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D. van Greunen and A. Veldsman
6.12 Conclusion and Future Work
The use of mobile technologies and then specifically the instant messaging and social
media are transforming communication practices, opening new spaces and processes
of socialisation and impacting upon traditional social structures. These effects are
particularly relevant for the most frequent users of the technologies namely youth.
This new environment poses certain challenges and, like any setting for social interaction, has some inherent risks. However, this paper suggests that through increased
Internet and media literacy—ensuring all young people develop the skills to critically
understand, analyse and create media content—these challenges can be overcome
and risks mitigated in a way that ensures the many benefits of ICT and more specifically mobile technologies can be realised.
In other words, by maximising the benefits of mobile technology, whether it is
its role in delivering educational outcomes, or facilitating supportive relationships,
identity formation, or a sense of belonging and resiliency, many of the risks of virtual
interaction, such as cyberbullying, can be minimised. Strategies to this end must be
underpinned by best practice change management evidence and more research should
be undertaken to ensure that emerging practices and effects of mobile technology as
a driver of change are understood and responded to.
This paper finds that the benefits of mobile technologies are largely associated
with the participatory nature of the modern digital environment. There remains a
need for exploratory academic work on cybercitizenship amongst at-risk youth and
the ways in which such youths are engaging online to express their views, challenge
and create their own modern views on society. This knowledge could lead to the
recognition that their online practices may challenge commonly held notions about
childhood, youth, gender and other critical social issues.
It is important to note that new digital communication practices could well be
informed by the experiences and perspectives of the new generation of mobile youth
with their view of digital literacy. This in turn could lead to a better understanding
of how the online and offline worlds are integrated to drive change whilst using ICT
as the tool for change.
Ongoing evaluation of the intervention feeds into the offerings and influence the
respective technologies and content that is contained in the intervention. The next
step is to now replicate the intervention in similar communities based on the lessons
learnt and the good practices that have evolved from this exploratory study. Some
examples for replication include the use of similar technologies for at-risk groups
including refugees, abused women and as a means to support addiction treatment.
Some considerations for the replication of the study would include connectivity,
appropriate support applications that allow for the different types of support required,
and appropriate interaction techniques to allow for varying digital literacy levels.
D. van Greunen and A. Veldsman
6.12 Conclusion and Future Work
The use of mobile technologies and then specifically the instant messaging and social
media are transforming communication practices, opening new spaces and processes
of socialisation and impacting upon traditional social structures. These effects are
particularly relevant for the most frequent users of the technologies namely youth.
This new environment poses certain challenges and, like any setting for social interaction, has some inherent risks. However, this paper suggests that through increased
Internet and media literacy—ensuring all young people develop the skills to critically
understand, analyse and create media content—these challenges can be overcome
and risks mitigated in a way that ensures the many benefits of ICT and more specifically mobile technologies can be realised.
In other words, by maximising the benefits of mobile technology, whether it is
its role in delivering educational outcomes, or facilitating supportive relationships,
identity formation, or a sense of belonging and resiliency, many of the risks of virtual
interaction, such as cyberbullying, can be minimised. Strategies to this end must be
underpinned by best practice change management evidence and more research should
be undertaken to ensure that emerging practices and effects of mobile technology as
a driver of change are understood and responded to.
This paper finds that the benefits of mobile technologies are largely associated
with the participatory nature of the modern digital environment. There remains a
need for exploratory academic work on cybercitizenship amongst at-risk youth and
the ways in which such youths are engaging online to express their views, challenge
and create their own modern views on society. This knowledge could lead to the
recognition that their online practices may challenge commonly held notions about
childhood, youth, gender and other critical social issues.
It is important to note that new digital communication practices could well be
informed by the experiences and perspectives of the new generation of mobile youth
with their view of digital literacy. This in turn could lead to a better understanding
of how the online and offline worlds are integrated to drive change whilst using ICT
as the tool for change.
Ongoing evaluation of the intervention feeds into the offerings and influence the
respective technologies and content that is contained in the intervention. The next
step is to now replicate the intervention in similar communities based on the lessons
learnt and the good practices that have evolved from this exploratory study. Some
examples for replication include the use of similar technologies for at-risk groups
including refugees, abused women and as a means to support addiction treatment.
Some considerations for the replication of the study would include connectivity,
appropriate support applications that allow for the different types of support required,
and appropriate interaction techniques to allow for varying digital literacy levels.