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Changes in Youth Cultures, identities and way of learning in this Digital Age

Changes in Cultures, identities and way of learning in this Digital Age

Profoundly, technology has brought on board myriad changes in the global arena including changing how people behave, act as well as how they learn. Most of these changes are evidenced in the Net generation especially those born between 1982 and 1991, and brought up in an environment that exposed them to computerbased technologies consistently (Buckingham, 2008). Markedly, this technology has provided a platform where people in diverse cultural backgrounds interact and share ideas regardless of their respective geographical locations across the globe. Indeed, this connectivity has abolished geographic boundaries that existed before. As such, their methods of learning, cultures, and identities have also changed significantly as compared to previous generations. For instance, technology has brought about connectivity and ease of access of information from every corner of the globe than before allowing people to interact and socialize with ease.

As a result, accessibility to a vast pool of information has altered their social, cultural and political ideologies bringing on board new ways of life and learning as well as cultures (Carrie, et al., 2009). As a teenager teacher, digital media and networks have become embedded not only in their daily lives but also ours too and have become part of wide-based changes regarding how people engage in knowledge production, creative expressions and communicate. Unlike in the past, digital media is now a humdrum and all-encompassing which have been embraced by a wide range of institutions and individuals in all walks of life (Carrie, et al., 2009). It is rational to assert that digital media have escaped both formal and professional boundaries including governmental and academic that fostered their development (Buckingham, 2008). As a result, they have been taken up by non-institutionalized and diverse population practices leading to changes in social, cultural and political ideologies. Notably, this has been evidenced in the peer activities of youth in institutions including how they interact and behave among themselves (Carrie, et al., 2009). Although technology has been tapped and tailored to meet the diverse demands of people, the digi-kids are growing up in an era where media have been taken for granted cultural and social fabric of learning, play as well as social communication. As a teacher, it is my ultimate belief that most of the radical challenges and changes evidenced in the contemporary learning process usually happen in the domains such as online networks, gaming alongside amateur production that often occur in both non-institutional and informal settings.

On the other hand, identity is a vague and slippery term that draws varied interpretations. However, in the recent past, its relevance has been evidenced overtly with the net generation and as a result boosting our understanding regarding engagement of young people with digital media (Carrie, et al., 2009). For instance, some of the platforms provided by technology such as social media have allowed kids to broadcast anything while connecting themselves to experiences that were inexistence before. For example, it is through technology that kids seek identity validation not only from friends but also from strangers via the media (Buckingham, 2008). Thus, it is rational to claim that as this cohort comes of age online, the technology might be influencing how kids form their identity. What is more, technology has opened teens up to exponential derision as well as an augmented feeling of invisibility which plays critical roles in influencing their perceptions towards themselves.


Buckingham, D. (2008). Introducing identity. Youth, identity, and digital media1.

Carrie, J., Davis, K., Flores, A., Francis, J. M., Pettingill, L., Rundle, M., et al. (2009). Young People, Ethics, and the New Digital Media: A Synthesis from the GoodPlay Project. New York: MIT Press.