of the dot.com FirttenburgMikedoc David Sheltonkevina Training User Dorothy FryTurgeonMartha Binstock Viivi RiiserickaSeneca Collegetom Salim DhanjiRichard NeubrandMELANIE ISHMAEL Randi FineSugarman Mark SurmanRUBINASANKARRFUCompaqslewisKALJURTFRITZLK       !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^d`abcefghijklmnopqrstuvwxyz{|}~ V 0 !"#$%&'()*+r-./123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstwxyz{}~SHARKEBBrigitte PednaultLEBERTSVALERIAVirtaK ROSBOROUGHWAITEA Paula KashulHOLLINJPINEDANTeitelbaum, SariRACHWAT Ian E. HiltonGraham Davies & Family mickey mouseWILSONIFLEMINS janmohamedVIDELAJELLIOTTHALLBPASSMOEJAGTOOABRAHADAbraham, Diana Mike HallThe Hall FamilyHUITWEEDONL TheriopoulosPaul J. Thiessen Elaine Gaudet Scott Lengyel Lawrence Hill Rogers, WylieSNOWDOATEITELSKOOLMCWILLLNAMOCAENamocatcat, EdnaBROMMW sandra veyLISTONN Jackson, DaveJACKSODHogan Barb ReesSharon MacisaacMennaMBULLARPWILSONA Wilson, AnnZALDIVFZaldivar, FelinaCHRISTJSILVAEfairbrm Eta WoldeabSharmini PeriesHowy Sinclair-Jones Sit, JoshuaESGUERA Sue Morrison John SimsRegional Test AccountDaniels, KarenARMSTRTFrancois DemersLorraine HoganSultural, entertainment and communication services to the home than ever before. But demand for information commodities cannot be infinite. In the saturated IT markets, cel phones and computer prices began to drop because most people who wanted them, had them. Profit projections fell and massive debts acquired the status of junk bonds, which is why doom and gloom invades the high-tech boardrooms of the nation. Indeed, although Amazon.com found it could sell books on line, it could not make American s into avid readers. The disappearance of 6 trillion dollars from the stock market and with the American economy in perpetual doldrums, commentators finally struggling to understand just what went wrong in the 1990 s. It doesn t matter if you read the New Statesman, Le Monde, The Wall Street Journal or Fortune, the failures of the  information revolution are now everywhere in evidence. As Canadian commentator Jeffrey Simpson suggested recently, the rise and fall of the information economy has become the morality tale of the millennium framed by  Monumental egos. A bristling new idea. Thrilling technology. The entrepreneurial spirit. But also greed, glitz, stupidity, recklessness, folly and ultimately failure . As Simpson explains  like Tolstoy s unhappy marriages, the disappointments and disasters of convergence differed in each case but the end result was similar: the limitations of communication technologies to revolutionize our cultural practices . Nowhere is the hubris of this hi-tech drama better exemplified than in the spectacular rise and fall of AOL-Time Warner  s chief architect of synergy Steve Case who once stood as the lion king gazing out across the e-commerce jungle. As AOL s CEO, Case was one of the most effusive exponents of convergence and the man responsible for the merger of the old media empire of Time Warner and the new media empire of AOL. On January 17th Case resigned and on January 29, 2003 AOL-Time Warner announced loses of 98.7 billion dollars for the accounting year 2002  the largest ever recorded in American history. Of course we should have known better. As Kevin Robins (1995) states, the belief in the coming Information Age demanded a profound leap of faith into vague social theory:  All this is driven by a feverish belief in transcendence; a faith that, this time round, a new technology will finally and truly deliver us from the limitations and frustrations of this imperfect world . He goes on to say:  There is a common vision of a future that will be different from the present, of a space or a reality that is more desirable than the mundane one that presently surrounds and contains us. It is a tunnel vision. It has turned a blind eye on the world we live in (135). Since the 'cyber-bubble ' economy took a nosedive at the end of 2000, there has been a growing sense of realism about this convergent mediascape and a willingness to accept the limitations of a digital world still at war. Obviously, the rhetoric of converging technology was hideously vague and ungainly  its promises were all based on poorly thought out and never tested promotional concepts. Their media theory was technological determinism of the worst sort: it mistook the possibility of the medium for the message, while ignoring the specific cultural practices that embedded media use in the dynamics and social relations that conscribe contemporary households. Indeed, their puffery would leave laughing now if it wasn t for the fact that it was precisely this rhetoric which galvanized the looming crisis of confidence in the hi-tech free-range capitalism it prophesized. (Kline et. al. 2003) Amid the shards of our wired utopia, the pundits are renouncing the promotional buzz words of the information age  convergence, synergy, interactivity, multimedia, artificial intelligence, flexibility, responsiveness. Some have sold their dot.com shares and donned a critical tone, mocking those euphoric promises of an wired world of peace and prosperity forged by the diffusion of computers, the commercialization of the internet, and the globalization of media industries. Perhaps we should be content that their hubris has defined the morality play of the infant millennium. But that would mean ignoring the profound ideological confusions that underwrote the digirati s prophesy that networked playgrounds would liberate the next generation. Growing Up Digital A 1998 Intel ad featured a group of pastel space-suit clad chip-makers dancing gaily in the factory to rock music while they install  fun into the MMX chips. Intel s tale neatly recapitulates the origin myth of video gaming  the moment of realization that computers are not just destined for use in the workplace, but have a place in the streets, in the homes, and in the communities of the global information society as instruments of domestic entertainment and social communication. In a sequel ad, the dancing Intel workers move out of the factory and hit the Information Highway in their space capsule-like roadster, to bring these playful machines to kids around the world. 'MMX Technology' is just one more exciting digital innovation on the road to interactive entertainment and global connectivity. Driving through the global marketplace, however, they discover with surprise that  kids already get it . Indeed, the happy throngs of postmodern youth have welcomed this networked virtual playground with an enthusiasm. Like other promotional discourses on the information age, this ad offers a rapturous vision of the effect of new communication infrastructures being laid down in the wired society, ending with what might be called the 'primal scene' of the information economy: future generations happily locked in the embrace of connected interactive media. What is often overlooked in recent accounts of the information economy is how the public discourses on the computer revolution quickly became intertwined with the debates about mass mediated childhood and children s video game play. So impressed with children s fascination with domestic computers, in 1981 Time magazine declared the computer the  man of the year . Time quotes mathematician and computering educator Seymour Papert who promised that children were not only the pioneers, but would be the main beneficiaries of this cultural revolution because computers facilitated active problem solving. Papert's pedagogy of constructivism, was developed throughout his career promoting a technologically enhanced version of Piagetian developmental theory. In a series of books he asserted his faith in computers as learning tools based on postulates about the medium: That computers, like toys had the ability to fascinate and therefore motivate children by making learning fun; That they were intelligent and therefore adapted the assimilation of knowledge to the capacities and interests of the learner; And that as a part of everyday play cultures multimedia cultivated an autonomous zone free from parental control, in which like toys children constructed and bonded through self-made play interactions. Papert s pedagogical theories promised that the national embrace of computers would quickly replace the paternalistic infrastructure of mass education with a constructivist student-centred learning. In 1994 president Clinton announced his National Information