The Role of Peer and Tutor Feedback (critical reflection)

Throughout the process of this course, peer evaluation has been constantly incorporated into the curriculum through the use of peer editing groups, blogging comments, and general feedback and evaluations.The class has been encouraged to participate in mutual peer evaluation by how our tutor organises us into groups and forces us to grade each other. The value of feedback is critical because it helps us to gain new insights and perspectives towards our writing, as well as to help us recognise and correct our mistakes. This serves as a guide and leads to a general improvement. Thus, it is beneficial for academic purposes.


On the surface level, peer evaluation helps us to spot our superficial errors such as errors in language use, or those in coherence and thesis writing, which can help us to improve our writing. These are things that would have been difficult to spot on our own due to our biased perspective during the writing. For example, during the essay-writing exercise on the digital divide, my first draft had a weak thesis and lacked sufficient explanations about the problem. Instead, I merely jumped straight and focused more on the present available solutions and evaluating them. This had led to a slightly incoherent and unsubstantial writing, which I would not have noticed if my classmate did not evaluate and point it out to me. By working along such feedback, I am able to review my essay and make necessary changes, improving on my writing. In the long term, this will aid my writing skills as well because I am learning from my mistakes, which I would not have realised was occurring if I was not given feedback by either my peers or tutors. On a deeper level, peer and tutor feedback can sometimes offer us new insights due to the varied opinions and perspectives towards certain issues, which can broaden our scope of writing and adopt a more accurate, balanced point of view. This helps us in the construction of our arguments (and counter-arguments) which improves our general writing capability as well.


Similarly, as we evaluate our own peers, it enhances our analytical and critical thinking ability to accurately sieve out common mistakes and this is often re-enhanced into our own writing. For example, making special effort to notice what kind of language errors are present in a classmate's work would help us to be cautious with similar language errors during our own writing as well. Through mutual evaluation, the ideas and skills of writing are being mutually reinforced, which is largely beneficial. Thus, in conclusion, peer and tutor feedback serves as a form of guide towards our writing, either in improvement or to stay on track, and is thus of value and should be taken positively.

Presentation Reflection

I felt that I had performed relatively well, particularly so in my engagement with the audience, confidence, pace and clarity. The overall presentation was decent. However, I do have to admit that I was not very prepared and did not practice beforehand, which might have caused me to be unsure of the way I wanted to phrase my words/thoughts on the spot (even though I was familiar with the arguments and points I wanted to present) thus causing me to use alot of fillers. It would have been much better if I had thought about what I wanted to say exactly, prior to the presentation.

Essay Final Draft

Singapore, being a highly developed nation, has one of the highest technological penetrations in the world and a growing reliance on the usage of digital technology. This has caused certain groups of people who are unable to attain access to technology to be at a disadvantage in society. An example of this includes students from low income families. According to a survey done by the Infocomm Development Authority of Singapore (IDA) in 2013, 13% of households did not have internet access at home. Out of the 13%, 9% said that this was because they could not afford it. The lack of digital access poses as a problem to students from these families due to the increase in use of technology in our education system. With the implementation of the "Masterplan" initiative (since 1997), the use of ICT was encouraged in schools to reap the benefits of digital learning. However, this causes the students from lower income families to be disadvantaged in using these resources and getting the best out of their education.

Thus, the government and IDA have offered various solutions to address the problem, but they are still insufficient as the digital divide still poses as a problem. The "Masterplan" initiative allows students computer usage for 30% of their curriculum time in fully networked schools. Teachers are also motivated to use ICT effectively in their teaching and learning. Many schools have thus incorporated web assignments and web portals into the curriculum. E-discussion forums have become pervasive and digital textbooks have replaced hard-copy journals or notes (Rubin, 2013). This severely disadvantages students who do not have the means or capability to access the internet, as they lose out on these networks to attain information. Furthermore, they might only be able to complete their online assignments in school, leaving them restricted by constraints. Also, in accordance to the MOE guidelines, schools have started incorporating several "e-learning" days in the year, when lessons are conducted over the internet on the home computer. The running of such programmes was further encouraged after the outbreak of Severe Acute Respiratory Syndrome (SARS) in 2003 as a precautionary practice should schools be cancelled in the case of another epidemic. Thus, students who do not have internet access at home would run into problems and be unable to do their e-learning, and have to seek other alternatives (such as using public networks, or going back to school which ultimately defeats the purpose of the program).

