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iPod and the i-Generation

An i-pod can be described as a portable media player. It is also a Wi-fi mobile platform. The flash memory of an I-pod ranges from 8GB, 16GB or 32GB. An i-Pod product has various features. Examples of features include the i-Tunes Link maker, iTune Widgets and the i-Tunes music store. These features enable web-linking of artists, songs, albums and TV shows. Other applications of an I-pod include; surfing the web, sending e-mail, entering appointment and events on one’s computer, maps, checking the weather, following stock markets, clocks and calculators (Jude B.

et al, 2007). An i-Generation refers to the young siblings of the generation X; born between the years 1981 to 2000. This is the generation of young people, which is believed to be very significant after the retirement of the baby boomers. The i-Generation is considered to be more connected to the i-pod more than any other generation. This group of people uses an i-Pod to access the internet due to their diversified needs. The young people can benefit so much from the internet through the use of an i-Pod in their daily lives. 1. 0 i-Generation as a Sub-Culture

What makes the I-generation a subculture? As earlier stated, the i-Generation is represented by young people who are more related to the i-Pod more than any other generation. The people who comprise this generation include those who are just entering the work force while others are starting school. The i-Generation has chosen to interact with the internet so much, resulting to their great attachment to the i-Pod. The features and applications of an i-Pod to this group of people are very relevant and important in their day to day undertakings.

A subculture can be said to be a situation where smaller group of people has shared customs and beliefs a within a much larger, dominant culture. This means that a given group of people within a larger group have customs and beliefs that differ from those of a much larger group. The given group has a unifying set of ideas or practices, in addition to having some similar demographic characteristics. Due to the i-Pod, the i-Generation is said to have developed similar customs and beliefs, because they have the greatest utilization of the i-Pod.

Certain factors contribute and justify the i-Generation as a sub-culture. The i-Generation has similar preferences when it comes to their i-pod features . For example the music feature of an i-Pod provides diversity in music. The young people prefer having varying music types, which can allow them to choose what to listen to at any given time. The i-Generation has a passion for music and movies. They have favorite music, artists and albums. The i-Tune’s features in an i-Pod necessitates the i-Generation to access their favorite music or artists much easily.

The i-Pod has promoted easy access as per the needs of the i-Generation. Similarity in music and preferences make the i-Generation use an i-Pod to satisfy their music and video needs. It is a culture of the young people all over the world to love and enjoy the contemporary kind of music, (Abby, E. 2001). In addition, the i-Generation has great media awareness and interaction with the Internet and its application, (Ladd, E. 1994). These two have a very strong influence of their way of life. The way they live their lives is very much affected by the media and the Internet.

Due to these influences they tend to have similar customs and beliefs about what they read, watch or listen to from both the media and the internet . For example, in the current world of modeling and celebrity, beauty is shown as being skinny or small bodied by the media and internet sources. This creates a common belief that, one can only look beautiful if he or she is skinny. Compared to the previous generation, the i-Generation has the greatest access to information. In any culture, ideas and practices are shaped by the type of information and level of information that people get.

Access to diversified ideas and views influence the beliefs and customs of the i-Generation. The information that they access from the Internet and media through the i-Pod shapes their thinking and reasoning. This depends on the conviction that the i-generation gets from the same information that they get from the Internet. For example, the dressing style in the i-Generation can be observed to have similarities all over the world. The mode of dressing just like in different races, express the cultural way of dressing . Same ideas and beliefs develop in the i-Generation due to the great access to the information.

A subculture can be created across the globe. The i-Generation has the ability to connect to each other and the international environment, (Eric, W. 1999). This connectivity is not in any way hindered by social, national and culture boundaries of the young people from various parts of the world . In the world over, social factors have been known to affect the nature of relations between two groups with varying social beliefs and practices. For example, different religions may vary in the way they interpret of some social aspects. Culture varies according to the race, religion and region of the people.

However, in spite of these challenges the, i-Generation has managed to overcome them. They can be able to connect to each other comfortably. This definitely supports the views that the i-Generation is a sub-culture where challenges have been overcomed by the strong influence of similar beliefs and practices. The i-Generation has managed to have same ideas and practices regardless of their race, religion and even their different areas of origin, (Arendt, L. 1998). The i-Generation education system is more varied in terms of educational opportunities compared to the current generations.

The diversification of educational opportunities has demanded that students adapt to this system. The students needs’ satisfaction have in turn resulted to development of products that will enable them adapt well to the system; this has seen the introduction of the i-Pod in the market which connects them very well to the internet. An education system which is diversified created a custom that is unique to the i-generation; use of i-Pod in the learning experiences of the i-Generation group of people.. It is worth noting that portable technologies change the nature of international communications, (Cameron, L. 1997).

Like earlier stated the i-Generation has connected to each other the world over. This has consequently changed the channels and means of communication with the i-Generation, international communication is guided by similar ideas and practices. The change of international communications nature has the moulding of similar customs; contributing to the i-Generation with a sub-culture component. In conclusion, the application of an i-Pod in the i-Generation influences their ideas, customs, beliefs and practices towards a similar direction. The unity of the i-Generation ideas result to a common culture; well known as a sub-culture.

