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Introduction to the Special Issue: Technology and Human Connection
No full textIn this introduction, guest editors Dr. Sharon Lauricella and Dr. Robin Kay summarize the articles featured in this special issue of the Journal of Digital Life and Learning. 
Fighting for Disability Rights Amidst the “War on Everything Good”
No full textDemocracy, especially the elements of society that have grown over time to foster the civil and social infrastructure and support the rights of marginalized communities, have had a very rough time of the past few years. Democratic forms of government in Brazil (an attempted insurrection), Hungary and Turkey (many limitations on basic democratic freedoms), India (the arrest of politicians opposing the prime minister), Israel (the executive and legislative branches assuming control the judiciary), Italy (a prime minister who heads the rebranded Fascist party), Mexico (the president trying to erode election oversight and protections), and of course the United States (U.S.), among an alarming number of others, are teetering toward decline and weakening under stress in different ways (Ackerman, 2023; Mogul & Suri, 2023; Polglase et al., 2023; U.S. Department of State, 2023; Winfield, 2022). In recent elections across Europe, anti-democratic parties have made unsettling electoral gains (Kelemen, 2019). The democracy of Ukraine is fighting for the very existence of the nation and the state. A primary outgrowth of these global wobblings is the erosion of the rights of marginalized communities and an accompanying suppression of their voices even in nations that have placed a high value on human rights
Deepfakes and Harm to Women
No full textAs deepfake technologies become more sophisticated and accessible to the broader online community, their use puts women participating in digital spaces at increased risk of experiencing violence online and abuse. In a ‘post-truth’ era, the ability to discern what is real and what is fake allows malevolent actors to manipulate public opinion or ruin the social reputation of individuals to wider audiences. While the scholarly research on the topic is sparse, this study explored the harm women have experienced in technology and deepfakes. Results of the study suggest that deepfakes are a relatively new method to deploy gender-based violence and erode women’s autonomy in their on-and-offline world. This study highlights the unique harms for women that are felt on both an individual and systemic level and the necessity for further inquiry into online harm through deepfakes and victims’ experiences
Guest Editors\u27 Introduction
No full textAn introduction to the issue by Samantha Walsh and Jen Rinaldi
Neurodivergence and Personal Knowledge Management Across Life Domains
No full textBased on the findings of a study exploring the use of personal knowledge management (PKM) by neurodivergent (ND) survey participants, this paper demonstrates that PKM can be a valuable strategy for ND individuals across all life domains, arguing that PKM should be studied in relation to NDs’ personal goals and interests, rather than just in the context of employment and academia as it typically has been. This study was made up of an anonymous, online survey of over 300 self-identifying ND adults, primarily with attention-deficit/hyperactivity disorder and/or autism. The survey included both close-ended and open-ended questions about participants’ use of PKM strategies, and responses indicated that while the life domains of Job and Academic were reported to be most positively impacted by PKM, the life domains of Everyday Life and Leisure, and to a lesser extent Health, Family and Partnership, and Social Contacts were also positively impacted. This paper contributes to the sparse research on the information behaviors of ND adults and to the discussion of quality of life and well-being of ND individuals
Innovative Digital Tools for Online Learning: Teacher\u27s Perspectives
No full textProfessional development (PD) is crucial in creating a successful and effective teaching and learning environment. Due to the COVID-19 crisis, many teachers had to learn and master technology quickly. Therefore, PD programs became highly important to support teachers’ needs while exploring and learning online tech tools and implementing them in their educational environment. During Spring 2021, 14 educators participated in PD sessions related to mathematics and making activities and focused on introducing new virtual tech tools (CoSpaces Edu, iRobot, Tinkercad, Scratch, Ozobot). The primary goal of this paper was to gain insight into teachers’ user experiences regarding the tech tools and to understand their experiences and challenges using these tools in online settings. The study results showed that some teachers found it challenging to access technological tools and allocate time to design and create learning environments with them, especially during the pandemic. However, they were aware of the potential and advantages of these tech tools, such as increasing student motivation and engagement, supporting hands-on learning, and exploring curriculum connections
Editorial: “We Are in this Together” – A Slogan for Learning
No full textThe Redefining Learning & Education in a Digital Age Conference was held in the spring of 2022. The articles included in this first of two special issues are drawn from the conference. This editorial briefly examines the links between the four articles in this special issue. 
Challenging Devaluation of Disability and Queerness through Cinematic Narratives
No full textThe eponymous protagonist of Michael Akers’ drama Morgan (2012) feels attracted to an able-bodied man after becoming paraplegic following a cycling accident. As Morgan doubts that he will be able to ever have sex again, he asks his physiotherapist quite bluntly: “What can I, you know, do in that department?” (Morgan, 2012, 00:27:31-00:27:35). The same question should be asked by filmmakers in order to question their representations of gender, bodies, and the sexualities of disabled characters in films
Examining the Discord Application in Higher Education: A Systematic Review of the Literature
No full textThe ability to communicate is critical for enhancing the learning experience. Integrated messaging applications, such as Discord, are critical with the increased diffusion of digitally mediated courses. The Discord application allows educators and students to readily communicate learning experiences within asynchronous and synchronous environments by sending messages, images, links, audio, and video. Our systematic review sought to understand the benefits and challenges of using the Discord application in higher education courses. We summarized research from eight empirical studies within global higher education. Benefits of using Discord included ease of access, user-friendliness, useful communication and interaction, and increased social presence leading to enhanced student learning outcomes. Challenges included the increased potential for distraction and technology issues, both of which can inhibit engagement. Practical recommendations and future research recommendations regarding the use of Discord are provided