The government recognises this on-going problem and have worked with the IDA to come up with various solutions. To resolve the issue, the Digital Inclusion Fund has been set up, in which $10million was set aside to attempt to bridge the digital divide in Singapore, including aiding families with low income. This fund will be used to increase public access to IT which is achieved through community centers, the private sector, libraries, LAN centers, and other self-help groups, etc., with a total of more than 10,000 PCs available for public use. Free broadband access will also be made available at community centres and clubs. Part of the fund will be also used for the implementation of various programmes or subsidies, such as in the NEU PC Plus Programme and PC Re-use Scheme, which will be further elaborated and evaluated below.

The first solution IDA has come up with is the NEU PC Plus programme. Students with a household income of less than $2,700 will be given a 75% discount on computers, making the computers more affordable for them. Since its introduction in 1999, close to 37,000 families with school-going children had benefited from the program. However, it is limited, as the maximum surfing speed of only 1Mbps limits the sites that one can visit. For example, sites that have many graphics or high security software would pose as a problem to these users. Students might have difficulty loading many relevant newspaper sites and entering a school portal to download assignments due to their high security network. (Irene T, 2013)

Another solution being adopted is the PC Re-use Scheme. It involves gathering used and unwanted PCs from various sectors including government departments, private and public. They will then be reconditioned and distributed to the needy families and non-profit organisations such as halfway houses and voluntary welfare centres. To date, more than 1300 refurbished PCs have been donated. (Hock Yun, K, 2001). However, older computers usually have older and slower systems which might not be able to support newer, more updated software programs. For example, certain specialised programs used in tertiary courses can only run on a MacBook with Apple software. These older unwanted computers thus become redundant when the student is still unable to use it for their school work. Also, a slower system that takes a long time to load reduces productivity and limits the ability of students to access networks.

In conclusion, the problem of digital divide between low-income students and other students is still observed in our society today. However, there is recognition of this issue and efforts have been made to improve the problem. This includes setting aside funds and subsidies, and implementation of various schemes such as the NEU PC Plus Programme and PC Re-use Scheme. Although the effectiveness of these solutions is still being questioned, it is indeed an issue that cannot be addressed and resolved overnight, since the government and IDA are still limited by both social and financial constraints. A possible alternative would be in the provision of resources and services reserved specially for these students in their communities, such as in schools or community centres, which can be accessed free.

References:

C.M. Rubin (28 October 2013). The Global Search for Education: Got Tech? - Singapore. Retrieved October 8, 2014 at: http://www.huffingtonpost.com/c-m-rubin/the-global-search-for-edu_b_4171890.html

Factsheet: Digital Inclusion Fund (September 2014) Retrived October 8, 2014 at: https://www.ida.gov.sg/~/media/Files/About%20Us/Newsroom/Media%20Releases/2014/0928_SID2014/Annex2_MediaFactsheet_DigitalInclusionFund.pdf

Hock Yun, K. (May 2011) Bridging the Digital Divide. Retrieved October 8, 2014 from IDA Web site at: https://www.ida.gov.sg/About-Us/Newsroom/Speeches/2001/20061212162944

Irene T. (17 March 2014). Bridging The Digital Divide. Retrieved October 8, 2014 at: http://www.straitstimes.com/the-big-story/case-you-missed-it/story/bridging-the-digital-divide-20140317