Infrastructure Initiative -- the so-called  information superhighway policy-- which commercialized the internet in an attempt jumpstart the information age. This policy set out to consolidate the already-existing network of fiber optic, copper wires, cable radio waves and satellites into an integrated web of computerized channels of two way data flows between computerized communication hubs. It was the day, he said that America was taking a giant step into the information age. Three promises underscored Clinton s commitment to commercialized networked multimedia: 1) networked media would galvanize creativity in the entertainment industry, 2) it would provide citizens with unlimited access to all kinds of information, and 3) it would reinvigorate schooling by providing potent new ways of teaching. Gradually many educators came to believe that computers were protean devices which could radically change how schools thought about and managed learning. Other media of course had also promised to rock the cradle  toys, comics, and TV in turn were heralded as revolutions in youth culture too. Even though each became popular with children, and found their way into schools, social change happened slowly, and schools adjusted their programmes only marginally. So why should we believe that computers were revolutionary pedagogical tools? The reasons, according to Telstra, lay in the fact that multimedia represented the convergence of previous learning tools  television, books, toys, and films. As a  new medium, multimedia were not an extension of historical processes of modernization but a force for its overthrow and reversal:  Unlike these earlier technologies, multimedia is interactive. It has the ability therefore to replicate some teacher/learner interaction. It also has the ability to link the student with tutors, his or her peers in other places, and with remote sources of information. (Telstra, 1994: 1) Children s culture commentators like Douglas Rushkoff too, climbed on the digital bandwagon extolling the control over learning processes. In Media Virus (1994) he quotes Timothy Leary in defense his belief that computers were about to release a whole generation of children from the top-down control of the mass media:  The importance of the Nintendo phenomenon is about equal to that of the Gutenberg Printing press. Here you had a new generation of kids who grew up knowing that they could change what s on the screen. (30) The silicon apostles of the coming digital era claimed that Toffler was right: Since young people were to be the pioneers in this brave new digital world we could look to them to understand what was happening argued Negroponte, for their lives were the first to be transformed:  We are not waiting on any invention. It is here. It is now. It is almost genetic in its nature, in that each generation will become more digital than the proceeding one. The control bits of that digital future are more than ever before in the hands of the young. Nothing could make me happier (1995:231). New media were already challenging the authority and paternalistic values of mass society, widening the generational divide between computer literate youth and their parents claimed the wired guru s. Even Japanese management guru Ken Ohmae speculated on the generational implications arising from this medium s rapid diffusion to youth in Japan.  Nintendo kids , Ohmae asserts,  are making new connections with the tens of millions of their peers throughout the world who have learned to play the same sorts of games and have learned the same lessons (1995).  The web of culture , he says,  used to be spun from the stories a child heard at a grandparent s knee. Today it derives from that children s experience with interactive multimedia. Commenting especially on the enormous popularity of video gaming in Japan, Ohmae notes  a cultural divide growing between young people and their elders . But he is enthusiastic about this break with tradition because he believes it will lessens the social isolation of the next generation and internationalize their attitudes. He goes on to speculate: That experience has given them the opportunity, not readily available elsewhere in Japanese culture, to play different roles at different times, of asking the what-if questions they could never ask before. ... Perhaps most important, Nintendo kids have learned, through their games to revisit the basic rules of their world and even to reprogram them if necessary. ... The message which is completely alien to traditional Japanese culture is that one can take active control of ones situation and change one s fate. No one need submit passively to authority. This may only be the beginning claims Douglas Rushkoff (1996), in Playing the Future where he boldly predicts that  interactivity and  connectivity will become the forces of generational liberation. Computers were now so prevalent that they were already beginning to reverse the alienation and isolation created by the mass broadcast technologies of past he claimed. To understand the difference between interactive media and television we need to realize that in playing video games, unlike watching television, users gain control of the flow of information from the screen:  thanks to video games, kids have a fundamentally different appreciation of the television image than their parents... Rather than simply receiving media they are changing images on the screen (Rushkoff, 1996:182). Teenagers from around the world, he claims, now assemble in  virtual communities , using networked multimedia to make their own culture, playing on-line games and socializing in chat rooms. For Rushkoff, today s  screenager sees how the entire mediaspace is a co-operative dream, made up of the combined projections of everyone who takes part (269).  While their parents may condemn Nintendo as mindless and masturbatory, kids who have mastered video gaming early on stand a better chance of exploiting the real but mediated inter-activity that will make itself available to them by the time they hit techno-puberty in their teens . (1996: 31). Similarly enthusiastic about networked computers, Don Tapscott emphasized the role that connectivity played in the liberation and leveling of the digital generation. Donald Tapscott argues that today s kids are growing up in a society and economy which is very different than that of the boomers. Therefore the way they are educated and prepared in schools must change to keep up with the world they are connecting with. He argues that the only way out of the crisis in modern education is a "shift from broadcast learning to interactive learning". And the tool for achieving that shift was the internet. Tapscott believes that "digital media is creating an environment where such activities of childhood are changing dramatically and may, for better or for worse, accelerate child development. Child develop is concerned with the evolution of motor skills, language skills, and social skills. It also involves the development of cognition , intelligence, reasoning, personality and through adolescence, the creation of autonomy, a sense of self and values. & all of these are enhanced in an interactive world. When children control their media, rather than passively observe, they develop faster". (Tapscott 1978:7) The new media , because of its distributed interactive and many to many nature, has a greater neutrality. A new set of values is arising as children begin to communicate, play, learn, work and think with the new media. More than ever before, a generation is beginning to learn. Call it generational learning". (1998:9) The N-Generation as Tapscott calls them already exhibit a strong preference for the interactive media to the older broadcast technologies that don't respond to their needs or their way of learning. This is because he claims "N-Geners "view it as a natural extension of themselves. It is in fact the specific medium that will follow and perpetuate the force of their youth, just as television has traced the lives of the boomers". (1998:31) It was the networking of home computers which changed the one-way passivity of television audiences into a dynamic network of active learners. The internet enabled these savvy young questers for knowledge to search the web for the latest information and to self organize into playful communities, even to set up their own web sites and forge their own peer cultures. The web was