Preserving Rich Experience in the Digital Age

Abstract

Many educators fear that proliferating digital technologies in school and at home create an artificial barrier to young people from having a meaningful direct experience with the world. At the same time, others argue that ubiquitous access to these same technologies is essential if young people are to make sense of the increasingly complex information space characteristic of the twenty-first century. In an attempt to bridge this gap, the chapter draws on Dewey’s frame of experience as articulated in Democracy and Education and Experience and Education to craft a framework by which uses of digital technology can be assessed for their educational value. Characteristic features of experience-rich, growth-promoting uses of technology include support for both the active and passive dimensions of experience, as well as the ability to support continuity, interaction, purpose and progressive organization of experience. These (arguably) better uses of technology are in turn linked to broader concerns for young people developing the capacities needed for citizenship in a creative democracy. Numerous examples of youth projects facilitated by the author are provided to illustrate how the framework is applied in practice.

Citation

Coulter, B. (2018), "Preserving Rich Experience in the Digital Age", Heilbronn, R., Doddington, C. and Higham, R. (Ed.) Dewey and Education in the 21st Century, Emerald Publishing Limited, Leeds, pp. 21-35. https://doi.org/10.1108/978-1-78743-625-120181008