Reader Response Draft 4

In Moore’s article (2011), she claims that the new social media (i.e. Twitter and Facebook) have caused a global revolution, and threaten the social order. They have aided the success of various uprisings, as a form of organizing tool and broadcasting platform, reaching global audiences at a much faster rate than mainstream media. However, some people such as Rebecca MacKinnon, co-founder of Global Voices online, argue that this digital activism has been an on-going issue, and not only a recent phenomenon. Furthermore, director of International Freedom of Expression York argues that it has to be accompanied with offline action in order to be successful. Nonetheless, as a result of the political sensitivity revolving around social media, countries such as China, Vietnam and Burma have imposed strict restrictions on their digital space, as well as pressurised private companies for data. However, their effectiveness has been put to the question.

With the rise of technology and digital usage in the 21^st Century, it is indeed true that social media is able to reach a wide audience with just a click of the finger. This has made it a very useful tool in attracting global attention and raising awareness about various issues. Personally, as part of this digital generation, I also had first-hand experience such as in the example of the Pink Dot Movement. Started out on a social media platform Facebook, it had gained the attention of many youths around Singapore and started a virtual rally, which later led to the largest, record-breaking turn out in the demonstration at Hong Lim Park this year. Furthermore, its success has also inspired people around the world such as in Hong Kong, Montreal, New York etc to organise the pink dot event.This shows how the use of new social media has grown to be powerful platform.

However, without the accompaniment of an off-line activism, linking individuals and getting the word out through technology will be rendered useless. Based on the article, some argue that the use of new social media merely acts as a catalytic factor. I agree that this is true for a few reasons as follows.

Firstly, despite the huge commotion over the internet, it is unlikely for governments to take any demonstration seriously without concrete action. After all, the internet is merely a virtual platform. It is difficult to pressurise for changes if each individual does not rise up to his or her stand and make a statement offline. It might be able to translate ideas but these ideas will only end up becoming empty talk. Thus, it is difficult for the new social media alone to create a global revolution.

Secondly, the use of social media faces a huge challenge – censorship. Due to the power of the social media and its political sensitivity, some countries have imposed restrictions on their digital space, which limits the capability of social media. A valid example, as proven from the article as well, is the “Great Firewall” of China. The Chinese government has strict control over the cyberspace and censors any information that threatens their national security. Although the effectiveness of such measures was questioned, it still shows how the new social media is not a viable tool to be used alone, as there is no guarentee.

Thirdly, the use of new social media has its limitations as well, as it is only able to reach those who are more tech-savvy. In the case of Singapore, although our nation is developed and generally technologically advanced, the prevalence of social media lies only in the younger, more tech-savvy population. The older generation might not trust and rely as much on this new form of media. Thus, the spread of ideas would only be able to reach a certain group of people, hindering its effectiveness.

In conclusion, I agree with the article, and how the prevalence of the new social media has indeed changed the social construct and caused a “global revolution”. However, it must be used hand-in-hand with other measures and concrete action in order to be successful in its uprising attempts.

Reference:

Moore, J. (2011). Social media: Did Twitter and Facebook really build a global revolution?  http://www.csmonitor.com/World/Global-Issues/2011/0630/Social-media-Did-Twitter-and-Facebook-really-build-a-global-revolution

Essay Draft 2

Singapore, being a highly developed nation, has one of the highest technological penetrations in the world and a growing reliance on the usage of technology. This has caused certain groups of people which are unable to attain access to technology to lose out in society. An example of this includes students from low income families. According to a survey done by the IDA in 2013, 13% of households still do not have internet access at home. Out of the 13%, 9% said that this was because they could not afford it. This poses as a problem to students from these families due to the increase in use of technology in our education system. With the implementation of the "Masterplan" initiative (since 1997), the use of ICT was encouraged in schools to reap the benefits of digital learning. However, this causes the students from lower income families to be disadvantaged in using these resources and getting the best our of their education. This essay thus seeks to address this problem and evaluate the various solutions offered by the government and IDA. 