the ultimate tool of informal learning he concluded: Freed from the top down world of formal schooling, children established their own codes and styles of interaction in the digital playgrounds that were being provided on line by far thinking entrepreneurs in cyber-savvy organizations. In short kids did get the message of digital revolution. So it is hardly surprising that the one remaining star in the e-commerce firmament has been  interactive entertainment : Video game makers Sony, Nintendo and Microsoft and their on-line gaming products continue to expand even while the rest of the dot.com world has drifted into a funk. (Canadian Press 2001) With the launch of graphically upgraded consoles and superfast graphic computers, U.S. game revenues swelled to $10.6 billion in 2001, a figure which surpasses total annual box office for movies and matches the amount spent on computers for schools. Although the N.I.I was meant to propel the American educational system into the information age, the real benefitiaries of interactivity are the digital entertainment industries. Ultima, one of the first PC games to successfully move on line has 125,000 subscribers who pay $10 US monthly after their $40 to $70 initial costs to play Ultima Online. (Kranz 1999) The average Ultima Online player behaves like a member of a cult, logging 17 hours per week on line, and frequently far more. Saved characters and items can be sold to other players, or traded at ancillary web sites for amount up to and exceeding $3,000 US. (Gunter 1999) Indeed, the on-line entertainment market expanded rapidly throughout the 1990 s as Doom and Counter-strike pioneered the multiplayer metagenre which blended the shooter and the role play adventures into an on-line war game experience. One of the most profitable of these networked games is Everquest. Currently more than 350,000 individuals are paid subscribers at the price of approximately $10 US per month  grossing 3.5 million per month. This is in addition to the r<&҈H<袕UV֙0dp;G#Q#i84>mQ|7-׶}/&ia")zO?In<5{qh{ww}GͷXˢ*{NVF})_=nTcҎ!l3M;sl7/_{X~E@ܛ/}, T~EanIdŃAQ4>Lxohg等&jjmb%3\j"?$JRTA6K8Z)Z!JZcPC@,-R - i V0\zvy.IT?WXHlnHsFI]= A4}u eTl :K34c[8 >׸׆/7AZ ˺6:bT\xd}u _mn%Įz%%|E;6 ρϳ.-=I&<>ɺ6bU0"_Z/tAY%|EۧzAXnEl;>Vv%|E-}u+܂l[=;%CG‡഼e?ZnRKl)E)5w픶vUZפ@״֚^%YswOhkiW5&ݾT8Ү*[L£ kG:(Sa Ț'Am-dRt @<-dW[KlN({ k*ZUekeA'nG#>gDY8sads~~5VGtKvo#>M[hsw @|7D|t9On{~u5#% /1Фī_!~ȟC~򛐧B 92rG!cB>jTͻQ9V̻AJ H^H~w^?ҝo{gn}=;Cg>hcTٍkOY _s@my O9Ӵ#w2L?,{B5=IwpA%|dŞ 39ݬ ć8zV7ؓHnvPEȤmn"~^OCNfӹ>BU:D-OIyiDw)33i&`o9=ctԈm\{ErR~|Fw8Z}$:la{VUrd̹M$463-%*U3K^l0Z/.w\P?MiZ6ers through on-line connections interactive medias. (Livingstone 2002: eration New York : McGraw-Hill.SFU264/28/03 one of the most wired householdsse 1997, 2001 by looking at technology alone surelyone points out one thing can be prophesized itself24 oughly $50 US initial price for each game, and $30 US each for the three expansion programs which brings in a revenue of 350 million per year. Children s Media Cultures in Transition? Once a single library held the knowledge of the world. Centuries later, data was still controlled by an elite few. Then Oracle freed everyone to work with databases. Today, Oracle is putting the knowledge of the world on-line.  It will forever change our markets and our culture, (says Oracle s CEO, Larry Ellison) Where do you learn about companies whose future is as limitless as our hunger to know? Exactly: Nasdaq.com. Oracle Databases TV commercial 1998 Negroponte, Tapscott, and Rushkoff -- portray the coming of  cyber gaming as a revolutionizing force in children s lives over-throwing the authoritarian, centralized, elitist model of mass media in favor of emancipatory, decentralized, distributed and populist  republic" of networked interactivity where digital kids will feel most at home surfing the net and playing video games. Having analyzed several hundred magazine and television ads for this emerging genre of interactive entertainment, it is impossible not to notice the same Toffleresque tropes: Video game advertisers portrayed interactive media as embodying the educational benefits of computers, the immersive liveliness of TV fantasy, and the social connectivity of telephones. (Kline and de Peuter 2002) In promotional missives to parents and teachers interactive media promised to enhance children s enthusiasm for learning, provide accessible resources for knowledge and motivate young people with fun. (Selwyn et al 2001). As illustrated in the Oracle ad, against a backdrop of feared mass media passivity,  interactivity and  connectivity are taken to be libratory because immersion in  virtual worlds was both intellectually challenging yet fun ways to skill children for the inevitably wired future. Even sober educators, developmental psychologists and children s media researchers rallied behind this utopian promise that video games would help children discover autonomy and a freedom in the pansophic world of cyberspace. I have listened to innumerable talks where optimistic researchers promised that free explorations of connected multimedia products like on-line web sites, encyclopedia, and educational games offered innumerable advantages and none of the disadvantages of past educational media  books, toys and films. Children they claimed explored these complex cyber worlds willingly and therefore are motivated to learn better, inspite of the marginal proof. (Becker 2000) They dismissed the violence of gaming, the cyber stalking in the chat rooms, the insistence of porn merchants, banality of  cut and paste homework assignments, the encounters with racism and hate sites, and the perpetual Spam as incidental to the logic of networked computers and the inherent  potentialities interactive media bring to children s learning. I have also visited classrooms where proud teachers show me students aimlessly  texting to each other about rock stars, surfing fanzines or even playing videogames in the classroom, as if these were ways of fulfilling the IT curricullum because no legitimate educational strategy has been developed for using the networked computers. Viewing digital culture through rosy lenses, the ICT enthusiasts not only ignored the various risks (and the costs) but willingly put the future of both schooling and children s leisure into the hands of the various global corporations and organizations that can afford to design and distribute interactive entertainment worldwide. Perhaps the most protean feature of the information age lies in the discursive practices of the cyberguru s who describe children s entertainment experiences with interactive media as if anything and everything was made possible by computerizing television. Video gaming is taken as the exemplary interactive experience because gaming is assumed to be a dynamic, social and self-motivated type of communication activity: In this digital version of the play ethos, gaming is endlessly enobling; making menued choices is the expression of creativity; any response to simulated challenge is a strategic  action based on a  decoding of the problem; the movement through virtual mazes is tantamount to exploring and mastering ones own imaginations; the fantastical settings are providing exposure to other perspectives and points of view; and any kind of exchange between players entails the consolidation of the on-line player community. These afficiando s speak as if computers re-invented play: a graphic spatial representation is now a  virtual reality ; audio-visual presentations of text, image and sound on the TV screen are  multimedia experiences ; and iconic representations of characters are  computer presences or  avatars . Most importantly video games are  immersive (rather than  escapist ) because users can imagine that they control flow of fantastical images from the screen. I admire their linguistic creativity, but let  s remember that interactivity, interpretation, fantasy and exploration are properties of all communication media -- even television. Television is also a multimedia possessing all the same audio-visual potentialities of moving images, music, sound, and text. Television even allows a degree of control over the flow of programming, although this is more true of the video game where control includes the possibility of manoevring and navigating through game spaces. The navigational interface enables the player to make choices during the narrative or problem solving action creating the impression