socio-political issues, has shaped the youth to become more valuable and responsible members of society. There are those who view technology as a force that liberates the youth from social norms and constraints that restrict their potentials. Those who have grown up with digital technology or 'digital natives' are argued to have different way of learning, suc h as preference for interactivity, graphical over textual interfaces, and free and fast access to media. Advocates of technology extol its value for encouraging creative, student-centered learning, increasing motivation and achievement, and promoting new styles of thinking. Use of computers and the internet also involve a range of informal learning processes with a highly democratic set- up that is based on active exploration, experimentation, and collaborative play. Through digital media, young people are 'developing particular orientations toward information, particular methods of acquiring new knowledge and skills, and a sense of their own identity as leaners' (Buckingham et al, 2008). The flip side: issues in ICT. flip side: issues in ICT. While ICT has brought about significant changes for the youth and society in general, some challenges remain. For instance, technology has enabled the emergence of online pornography and pedophilia that puts young people at risk. But other forms of negative physical and psychological outcomes are also associated with their engagement with technology, including addiction, anti-social behavior, lifestyle diseases, etc. In the field of learning in particular, critics see technolog y as being a hindrance to 'authentic learning' as in the way computers have stunted creativity, emphasized mechanical rote learning, and promising instant gratification, at the expense of developing the patience and hard work of education (Buckingham et al, 2008). While technology can be empowering, studies suggest that most young people use the internet for more mundane forms of communication and information retrieval. For instance, the young people seem to be using the internet primarily as a means of reinforcing local networks among peers and only a minority is using technology to engage in various forms of civic and political participation (Buckingham et al, 2008). Another challenge is in encouraging the youth to become more responsible consumers with respect to ICT. Right now, the accessibility of information is a double-edged sword: while there are sources that intend to educate and empower, there are those that aim to harm and devalue the youth. Moreover, digital media content, particularly in social media, are neither value-free nor are they always truthful. This brings to fore the issue of digital literacy or what people need to know about digital technology. In a limited and functional sense, this involves mastering basic skills in using technology and to a lesser extent determining the reliability online sources. More broadly, however, it entails an understanding of who, how, and why digital media is produced and creates meanings (Buckingham et al, 2008). It becomes important, then, to inspire the youth to use ICT responsibly and to introduce innovations that would lead to a better development for society. This is not to say, however, that that the so- called 'digital generation' generation is not actively using technology for social, education and creative purposes; only that this description applies to a minority of young people whose privileged status allows them to engage in such pursuits while many who do not enjoy the same are left out due to issues of access. Despite being already