The "Masterplan" initiative allows students computer usage for 30% of their curriculum time in fully networked schools. Teachers are also motivated to use ICT effectively in their teaching and learning. Many schools have thus incorporated web assignments and web portals into the curriculum. E-discussion forums have become pervasive and digital textbooks have replaced hard-copy journals or notes. This severely disadvantages students who do not have the means or capability to access the internet, as they lose out on these networks to attain information. Furthermore, they might only be able to complete their online assignments in school, leaving them restricted by constraints. Also, in accordance to the MOE guidelines, schools have started incorporating several "e-learning" days in the year, where lessons are conducted over the internet on the home computer. The running of such programmes was further encouraged after the outbreak of Severe Acute Respiratory Syndrome (SARS) in 2003 as a precautionary practice should schools be cancelled in the case of another epidemic. Students who do not have internet access at home would thus run into problems and be unable to do their e-learning, and have to seek other alternatives (such as using public networks, or going back to school which ultimately defeats the purpose of the program).

The government recognises this ongoing problem and have worked with the IDA to come up with various solutions. To resolve the issue, the Digital Inclusion Fund has been set up, where $10million was set aside to attempt to bridge the digital divide in Singpore, including those between low and high income families. This fund will be used to increase public access to IT which is achieved through community centers, the private sector, libraries, LAN centers, and other self help groups, etc., with a total of more than 10,000 PCs available for public use. Free broadband access will also be made available at community centres and clubs. Part of the fund will be also used for the implementation of various programmes or subsidies, such as in the NEU PC Plus Programme and PC Re-use Scheme, which will be further elaborated and evaluated below. 

The first solution IDA has come up with is the NEU PC Plus programme. It offers students from households with a gross monthly income of less than $2,700 the opportunity to own a new computer at a discount of up to 75 per cent, making it a lot more affordable. It has benefited close to 37,000 homes with school-going children since its launch in 1999.  However, the program is limited in a sense that it can only be used on Singtel and M1’s mobile broadband services that offers a surfing speed of only 1Mbps.  This limits its usage significantly as users are only able to browse a limited number of websites. Sites that are graphics-heavy or have high security software would pose as a problem to these users. Thus, students might not be able to load sites like The Straits Times, BBC, or The New York Times and have difficulty enter a school’s secure portal to download assignments, which does not reduce much of their disadvantage.

Another solution being adopted is the PC Re-use Scheme. It involves garnering used and unwanted PCs from government departments, private sectors and members of the public. They will be refurbished and distributed to the needy families as well as non-profit organisations such as halfway houses and voluntary welfare centres. To date, more than 1300 refurbished PCs have been donated. However, older computers usually have older and slower systems which might not be able to support newer, more updated software programs. For example, certain specialised programs used in tertiary courses can only run on a MacBook with Apple software. These older unwanted computers thus become redundant when the student is still unable to use it for their school work. Also, a slower system that takes a long time to load reduces productivity and limits the ability of students to access networks.

In conclusion, the problem of digital divide between low-income students and other students is still observed. However, there is recognition of this issue and efforts have been made to improve the problem. This includes setting aside funds and subsidies, and implementation of various schemes such as the NEU PC Plus Programme and PC Re-use Scheme. Although the effectiveness of these solutions are still being questioned, it is an issue that cannot be addressed overnight, since the government and IDA are still limited by both social and financial constraints.

References:

Factsheet: Digital Inclusion Fund (September 2014) Retrived at: https://www.ida.gov.sg/~/media/Files/About%20Us/Newsroom/Media%20Releases/2014/0928_SID2014/Annex2_MediaFactsheet_DigitalInclusionFund.pdf

C.M. Rubin (28 October 2013). The Global Search for Education: Got Tech? - Singapore. Retrieved at: http://www.huffingtonpost.com/c-m-rubin/the-global-search-for-edu_b_4171890.html. [Last Accessed 8 Oct 2014].