of control over the flow of meaning. But choice is experienced as a matter of tactical decisions that are executed within pre-defined scenarios whose strategic parameters are preordained by the programming. But the suspension of disbelief is as much a part of the video gaming experience as it is of all representational forms because the choices must be pre-programmed into the game. Perhaps it is more than just the optimist s faith in technology that needs rethinking. Of all the forms of childhood communication activites, non is more dynamic or ambiguous than game play. A group of children engaged in role play or sports, provides a benchmark for the self determining creative expressive events, that most venerate with the word  play . To equate two way exchanges of digital information within computerized multimedia networks with this idea of social play, as if the former exhausts the later, is to seriously reduce the dynamism of social play. Put simply, the practices of technological design and programming sets limits on the possibility of culture making. Indeed, choosing a character or a weapon  rail gun or a chain saw in a Quake Death Match  is hardly a matter of radical openness or  real choice experienced in playful encounters. In short playing a video game may be more flexible than watching TV but its not identical to a group of kids getting together in a park spontaneously discussing what game they should play next. Computer technology did create new possibilities for human expression: No one will deny that interactive media provides the user with a greater degree of control over the flow of information, the cultural consumer a novel leisure product, or the gamer a dynamic playspace enabling social interaction with other players around the world. But this new cultural trajectory depended on the social institutions which designed and distrubuted gaming experiences, and the resources and interest of those audiences that used them. Yet when we actually look at what the educational game producers have invested in, we discover that the design and distribution of interactive products has been constrained by marketing imperatives. It can cost between 2 and 10 million dollars to produce a game, and so although anything can conceivably be programmed into a computer, market economics is a constraining factor narrowing the potential diversity of interactive experiences to the games preferred by the most loyal and frequent buyers of games  youthful males. (Kline 2002) It is difficult to find evidence of those liberated subjectivities and egalitarian ethics in the actual virtual playspaces designed for young males seeking intensified and violent conflict and escapism. (Provenzo 1997) It is not surprising therefore, that on the other side of the information highway Neil Postman s book Technopoly (1993) provided what is perhaps the clearest expression of neo-luddite skepticism about the potential of computers for kids. For Postman computers, like TV, fostered a mindless escapism which hastened the declining literacy and growing un-civility of the Nintendo generation. Postman laments that another generation was about to be amused to death by vapid entertainment delivered through new electronic channels. The introduction of interactive media into their daily rituals he argues, will continue to erode the  four-hundred year old truce between gregariousness and openness fostered by orality and the introspection and isolation fostered by the printed word . Postman frowns upon the unrestrained enthusiasm for computers within educational circles stating  in the most dramatic terms, the accusation can be made that the uncontrolled growth of technology destroys the vital sources of our humanity. It creates a culture without a moral foundation. It undermines certain mental processes and social relations that make human life worth living. (1993: xiii). Postman's challenges the idea the computers are inherently educational, preferring to point to the commercial institutions and cultural practices that programme and profit from it : surrounding every technology are institutions whose organization - not to mention their reason for being- reflects the world view promoted by the technology (1993:18) In Postman s view computer technology, like television before it, is part of broader cultural system in moral decline which undermines the four hundred year tradition of productive leisure fostered by the values and belief systems cultivated around  literate childhood. Learners, Spectators or Players? Researching the Media Saturated Household Their faith in technology and their ignorance of social history are the twin indications that the cyber-enthusiasts have not bothered to think very carefully about the specific conjuncture of possibilities in which interactive media have been developed or how contemporary children use, and are effected by this networked playground. This revolutionary rhetoric of convergence it seems, ignored some of the key lessons of communication theory taught by scholars like Marshall McLuhan (1964). Of the various insights he offered, perhaps his most discussed and least understood is the  medium is the message . This phrase is often taken as a jumping off point for the digital enthusiasts technological hyperbole who fail to appreciate McLuhan s paradoxical historical sensibility. New media were not necessarily good or evil; but they did often profoundly alter the course of a culture. Clarifying this aphorism, McLuhan stated that by this infamous phrase he implied no technological inevitability, but rather to remind us that "any understanding of social and cultural change is impossible without a knowledge of the way media work as environments". The task of media studies was to examine carefully the bias of experience implicit in media, which as extensions of some aspect of ourselves, expanded our human potential for communication generating unique, and sometimes contradictory disturbances in our social institutions, arts, knowledge, attitudes, habits and perceptions (McLuhan, 1964: 26). Historically, he points out that television did not overthrow the literate culture which preceded it so much as aborb and rework old forms of communication as contents and forms migrated into new media or were hybridized as they interacted with each other in the new electronic environment. As the title of this paper suggests, computers were developed within a cultural environment with well established modalities of communication forged around three prior children s media -- books, playthings and TV. Taking literacy as the measure of civility, a modern conception of progressive childhood emerged in the early 20th Century which made learning to read and write the essential agenda of children s intellectual development. Books were As Brian Sutton-Smith has pointed out toys and games were also to make play the  work of childhood . In becoming players children were encouraged to participate in an socializing activity which our modernizing world has become the sanctioned form of productive leisure a healthy way for children to spend their idle time, to express their natural exuberance, and to have fun in a socially acceptable way. (Sutton-Smith 1986). It was against the ideology of toys and books as tools of progress that children s television entertainments came as a shock. Rather than educating children, broadcasting seemed to offer, only passive entertainment, a flood of popular cultural experiences which attracted child spectators but offered few of the redemming qualities associated with the  productive pursuits of play and learning. McLuhan saw the contemporary child as torn between the literate culture of the book and the postmodern culture of mass media. And although he is not generally thought of as a play theorist, he was keenly aware of the growing importance of play cultures. For him the child watching sports or game shows on TV was not just a passive viewer of an entertainment content, but also a participant in a play ritual. A game he points out is a very ancient tribal cultural form, a ritual occasion for social communication defined by rules and competition  contrived to permit simultaneous participation of many people in some significant pattern of their own corporate lives . (1964:210.) The games a people play he points out are themselves mass  media that communicate specific cultural values and sentiments . In what might be his most