The i-Generation groups of people develop similar views and opinions different from other groups of people in the global community. 2. 0 Possibility of an i-Pod led education Is the scenario outlined above for an I-pod led education possible, given the current technological environment why and why not? An i-Pod-led education refers to the use of an i-Pod in the education system for learning purposes. The students during their education process can undertake their activities through the use of an i-Pod. An i-Pod is allows access of the internet by the user wherever they are .

In the education system, an i-Pod may be important in an i-Generation led education. There are various reasons that may make an i-Pod led education possible with the current technological environment. One major reason is the need for many students to both work and study at the same time. Students sometimes may need to work in order to support their education needs,( Berry, J. 1996). An i-Pod will be very crucial in such a circumstance since the students can work and study at the same time. Technological advancement demands the need to have informed workers on the current technology, (Amy, H. 1998).

The training of informed workers especially to match with the advancement will require an education that allows students to both work and study i-Pod learning system would help students wherever they are. Students undertake several activities that promote effectiveness of the quality of education that they get, (Carol, K. 2002). These include making lecture notes, attending tutorials as well as class discussions. In achieving all these, an i-Pod may assist the students in the listening of education materials when working and they can feed the latest lecture to their i-Pod whenever the need arises.

In addition, students can easily attend tutorials with digital camera and phone without necessary physical appearance in the classroom, (Bill, V. 2003). Advancing education systems will mean increasing needs of the students. There will be need to meet lecturers, discuss and share ideas with the others and to check any classroom changes. This definitely makes it crucial for students to use an i-Pod to assist them in undertaking their activities. The blackberry systems offer an opportunity for students to update timetables, check for any classroom changes and make appointment with academic staff or fellow students using msn or skype.

Technological advancement result to advancement in the medical field; their technique keeps changing to make them more effective to save the human lives. For example surgical techniques may keep changing from time to time. In an i-Pod led education, the medical students will benefit very much. An i-Pod will make it possible for the students to access video casts that demonstrate latest surgical techniques. This way medical field techniques will go hand in hand with technology advancement; making an I-pod led education possible. Marketing students can be taken on a guided tour while within the classroom; in an i-Pod led education.

The need to save on time and energy in an I-generation may require undertaking of both theoretical and experimental learning using the minimum time possible. The audiovisual capability of i-Pod will help students to learn from their environment while at the same time undertaking ‘experimental learning in a visually and aurally richer way than in the previous education systems. However, an I-pod led education may be hindered by several factors. This would make it difficult for development of an i-Pod led education. In any given nation or state, the economic ability of the citizens differ,( Don, F . 2004).

The i-Generation enjoys the great deal of attention from parents. All parents would like to see their children prosper academically. Though this is every parent’s wish they may lack the financial ability to buy an i-Pod for their children at school. This would therefore make it difficult for an i-Pod led education. In addition, some lecturers or tutors may not value the quality of education that an i-Pod led education offers to the students. For example attending tutorial with digital cameras and phones may not offer the same better experience like the one where students attend lectures in the classroom.

It will determine the direct interaction that students and lecturers have in a normal class set up. In a classroom; students can ask a question on any issue as the lecture goes on, enabling them to understand much better. In an i-Pod learning students have no chance to inquire something as the lecture continues. 3. 0 Problems that may arise in an i-Pod adopted education institution What problems would be faced if an educational institution adopted an I-pod culture? An educational institution offers its educational services to students though learning. Learning as a process requires undertaking of many activities that enhance leaning.

Examples of such activities include; attending of lectures and tutorials, practical work, access print-based materials, and making appointments with academic staff or fellow students. In an i-Pod led education, all these activities can be undertaken. An i-Pod culture would offer its merits if adopted by an educational institution. However, several problems may arise due to integration of an i-Pod culture in an educational institution ,(Robinson, B. 2001). One problem that may arise if i-Pod culture was adopted by an educational institution is over dependence of the students on the Internet, (John, and C.

2002). Though Internet is important in giving diversified information on the various educational topics, students need to also apply what they learn (knowledge and skills) without entirely depending on the Internet. This encourages growth of skills and ability of the students; an independent thinking where i-Pod culture may be adopted, students may be denied a chance to develop skills and knowledge required to succeed. The i-Pod culture may also discourage hard work, commitment and dedication of the students in their education, (Pat, A. 2001).

For example students can carry out their activities without necessarily getting actively involved. Attendance of tutorials and downloading academic articles for later reading may discourage students to attend the classes. The students may be convinced that even if they don’t attend classes, they can still get the material from the i-Pod use. The i-Pod culture may work to the disadvantage of the poor students, (Tabitha, A. 2 005). An i-Pod may be a bit expensive for all students to have. It may be very demanding to own one especially those who may lack the financial ability to purchase an i-Pod. The poor students may be affected.

It may compromise the quality of education unless schools provide them. It may also promote lack of education as a priority to the students. For example, where a student may decide to give priority to working while carrying out learning activities through the i-Pod, (Teegardin, C. 1996). The payment they get from working will mean more to them than going to school. This may even extend to failure of students to advance to the higher levels of education; they become more committed to their work than their learning. In conclusion, the i-Pod culture has its merits and demerits if adopted in the education system.

The merits will enhance effective learning (for both lecturers and students), as well as saving of time energy and resources. However the culture may affect the quality of education due to reduced commitment by the students. If adopted the i-Pod culture need to be developed in a manner that promotes the quality of education and prevents over reliance of students on the Internet


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