Irene Tham (17 March 2014). Bridging The Digital Divide. [ONLINE] Available at: http://www.straitstimes.com/the-big-story/case-you-missed-it/story/bridging-the-digital-divide-20140317. [Last Accessed 8 Oct 2014].

Essay Assignment

Singapore, being a highly developed nation, has one of the highest technological penetrations in the world and a growing reliance on the usage of technology. This has caused certain groups of people which are unable to attain access to technology to lose out in society. An example of this includes students from low income families. Many schools have incorporated web assignments and web portals, as well as several "e-learning" days in the year, when lessons are conducted over the Internet on the home computer. The running of such programmes was further encouraged after the outbreak of Severe Acute Respiratory Syndrome (SARS)  in 2003 as a precautionary practice. However, the lack of ICT in students from lower income families due to their inability to afford have caused them to be disadvantaged in using these resources and getting the best out of their education. The Singapore government and IDA have proposed a few solutions to curb this problem but its effectiveness remain questionable.

The first solution IDA has come up with is the NEU PC Plus programme. It offers students from households with a gross monthly income of less than $2,700 the opportunity to own a new computer at a discount of up to 75 per cent, making it a lot more affordable. It has benefited close to 37,000 homes with school-going children since its launch in 1999.  However, the program is limited in a sense that it can only be used on Singtel and M1’s mobile broadband services that offers a surfing speed of only 1Mbps.  This limits its usage significantly as users are only able to browse a limited number of websites. Sites that are graphics-heavy or have high security software would pose as a problem to these users. Thus, students might not be able to load sites like The Straits Times, BBC, or The New York Times and have difficulty enter a school’s secure portal to download assignments, which leaves them still at a disadvantage.

Another solution being adopted is the PC Re-use Scheme. It involves garnering used and unwanted PCs from government departments, private sectors and members of the public. They will be refurbished and distributed to the needy families as well as non-profit organisations such as halfway houses and voluntary welfare centres. To date, more than 1300 refurbished PCs have been donated. Older computers however usually have older and slower systems which might not be able to support newer more updated software programs. For example, certain specialised programs used in university courses can only run on a MacBook with Apple software. These older unwanted computers thus become redundant when the student is still unable to use it for their school work.

 Public access to IT is also achieved through community centers, the private sector, libraries, LAN centers, and other self help groups, etc., with a total of more than 10,000 PCs available for public use. Free broadband access will also be made available at community centres and clubs.

(...)

Reader Response Draft 3

In Moore’s article (2011), she claims that the new social media (i.e. Twitter and Facebook) has caused a global revolution, and threatens the social order. It has aided the success of various uprisings, as a form of organizing tool and broadcasting platform, reaching global audiences at a much faster rate than mainstream media. However, some argue that this digital activism has been an on-going issue, and not only a recent phenomenon. Furthermore, director of International Freedom of Expression York argues that it has to be accompanied with offline action in order to be successful. Nonetheless, as a result of the political sensitivity revolving around social media, countries such as China, Vietnam and Burma have imposed strict restrictions on their digital space, as well as pressurised private companies for data. However, their effectiveness has been put to the question.

With the rise of technology and digital usage in the 21^st Century, it is indeed true that social media is able to reach a wide audience with just a click of the finger. This has made it a very useful tool in attracting global attention and raising awareness about various issues. Personally, as part of this digital generation, I also had first-hand experience such as in the example of the Pink Dot Movement. Started out on a social media platform Facebook, it had gained the attention of many youths around Singapore and started a virtual rally, which later led to the largest, record-breaking turn out in the demonstration at Hong Lim Park this year. Furthermore, its success has also inspired people around the world such as in Hong Kong, Montreal, New York etc to organise the pink dot event.This shows how the use of new social media has grown to be powerful platform.

However, without the accompaniment of an off-line activism, linking individuals and getting the word out through technology will be rendered useless. Based on the article, some argue that the use of new social media merely acts as a catalytic factor. I agree that this is true for a few reasons as follows.