prescient observation, he saw the broadcast media as amplifying the modalites of play in the postmodern culture. Yet he also recognized the underlying tensions created within cultural commentaries as we adjusted to these new modalities of communication, warning "We are today as far into the electric age as the Elizabethans had advanced into the typographical and mechanical age. And we are experiencing the same confusions and indecisions which they had felt when living simultaneously in two contrasted forms of society and experience". Unfortunately, Marshall McLuhan s complex portrait of our emergine global village traumatized by colliding media cultures, has all but been forgotten by those optimists who fortell our children s happy future from the  interactivity of computers. Yet it was into this mixed and synergistic cultural context pulled in one direction by schools and in the other by electronic media that video gaming was first introduced during the 1980 s. Although they were originally thought about as toys, interactive media have quickly revealed themselves to be a highly convergent medium combining learning, play and entertainment in a synergistic experience. As computers they were programmable books which could deliver learning experiences in a more dynamic user-friendly way. Yet as high tech toys, computer games could also stimulate children s  productive play and the history of sports, role play, competition and skills training that have become deeply embedded in children s culture. By linking up players through on-line connections interactive media were forging new channels of communal participation in play. As a text based information distribution system connectivity provided access to information data bases which made books look like sluggish and forbidding ways of learning. In short interactive media are a hybrid cultural form that combined the story-telling capacities of video, the information processing capacities of computers, with the active participation of toys. This hybrid medium has grown into a rapidly expanding digital entertainment network which complements and competes with other media traditions in children s lives. The above analysis suggests that it is the hybridization of cultural traditions rather than the convergence of technologies, that is the most interesting feature of the interactive media environment. It was also time to stop speculating about how new media impacted kids, Sonia Livingstone and George Gaiskell (1997) argued, and study empirically the actual use of these  new media within the domestic context. Livingstone s (2002) account of the impact of new media shows why we must take seriously  the notion of the media environment by providing a more realistic picture of how children incorporate various electronic information and entertainment sources into their daily routines within the media saturated household. This study of media use in the home situates children s patterned use of new media within the underlying household social ecologies including the physical organization and social relations of family life. Time spent in mediated (as opposed to personal) communication is at a historical high in the U.K. National policy and commercial environments obviously play an important role in the patterns of use of media technologies in the home. For example, the differences between Britain s  bedroom culture (privatized media) and more traditional familial use patterns found on the continent deserve some attention she claims. So do sociological factors, for as in Himmelweit's original study, media use patterns are contingent on class, region and gender. So for all the promises of universal education, ICT s remain a socially embedded cultural resource within contemporary British families. Young peoples communication patterns are diverse. They include social interaction, homework, and leisure reading, playing, looking for information and being entertained in various ways, and through diverse media. Yet their use of old media like TV, CD s, and books for entertainment is not largely altered by the incursions of the digital technologies. The new media too seem to have been incorporated into the old media cultural patterns, particularly social interaction and popular entertainments. The addition of video game play is perhaps the most significant new communication activity in the media rich household, especially for boys. As Livingstone concludes  While adults wish children would gain from the encyclopaedic knowledge resources of the internet, their children play fantasy games or follow their favourite television and sports stars, or discuss their lives  cautiously, playfully or controversially  in chat rooms. (Livingstone 2002:241) American researchers provide a similarly telling picture of the impact of new media on children s communication routines at home. Interactive media are found in the vast majority of American households, but the old media still pervade their day. The amount of TV viewing averages 2:45 hours and has not decreased across the youthful population, who continue to read magazines and listen to music. Although the time spent using all media has increased with wired penetration of the household to 5:29 hours, a digital divide persists with wealthier children owning PC s more, having more media in their bedrooms, and having access to the internet, while poorer ones rely on TV and video games for their electronic entertainment more, being net consumers of all media for an hour longer. (Kaiser 2000) Time spent with media increases from 3:34 hours among the 2-7 year olds to 6:43 for the 8-18 year olds because children have tended to add up to one hour of new media use to their already stretched leisure schedules. New media are used more by boys than girls. Boys also clearly have access to and enjoy video game play more. Although they spend little time completing homework assignments on line or researching their hobbies, young people have accepted interactive media as a comfortable place to spend just under one hour of their leisure time each day. (ACCP 2000). A similar story unfolds in Canada where the number of wired households with children hovers around 79%. Indeed Canadian children live in one of the most wired households in the world and are well on their way to being among ICT s most avid users. In a recent Canadian study of over 5000 young people conducted by the Media Awareness Network (2001) researchers found that young people still preferred television, which 81% report using every day, compared with 43% who go on the internet every day. Music and video games are also popular with 48% of males but only 16% of girls playing off-line every day. Economic status and gender are important factors shaping how Canadian children gain access to and routinely use the net (Sciades 2000). At home the internet is primarily used for downloading free music and software (Napster was still free), playing games, chatting and cruising fan sites. The way children use the internet however is gendered with girls being more likely to prefer messaging and email (68% vs. 45%) and chatting (42% vs. 32%) while boys prefer gaming (56% vs. 37%). Gaming and downloading music remain the most frequently reported use of the internet. Their least favourite activity is using the web for educational purposes which they only do when they are required to. Although 7% of children reported using the internet daily for homework, this was mostly done at school. My own studies of media saturated families in B.C. has more or less replicated Livingstone s studies (Kline 2001) finding that teens are spending up to 6.1 hours per day with electronic communication. Similar to those in Europe, these teens have more scope to choose among more communication options than ever before: they have books, music, games, phones, and screens in abundance  often in their rooms. Open the door of BC teens bedrooms and you will inevitably find books and music (94% have books, 91% have music), TV s 42% and Internet connections in 30%. Over 80% reported having two or more media in their rooms (14% had six or more). Despite these new communication options, music and television watching have evidently not lost their appeal as traditional forms of entertainment taking up the lion s share of young peoples leisure. Together, watching TV and listening to music are the main forms of entertainment (24 hours per week): downloading music on the net, and listening to it on MP3, have supplemented the radio and phonograph. Moreover teens have in the past, and continue to spend a lot of time maintaining social contact (8 hrs/week for girls and 5 hrs./ week for boys). When young people use the internet it is largely to download music, to chat with friends, to cruise the fan sites, and increasingly to play on-line games (Kline 2001). To the degree that cel phones and ICT s provide new channels for social interchange they can provide a space for one of teens favourite activities  conversations and hanging out. Although TV time is the same for both genders, boys report reading less than girls.  