Firstly, despite the huge commotion over the internet, it is unlikely for governments to take any demonstration seriously without concrete action. After all, the internet is merely a virtual platform. It is difficult to pressurise for changes if each individual does not rise up to his or her stand and make a statement offline. It might be able to translate ideas but these ideas will only end up becoming empty talk. Thus, it is difficult for the new social media alone to create a global revolution.

Secondly, the use of social media faces a huge challenge – censorship. Due to the power of the social media and its political sensitivity, some countries have imposed restrictions on their digital space, which limits the capability of social media. A valid example, as proven from the article as well, is the “Great Firewall” of China. The Chinese government has strict control over the cyberspace and censors any information that threatens their national security. Although the effectiveness of such measures was questioned, it still shows how the new social media is not a viable tool to be used alone, as there is no guarentee.

Thirdly, the use of new social media has its limitations as well, as it is only able to reach those who are more tech-savvy. In the case of Singapore, although our nation is developed and generally technologically advanced, the prevalence of social media lies only in the younger, more tech-savvy population. The older generation might not trust and rely as much on this new form of media. Thus, the spread of ideas would only be able to reach a certain group of people, hindering its effectiveness.

In conclusion, I agree with the article, and how the prevalence of the new social media has indeed changed the social construct and caused a “global revolution”. However, it must be used hand-in-hand with other measures and concrete action in order to be successful in its uprising attempts.

Reference:

Moore, J. (2011). Social media: Did Twitter and Facebook really build a global revolution?  http://www.csmonitor.com/World/Global-Issues/2011/0630/Social-media-Did-Twitter-and-Facebook-really-build-a-global-revolution

Reader Response Draft 2

In Moore’s article (2011), she claims that the new social media (i.e. Twitter and Facebook) has caused a global revolution, and threatens the social order. It has aided the success of various uprisings, as a form of organizing tool and broadcasting platform, reaching global audiences at a much faster rate than mainstream media. However, some argue that this digital activism has been an on-going issue, and not only a recent phenomenon. Furthermore, director of International Freedom of Expression York argues that it has to be accompanied with offline action in order to be successful. Nonetheless, as a result of the political sensitivity revolving around social media, countries such as China, Vietnam and Burma have imposed strict restrictions on their digital space, as well as pressurised private companies for data. However, their effectiveness has been put to the question.

With the rise of technology and digital usage in the 21^st Century, it is indeed true that social media is able to reach a wide audience with just a click of the finger. This has made it a very useful tool in attracting global attention and raising awareness about various issues. Personally, as part of this digital generation, I have also had first-hand experience such as in the example of the Pink Dot Movement. Started out on a social media platform Facebook, it had gained the attention of many youths around Singapore and started a virtual rally, which led to the largest, record-breaking turn out in its demonstration this year. Furthermore, since its success a few years ago, it has also inspired people around the world to organise the pink dot event, such as in Hong Kong, Montreal, New York etc.This shows how the use of new social media has grown to be powerful platform.

However, without the accompaniment of an off-line activism, linking individuals and getting the word out through technology would render useless. From the article, some argue that the use of new social media merely acts as a catalytic factor. I agree that this is true for a few reasons as follows.

Firstly, despite the big hoo-ha over the internet, it is unlikely for governments to take any demonstration seriously without concrete action. After all, the internet is merely a virtual platform. It might be able to translate ideas, however if each individual does not rise up to his or her stand and make a statement offline, it is difficult to pressurise for changes and these ideas are merely empty talk. Thus, it is difficult for the new social media alone to create a global revolution.

Secondly, the use of social media faces a huge challenge – censorship. Due to the power of the social media and its political sensitivity, some countries have imposed restrictions on their digital space, which limits the capability of social media. A valid example, as proven from the article as well, is the “Great Firewall” of China. The Chinese government has strict control over the cyberspace and censors any information that threatens their national security. Although the effectiveness of such measures was questioned, it still shows how the new social media is not a viable tool to be used alone, as there is no guarentee.

Thirdly, the use of new social media has its limitations as well, as it is only able to reach those who are more tech-savvy. In the case of Singapore, although our nation is developed and generally technologically advanced, the prevalence of social media lies only in the younger, more tech-savvy population. The older generation might not trust and rely as much on this new form of media. Thus, the spread of ideas would only be able to reach a certain group of people, hindering its effectiveness.

In conclusion, I agree with the article, and that the prevalence of the new social media has indeed changed the social construct and caused a “global revolution”. However, it must be used hand-in-hand with other measures and concrete action in order to be successful in its uprising attempts.

Reference:

Moore, J. (2011). Social media: Did Twitter and Facebook really build a global revolution?  http://www.csmonitor.com/World/Global-Issues/2011/0630/Social-media-Did-Twitter-and-Facebook-really-build-a-global-revolution

Reader Response Draft 1

In Moore’s article (2011), she claims that the new social media (i.e. Twitter and Facebook) has caused a global revolution, and threatens the social order. It has aided the success of various uprisings, as a form of organizing tool and broadcasting platform. However, some argue that it has been an ongoing issue, and not a recent phenomenon. Nonetheless, as a result of this political sensitivity, countries such as China, Vietnam or Burma have imposed strict restrictions on their digital space, although their effectiveness has been put to the question.

With the rise of technology and digital usage in the 21^st Century, it is indeed true that social media is able to reach a wide audience with just a click of the finger. This has made it a very useful tool to attract global attention and raise awareness about various issues. Personally, as part of this digital generation, I have also had first-hand experience such as in the example of the Pink Dot Movement. Started out on a social media platform Facebook, it had gained the attention of many youths around Singapore and started a virtual rally, which led to the largest, record-breaking turn out in its demonstration this year. Although we were not strong activists, my friends and I had worn pink to show our support on the day itself. Furthermore, since its success a few years ago, it has also inspired people around the world to organise the pink dot event, such as in Hong Kong, Montreal, New York etc.This shows how the use of new social media has grown to be powerful platform.

However, without the accompaniment of an off-line activism, linking individuals and getting the word out through technology would render useless. From the article, some argues that the use of new social media merely acts as a catalytic factor. I agree that this is indeed true for a few reasons. Firstly, despite the big hoo-ha over the internet, it is unlikely for governments to take any demonstration seriously without concrete action. After all, the internet is merely a virtual platform. It might be able to translate ideas, however if each individual does not rise up to his or her stand and make a statement offline, then these ideas are merely empty talk. Thus, it is difficult for the new social media alone to create a global revolution. Secondly, the use of social media faces a huge challenge – censorship. Due to the power of the social media and its political sensitivity, some countries have imposed restrictions on their digital space, which limits the capability of social media. A valid example, as proven from the article as well, is the “Great Firewall” of China. The Chinese government has strict control over the cyberspace and censors any information that threatens their national security. Although the effectiveness of such measures was questioned, it still shows how the new social media is not a viable tool used alone. Thirdly, the use of new social media has its limitations as well, as it is only able to reach those who are more tech-savvy. In the case of Singapore, although our nation is developed and generally technologically advanced, the prevalence of social media lies only in the younger, more tech-savvy population. The older generation might not trust and rely as much on this new form of media. Thus, the spread of ideas would only be able to reach a certain group of people, hindering its effectiveness.

In conclusion, I agree with the article, and that the prevalence of the new social media has indeed changed the social construct and caused a “global revolution”. However, it must be used hand-in-hand with other measures and concrete action in order to be successful in its uprising attempts.