Although music, reading, hanging with friends, sports and of course television dominate BC teen s preferred activities, boys do put video games at the top of their list. New  digital media fill another 21 hours per week with boys spending at least an hour per day more than girls with them, mainly on the computer or playing video games -- increasingly playing games on line. Girls, report being less enamored with video games, but do explore the fan sites and send messages. The also are more likely to read books and enter chats. For most teens ICT s seem to vie with the telephone as a medium for bonding with friends in chat rooms or on-line gaming dens. There was a considerable  digital divide between boys and girls access to new media. Twice as many boys report having ready access to videogames (43% vs. 17%), PC s (43% vs. 22%) and internet connections (40% vs. 17%) in their rooms than girls. Access to media in their own room consistently related to propensity to use them more. The digital divide reflects the gendered entertainment preferences that were established in children s play cultures. Boys prefer the action combat, strategy and role play games while girls prefer the adventure, puzzle and classic games. Rather than change children s play cultures, digital media seem to be consolidating the same barriers that have long existed between the sexes.  Assimilating new media into their established peer interaction and entertainment activities, it is in the popularity of video game play that we find the clearest indication that something is changing in the media saturated household. The interactivity and connectivity has not so much transformed youthful entertainment cultures as supplemented its play options, by building on boys interest in war and conflict games, sports and fantasy role play. This is particularly evidenced in the analysis of the heaviest users of the new media environment  the avid heavy gamer who is more likely to play combat and role play games and less likely to play adventure and sports games. The expansion of video game play has largely been achieved on the ability of the gaming industry to deliver these entertainment stalwarts in an attractive new way. It is important to reflect on the immersion, play control and flow that gamers report as the active meaning-making experiences of these types of games. Simulation games edutainment and puzzles are consistently among the least preferred genres (Kline 1997, 2001). Anyone trying to understand the media saturated household needs to understand the trade offs young people make when they chose been learning, entertainment, peer bonding and play. These trade offs speak to a wider set of social and emotional problems young people face at school, in peer groups and families. Our study reveals that the heaviest gamers are likely to trade off reading books and homework for screen entertainment, sleep for gaming, virtual play for active leisure and social interaction. Heavy gamers are most likely to report that they make friends by gaming, and that most of their friends are gamers, although in many cases they also report wanting to socialize with their friends in reality, but not being able to. The virtual sociability created in computer mediated play is a phenomenon in need of study. Although friendship and entertainment seem to win over learning, it appears that for boys, playing games wins over all. But it is also important to situate young peoples use of mediated communication in its social context of family relations. Children s freedom to use media, however expanded, is not absolute, especially for the very young. Our data show that we must carefully set young peoples active engagement with their media within the constraints of family and peer relations. The supervision of media by parents remains an important part of the ways children gain access to and navigate the converging media environment, both in terms of encouragement and modeling, as well as constraints and rules. Children with more media in the bedroom, are less likely to report supervision and more likely to engage in risky uses of the internet. Family dynamics and parental attitudes, like peer relations are an important aspect of the analysis of contemporary play cultures.  So as in Britain and the U.S. it has hard to find evidence that the diffusion of ICT s into the Canadian household has been educationally beneficial or socially leveling. Moreover as this study shows, more teens are regular users of porn sites than use the internet for homework or self-development on a daily basis. Meanwhile theft of software, cyber stalking and unsolicited marketing have become serious issues that are making make both parents and young people wary of their use of ICT s. Around the world, inundated by porn site solicitations and concerned about Quake addiction, concerned parents are severing the electronic umbilical cord because these dreams of networked learning have dissolved into a XXX wired playground. Disillusionment with the web in Canada, was evident in the fact that 200,000 subscribers logged off forever in the last 6 months of 2002. The reason they consistently gave was that they were worried about porn and security or they just never used the service because it doesn t provide value for themselves or their children (Statistics Canada 2002). Conclusion The problem with the spin-doctored promises made about the digital generation, was a failure to actually examine how digital media impacted children s culture. We now know that these claims are overstated: interactive media didn t radically alter children s culture or displace television and books. In fact new media took their place along side those other traditional  new media forcing trade offs in some cases and hybridization in others. The convergence in children s media has resulted in a dynamic and constantly changing domestic entertainment environment, in which video game play has become an attractive alternative play form for many kids  especially boys. But it hasn t altered the course of history. The threefold promise of democraticized access to information, powerful new opportunities for learning, and active leisure were never confirmed by those who bothered to look at how children actually use the new media. Ironically, on the same day that Steve Coles resignation was announced, newspapers reported that the legacy of our digital folly was still with us. Computers were still being ordered for Quebec schools even though evidence had been found that computer assisted learning was of little value (Globe and Mail 2003). This does not mean that computers can not be educationally useful. But it does mean that pedagogical use cannot be driven by a blind faith in technology. Although chat rooms and email enjoy some popularity among digital kids, the primary driver of internet was the free music and games, which they now can and do play at school. Unfortunately, the investment in technologies were traded off against investment in educational software, and perhaps more problematically against proven sports, music and arts programmes in the schools. Little wonder that studies of public opinion show many parents gradually becoming more concerned about their schools wasting money on computers and cyber kids spending too much time playing them. New media have simply added to public confusion about children s culture, and to anxieties about media s contribution to school shootings and bullying, addiction, and threats to the security and well-being of the digital generation. No one can predict the future by looking at technology alone, but surely as Sonia Livingstone points out one thing can be prophesized: public debates about the benefits and risks associated with media saturated childhood will not disappear any more than childhood itself. Bibliography APPC Media in the Home 2000: The Fourth Annual Survey of Parents and Children . 