Reference:

Moore, J. (2011). Social media: Did Twitter and Facebook really build a global revolution?  http://www.csmonitor.com/World/Global-Issues/2011/0630/Social-media-Did-Twitter-and-Facebook-really-build-a-global-revolution

Breakthroughs

An event that has shaped your life and the person you have become

Perhaps some people were born to be natural leaders but I had never felt that that was in my blood. By sheer luck, I was offered the opportunity to be a facilitator in the Student Leadership Congress (SLC; 2012) despite my limited experience at that time. SLC is an annual three-day event which aims to hone the leadership skills of participants. As a facilitator, I was responsible for smooth execution of the event as well as guiding student leaders from various schools to acquire relevant skills and “breakthroughs” – the theme for the year. Quite comically, I had also attained my own “breakthrough” through the event.

Despite my initial worries and apprehension, SLC was a very enjoyable learning experience for me. I had picked up many skills, such as learning how to manage the dynamics and welfare of my group members (which ranged from primary to tertiary levels). Also, it helped me to develop my critical thinking as I had to guide the students to their learning points when conducting debriefs, which was not easy. Even though it was only for a mere three days, I derived a great sense of achievement watching my students grow and develop their potential towards the end of the event. This was further enhanced with the bonds that I had forged with them, knowing that my enthusiasm had made the event an enjoyable and fun one for them too. 

People say that you have to be a leader to lead. I would have never expected myself to become a "leader", but leading a group of participants through a camp is something I really enjoy doing. I realized that I could truly find joy and meaning from this, and even went on to work as an outdoor camp instructor after my A’levels, where I gained more of such skills. On hindsight, I am grateful for the opportunity that has given me a life direction and helped me to become the better person that I am today.

Summaries

Facebook article

According to Leake and Warren (2009), research shows that university students who are frequent facebook users tend to underperform in examinations as compared to non-facebook users. This is observed in their lower 'grade point average' and exam scores, and is due to the reduced time spent on studying.



Digital Divide article

Wakefield (2010) argues that there is an increasing the digital divide between countries, which is becoming a global issue. According to ITU (International Telecommunication Union) analyst Gray, the scale of this divide reflects the economic condition of a country. Thus, many developing countries are trying to improve the problem with the implementation of wi-fi villages and e-learning programmes. The Internet is able to reach the minority communities and improve their standard of living. However, concerns were raised over the capability of citizens to use these resources.

My English Language Learning Journey

To be completely honest, I find it odd how I have landed myself in this class and be made to think about what the English language means to me. I would not dare to proclaim about my level of proficiency in the language, but coming from an English-speaking family (albeit mixed with Singlish like most Singaporean families) and a generation that detests the Chinese language, I feel that I do not have a valid excuse not to excel. In fact, I used to love writing when I was much younger. I remember there was once in secondary school when I scored a 26/30 for one of my essay examinations, which was a huge confidence boost in my writing abilities, because such an occurrence was rare - even for the generally good writers. However, my love for writing started to dwindle off when new types of essay writing were introduced in our syllabus. 

I came to realise that the way English is taught in schools was very restrictive, and had always to follow a certain format. I believe the school was forcing us to adopt the approach they wanted, and we were penalised whenever we did not do so. Not that that was bad or wrong, but language in itself is something very dynamic and expressive and I think some of the essence of it is lost when the school forces us to conform in a certain way. This had left me to conclude that my forte lies only in narrative-writing and one-worded essays where I could freely express my ideas the way I wanted it to. I had managed to get away with that pass the O’levels because we still had that option of doing so; however this was no longer the case in GP. Despite struggling to adapt to the essay styles I have always avoided, I had managed to pick it up quickly although my grades usually fluctuated like crazy. Admittedly, I was caught off-guard in the A’levels when I knew I did not have sufficient knowledge for any of the questions posed. 

Although I still feel slightly indignant for having my academic ability judged based just on a one-time examination, I guess I would just take it as a blessing in disguise to brush up on my skills (particularly so since I’m in FASS) and make the most out of this course! 

(Edited 28/8/14)

HI :D