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Video Games and the Emergence of Interactive Media for Children, pg 103 in Steinberg, Shirley and Kincheloe, Joe Kinder-Culture: The Corporate Construction of Childhood. Boulder:WestviewPostman, N. (1993). Technopoly: The surrender of Culture to Technology. New York: Vintage. Robins, Kevin. 1995  Cyberspace and the World We Live In, Body and Society 1, no. 3-4 : 135-55. Rushkoff, Douglas. 1994 Media Virus! Hidden Agendas in Popular Culture. New York: Ballantine Books,. Rushkoff, Douglas. 1999Playing the Future: What We Can Learn from Digital Kids. New York: Riverhead Books,. Sciades, George 2000.The Digital Divide in Canada, Statistics Canada, catalogue #56F0009XIE 2000 Selwyn, Neil; Dawes, Lyn; Mercer, Neil; 2001 Promoting Mr. "Chips": The Construction of the Teacher/Computer Relationship in Educational Advertising. Teaching and Teacher Education, v17 n1 p3-14 Jan Simpson, Jeffrey 2002When convergence ruled the world, Globe and Mail, A 13, August 3,. Sutton-Smith, Brian. 1997. The Ambiguity of Play. Cambridge, Mass: Harvard University Press. Tapscott, Don. 1998. Growing up digital : the rise of the net generation New York : McGraw-Hill. Time Magazine, 3 January 1983. Available on-line at  HYPERLINK "http://ei.cs.vt.edu/~history/Time.MOTY.1982.html" http://ei.cs.vt.edu/~history/Time.MOTY.1982.html. Accessed 11 March 2002. Toffler, Alvin. The Third Wave. New York: Bantam Books, 1981. United States Gov t.  Falling Through the Net IV: Towards Digital Inclusion. National Telecommunications and Information Administration. Available on-line at  HYPERLINK "http://www.ntia.doc.gov/ntiahome/digitaldivide" http://www.ntia.doc.gov/ntiahome/digitaldivide. Accessed 24 March 2002. United States Federal Trade Commission.  FTC Releases Report on the Marketing of Violent Entertainment to Children, 11 September 2000. Available on-line at  HYPERLINK "http://www.ftc.gov/opa/2000/09/youthviol.htm" http://www.ftc.gov/opa/2000/09/youthviol.htm. Accessed 26 March 2000. Valkenburg, P. M., Krcmar, M., Petters, A. L., & Marseille, N. M. (1999). Developing A Scale to Assess Three Styles of Television Mediation: "Instructive Mediation, " "Restrictive Mediation," and "Social Coviewing". Journal of Broadcasting and Electronic Media, 43(1), Pg. 52-66. Walkerdine, Valerie, Angela Dudfield, and David Studdert.  Sex and Violence: Regulating Childhood at the Turn of the Millennium, paper presented at Research in Childhood: Sociology, Culture, and History, University of Southern Denmark, Odense, October 1999.  AUTHOR SFU Page  PAGE 12  DATE 4/28/03 `2ʪ^$Fޮh¯46z,$`d`dd^$da$$H|Z , , 1:n>p>ItN.Yh^FhmpmmVnnd^`COTTPWeiss, Sherry (CZR) WEISS, SherryFIELDBEDWARD2Edwards, AfrozeSAWYERR Rain and Rae Elaine LynchFIELDDJOHNSOMELLIE SADINSKYSPENCEMADAMS Bill KrieselBelloROTHLTechnology Information CentreSIROATonya HancherowRothMyra progspare1Northlea StaffFaculty of Physical EducationOrchard, SusanHalton District School Board Rob TerryITS Alex Heron Mary KishCATC Lab - ITS - 99 April 13Julie L. LobsingerTechnical Services..Program ServicesInstructional ServicesStudent Servicescomputer services W. B. WoodsTransitional Services Mary DavisKelsey Crawford Tom Costello AthleticsDebbie MessengerWCBE Rachel Finney Bill Baker mark harperWayne ShepherdFrankSue Vail Avi BenloloMohawk College JMG CustomerHAMILTON HELP CENTER Ron BurtonLeigh and Chris HumeLeigh Kathy Kenzora HARRINGTON Maurice Rice Gerard LanMy namelhsaamberg#Gillian Woolner, Program ConsultantCharlie Robinson Louise Daw Martha Murray025474 Richard WardWill VandenhaakLouise ChoquetteLouise Harry Sawchukdougn Joanne M;Mǜ>c_T7b#Qc^GCN0 qԢӸU kxWz/0 1aTb[UQLwL o'U}R"^6M\Ps[%MsY8GxMG1r_ 4{]<`_&b銚,>ˌY16MĔ )M34`_&b 邚&AP^h2aT5s*h~e"a199Գ̵hqpM')D3g԰}E6bȆ7pk͗ j!r`smhl} f1ܞs8:1,`_M mSC\Cd"L tx#m}|e#S1[ztȓc P1[uPS>vXKKmX q\9 W4pkลamQ|7-׶}/&ia")zO?In<5{qh{ww}GͷXˢ*{NVF})_=nTcҎ!l3M;sl7/_{X~E@ܛ/}, T~EanIdŃAQ4>Lxohg等&jjmb%3\j"?$JRTA6K8Z)Z!JZcPC@,-R - i V0\zvy.IT?WXHlnHsFI]= A4}u eTl :K34c[8 >׸׆/7AZ ˺6:bT\xd}u _mn%Įz%%|E;6 ρϳ.-=I&<>ɺ6bU0"_Z/tAY%|EۧzAXnEl;>Vv%|E-}u+܂l[=;%CG‡഼e?ZnRKl)E)5w픶vUZפ@״֚^%YswOhkiW5&ݾT8Ү*[L£ kG:(Sa Ț'Am-dRt @<-dW[KlN({ k*ZUekeA'nG#>gDY8sads~~5VGtKvo#>M[hsw @|7D|t9On{~u5#% /1Фī_!~ȟC~򛐧B 92rG!cB>jTͻQ9V̻AJ H^H~w^?ҝo{gn}=;Cg>hcTٍkOY _s@my O9Ӵ#w2L?,{B5=IwpA%|dŞ 39ݬ ć8zV7ؓHnvPEȤmn"~^OCNfӹ>BU:D-OIyiDw)33i&`o9=ctԈm\{ErR~|Fw8Z}$:la{VUrd̹M$463-%*U3K^l0Z/.w\P?MiZ6maneuveringir the gamer a dynamic spielraumdistributedplay spacesabsorbredeemingmodalitiesemergingforetellfavoritefavoritefavorite25 @KHOJQJmH JSrJBody Text Indent 3d`CJH"HCaptiondxx5@CJKHOJQJ>Q> Body Text 3d B*CJph,@,Header  !, ,Footer  !.U`. 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WoodsTransitional Services Mary DavisKelsey Crawford Tom Costello AthleticsDebbie MessengerWCBE Rachel Finney Bill Baker mark harperWayne ShepherdFrankSue Vail Avi BenloloMohawk College JMG CustomerHAMILTON HELP CENTER Ron BurtonLeigh and Chris HumeLeigh Kathy Kenzora HARRINGTON Maurice Rice Gerard LanMy namelhsaamberg#Gillian Woolner, Program ConsultantCharlie Robinson Louise Daw Martha Murray025474 Richard WardWill VandenhaakLouise ChoquetteLouise Harry Sawchukdougn Joanne MacraeParticipACTION TextBridge Shawn Nixon Mike PhilipsJohnTanis Dal ZottoGabriella Batista Chloe Macraemeyers henderson familycncpc3 Jamie MandigoHomeAllan Strattonoverton Chang FamilyfultonyjustineOPHA MARY TAYLOR Penney KirbyPre-Installed UserVERDA joannie halas Agnes Gagne Searle, MarkUNIVERSITY OF MANITOBA Karen Fox Mike Mahon Jack HarperMik Resource Office Glenn Deering Alison PedlarMichael J. mahonMichael J. Mahon Michael MahonHLHPHLHPRI Resource OfficeJennifer MactavishLoring and Tina Kelly MackayWestern Canada Service CentreMichelle PorterCharlie BullockHealth and Aging LabPhys.Ed. & Rec. StudiesarohiThalia OMARGIE Stephen Abram -Cathy Duke Jamie & NateGreg MacDonaldRoisin McGlynn Aron MorrisonJennifer RideoutSandra Tippins Cori BartelTemple Scott Associates J.-C. LevacDOUG Alex KealyGrard GodboutStentor Phone PowerstentorBen LYNN MILLETTELianne M. Joyce Joe AragonaBrian J. KelahearDonald R. HealeBruce J. BibbyGreg Springall Mo Fong HuiStentor Resource Centre Inc.Marek Dziedzic Doug BennettPMG5Jennifer HaughianCorporate CommunicationsMarilyn HealeySTENTORSRCIMike Munch SRCIEnter your Name Here Andy Thomas Lancy L. HumWilding, JanetYvonne BickerstaffCarolyn CampeauHMRC NAV CANADA Eaton, ScottSylvie PhilibertpaulinCaroline WigginsBT Rick DoyonJennifer Silver Mia PearsonGreg McLaughlinStentor Resource Center Inc.Louis R. Brazeau'Bell SYGMA - Switched Services District Denis Babinrenaud Alain Drapeau Jeff GardnergB. ET R. MANDEL Bell CanadaRAYMOND MANDELDEDICATED/SWITCHED SERVICES Brad Marko LUCIE MIGUELRob WolfBell Sygma Telecom Solutions Mike MunchMarie Vaillant Don Kingston Evert PoorBryce S. AllenPaul G. ArmstrongSystems SolutionsStentor Resource Centre Inc Mike Capern AGT Personnel Terry ButtSue Richardson - ODABC TEL MarketingBarbara RobertsonInsert User Name Here Dan Darwin Neil Fahlmanthomas rumball Penny BrandSue M. RichardsonBrent LivingstonJames ThackrayRobert G. CasanovaSupport Services, EBS Pauline Tu Cathy Osborne Mike Graham Cheryl BorgNancy Webster coleCorporate PublishingCharles Wesley-James Neil Bell Andy BrauerBryce C. Schurr Wayne WintersJean-Pierre Durand Patti Murphy Juan Plaza Dan Lemkow LAR#3274-4123Karen Westwood User NameMarshall Holmes Shannon DaySTPI Lyne TessierjcPierre DuchaineDaniel D. RolfeCASP Project Office Barb GagneMacKeigan, MarkBeattie, Kelena Gail Anderson Nancy McLeanGinette Forest TIPS Project Paul Reed Craig Salmon mccormack NAV CanadaBellehumeur, Conrad P. Duchaine Nav CanadaCatherine Cole Guy Lapierre Jean GotmanPeter GreenwaysDonna NavickasU S WEST TechnologiesEmerita D'SylvaTSANav CanAdminAssistant Danica LavoieHelen Sinclair Heather Roy Rod DurninRobert Goodfellow Computer UnitAdmin ComputingA Sandi WadeTSA-02Temper Scott & Associates Kimberly LynKEASTMA Paul EarleySue Cragg & Guy Lacasse CAMH User Ric Marrero alfonso leroJean-Paul Pineau Alex PilonRADISON MANUFACTURING COMPANCarleton UniversityJanette BertrandwoodylPhysical Education and HealthAngella Kalloo Judi WalshMeq Paul Boisvert Fiona Knight Peter ElsonCatherine Allman Dixie BloorJEFFREY B. HOL were forging new channels of communal participation in play. As a text based information distribution system connectivity provided access to information data bases which made books look like sluggish and forbidding ways of learning. In short interactive play is hybrid cultural form that combined the story telling capacities of video, the information processing capacities of computers, with the active participation of toys. This hybrid medium has grown into a rapidly expanding digital entertainment network which complements and competes with other media traditions in children s lives. The above analysis suggests that it is the hybridization of cultural traditions rather than the convergence of technologies is the most interesting feature of connected interactivity.  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Interactive games, are thesentertainmentsIn the hyperbole of the enthusiasts, video game play is endlessly enobling; the fantastical settings provide knowledge of other cultures; the movement virtual tantamount to ones own imaginations; strategic based on a  decoding of the rules ; and any exchange between players entails the consolidation of the on-line community , interpretation, and exploration are erties -- even televisionTelevision is also a ing alltentialities of moving images, music, sound, and textT even allows a degree ofover 16 DERJuneKisheVanessaPIKEJU Dan Johnson Anna Stratton Robin CassRobin Trevor OwenBriar Megan O'Neail. ReceptionHRSCCarolyn DrebinDavenport LyonscdusiSneh Madramootoo T WhiteheadR Hunter-BrowntempsecMathey Michael Henry Birgit Wilmes Lioba Cremerjspencer Carlo DusirroellL'Equipe Spectravgrant Tiina SoometTSB thatcher.David CherniackCorisande AlbertChris LethbridgeJustin T. 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An Investigation of the Impact of the Internet on Childrens Audiences Stephen Kline, School of Communications Simon Fraser University Burnaby BC, Canada Introduction Once a single library held the knowledge of the world. Centuries later, data was still controlled by an elite few. Then Oracle freed everyone to work with databases. Today, Oracle is putting the knowledge of the world on-line. It will forever change our markets and our culture, (says Oracles CEO, Larry Ellison) Where do you learn about companies whose future is as limitless as our hunger to know? Exactly: Nasdaq.com. Oracle Databases TV commercial 1998 Taking the Hype out of Hypermedia The Oracle ad is a fine example of the silicon-coated theories of technological hyperbole that captured the public imagination at the gateway of the new millenium. Around the world this theory of mediated (digital) convergence has not only primed the pumps of a roiling speculative economic bubble but forged a new cyberspace ideology whose Janus gods connectivity and interactivity promised solutions to all our social problems. In this chapter I want to expose the technological determinism that underwrote this ideology, and to propose a more empirical way of thinking about the role that the virtual playgrounds this policy helped create have established in childrens lives. It is possible to trace the American embrace of the information revolution pictured in the Oracles advertising to Alvin Toffler s book The Third Wave which first popularized the faith in computers as a progressive force for social change. History, claimed Toffler, taught that technological invention was the most powerful force for changing the whole of society: the growth of agricultural techniques constitute the first wave, and manufacturing technologies the second, but it was communications technologies that would precipitate the third and most radical wave of social change. Industrial era technologies, such as the mechanized assembly line and mass media encouraged rigid hierarchies, harsh class divisions and depersonalized mass cultures Toffler claimed. Computers on the other hand, were a protean technology capable of vastly enhancing the intelligence of all media ultimately ensuring that openness, flexibility and adaptability were afforded to the humans who used them. According to Toffler: The Third Wave of historical change represents a straight-line extension o<&҈H<袕UV֙0dp;G#Q#i84>mQ|7-׶}/&ia")zO?In<5{qh{ww}GͷXˢ*{NVF})_=nTcҎ!l3M;sl7/_{X~E@ܛ/}, T~EanIdŃAQ4>Lxohg等&jjmb%3\j"?$JRTA6K8Z)Z!JZcPC@,-R - i V0\zvy.IT?WXHlnHsFI]= A4}u eTl :K34c[8 >׸׆/7AZ ˺6:bT\xd}u _mn%Įz%%|E;6 ρϳ.-=I&<>ɺ6bU0"_Z/tAY%|EۧzAXnEl;>Vv%|E-}u+܂l[=;%CG‡഼e?ZnRKl)E)5w픶vUZפ@״֚^%YswOhkiW5&ݾT8Ү*[L£ kG:(Sa Ț'Am-dRt @<-dW[KlN({ k*ZUekeA'nG#>gDY8sads~~5VGtKvo#>M[hsw @|7D|t9On{~u5#% /1Фī_!~ȟC~򛐧B 92rG!cB>jTͻQ9V̻AJ H^H~w^?ҝo{gn}=;Cg>hcTٍkOY _s@my O9Ӵ#w2L?,{B5=IwpA%|dŞ 39ݬ ć8zV7ؓHnvPEȤmn"~^OCNfӹ>BU:D-OIyiDw)33i&`o9=ctԈm\{ErR~|Fw8Z}$:la{VUrd̹M$463-%*U3K^l0Z/.w\P?MiZ6 ? An Investigation of the Impact of DigitalMedia Stephen Kline Office: School of Communication, 8888 University Road, Burnaby BC, V5A 1S6 604-291-4793/ fax 604 291 4024 Home: 310 Osborne Rd. East, North Vancouver, B.C. CANADA V7N 1M3 604-985-9661 kline@sfu.ca ? An Investigation of DigitalPlay es  youthful males. (Kline 1997 Data was gathered from 728 BC teens in 2000. 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An Investigation of the Impact of the Internet on Childrens Audiences Stephen Kline, School of Communications Simon Fraser University Burnaby BC, Canada Introduction Once a single library held the knowledge of the world. Centuries later, data was still controlled by an elite few. Then Oracle freed everyone to work with databases. Today, Oracle is putting the knowledge of the world on-line. It will forever change our markets and our culture, (says Oracles CEO, Larry Ellison) Where do you learn about companies whose future is as limitless as our hunger to know? Exactly: Nasdaq.com. Oracle Databases TV commercial 1998 Taking the Hype out of Hypermedia The Oracle ad is a fine example of the silicon-coated theories of technological hyperbole that captured the public imagination at the gateway of the new millenium. Around the world this theory of mediated (digital) convergence has not only primed the pumps of a roiling speculative economic bubble but forged a new cyberspace ideology whose Janus gods connectivity and interactivity promised solutions to all our social problems. In this chapter I want to expose the technological determinism that underwrote this ideology, and to propose a more empirical way of thinking about the role that the virtual playgrounds this policy helped create have established in childrens lives. It is possible to trace the American embrace of the information revolution pictured in the Oracles advertising to Alvin Toffler s book The Third Wave which first popularized the faith in computers as a progressive force for social change. History, claimed Toffler, taught that technological invention was the most powerful force for changing the whole of society: the growth of agricultural techniques constitute the first wave, and manufacturing technologies the second, but it was communications technologies that would precipitate the third and most radical wave of social change. Industrial era technologies, such as the mechanized assembly line and mass media encouraged rigid hierarchies, harsh class divisions and depersonalized mass cultures Toffler claimed. Computers on the other hand, were a protean technology capable of vastly enhancing the intelligence of all media ultimately ensuring that openness, flexibility and adaptability were afforded to the humans who used them. According to Toffler: The Third Wave of historical change represents a straight-line extension o<&҈H<袕UV֙0dp;G#Q#i84>mQ|7-׶}/&ia")zO?In<5{qh{ww}GͷXˢ*{NVF})_=nTcҎ!l3M;sl7/_{X~E@ܛ/}, T~EanIdŃAQ4>Lxohg等&jjmb%3\j"?$JRTA6K8Z)Z!JZcPC@,-R - i V0\zvy.IT?WXHlnHsFI]= A4}u eTl :K34c[8 >׸׆/7AZ ˺6:bT\xd}u _mn%Įz%%|E;6 ρϳ.-=I&<>ɺ6bU0"_Z/tAY%|EۧzAXnEl;>Vv%|E-}u+܂l[=;%CG‡഼e?ZnRKl)E)5w픶vUZפ@״֚^%YswOhkiW5&ݾT8Ү*[L£ kG:(Sa Ț'Am-dRt @<-dW[KlN({ k*ZUekeA'nG#>gDY8sads~~5VGtKvo#>M[hsw @|7D|t9On{~u5#% /1Фī_!~ȟC~򛐧B 92rG!cB>jTͻQ9V̻AJ H^H~w^?ҝo{gn}=;Cg>hcTٍkOY _s@my O9Ӵ#w2L?,{B5=IwpA%|dŞ 39ݬ ć8zV7ؓHnvPEȤmn"~^OCNfӹ>BU:D-OIyiDw)33i&`o9=ctԈm\{ErR~|Fw8Z}$:la{VUrd̹M$463-%*U3K^l0Z/.w\P?MiZ6 ? An Investigation of the Impact of DigitalMedia Stephen Kline Office: School of Communication, 8888 University Road, Burnaby BC, V5A 1S6 604-291-4793/ fax 604 291 4024 Home: 310 Osborne Rd. East, North Vancouver, B.C. CANADA V7N 1M3 604-985-9661 kline@sfu.ca ? An Investigation of DigitalPlay es  youthful males. (Kline 1997 Data was gathered from 728 BC teens in 2000. 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