You see, driving an automobile was the way the world was going in 1963. Everyone was on board and knew if they were going to be globally competitive (or at least competitive in Richmond County economics) they'd need a car and license to drive it. Not only that, I was highly motivated to drive. It suited my learning style and took me to places that caused me to grow academically---like Pfeiffer College and later the University of Arkansas. I even drove over to the University of Memphis to earn a doctorate. So you see, the technology we call automobile, and the risk of distraction with driving, did not entirely lead to my downfall, though I'll have to admit the wreck on Broad Street was unsettling. Instead, I learned to follow the rules, obey the law, and think for myself in where to direct the path of the car. Electronic devices in K-12 classrooms could mirror the car metaphor.
When reading the debates of teachers in EDTC 6070 Digital Literacy in K-12 Classrooms, I recognized several themes emerging from their discussions. First, most everyone more or less parroted what they had read in books chapters and articles written to defend and support technology in the schools. Everyone agrees, "technology" is the wave of the future and the way we are going. Students must be technologically prepared for the future. Not only that, children deserve to be motivated with their favorite learning environments. Some of this is true and some of this is hype manufactured by marketing experts in the field of electronics.
After 34 years (1980-2014) working with computers in the classroom, here is what I think. Technology began with the invention of the wheel and the discovery of fire. Technology is defined as any tool used to aid in completion of a job or increase efficiency in a work environment. What we see in schools are endless innovations used as devices for quick access to information or contact with para-people. I define para-person as anyone we contact through Facebook, iGoogle, Skype, or other electronic tool that closes distance between you and the real flesh and blood person. Yes, the devices are a distraction, but no more than any of the earlier diversions such as comic books, TV at home, or the temptation of that cute boy across the aisle. We have a bigger challenge with these electronic diversions but this could be balanced with bigger advantages. Several mentioned the need to return to real books. Currently, I have over 100 books in my purse. I can read from any of these at any time, any where. They are on my NOOK ( I also have a Kindle and an iPad mini). Not mention that pleasure of accessing all my books through Google, Kindle, and NOOK clouds. Some of these books are quite long, upward of 800 to 900 pages. And, there are classics, most of which can be downloaded for free.
You mention the need to focus and concentrate on complex text. This is one of my favorite topics. I prefer reading nonfiction simply because I love learning new things. I have learned to evaluate online resources. I use rubrics to assess content and I hope my students learn to do this also. But, I wasn't born knowing how to evaluate online content. I had to learn the skills and concepts associated with digital information.
Another theme that seemed to dominate the discussion was the distractability of children. I agree this is a serious problem. The digital devices contribute to this. Until someone pulls the plug, these devices will not go away any more than autos could be locked-up in the media closet. Our job, my job, is to find ways to help children focus, develop personal discipline, and devise their own self-regulation habits. So, let's don't throw out the baby with bath water. Let's continue to look for tools and resources that truly lead to critical thinking, worthwhile collaborative projects, and complex reading skills. This is why you're in EDTC 6070...it's why I'm in EDTC 6070.
See graduate students' commonly voiced concerns and interest in digital literacy as "technology in the classroom.
Media literacy builds upon traditional literacy. In fact, student writing becomes more prolific because the Internet enables students to reach large audiences more quickly than paper-and-pencil texts. Rather than “input” activities like listening to the teacher or reading a book, digital tools encourage students to become creators and producers of content for others, giving them voice.
Students are more likely to write or do anything when they think it is their idea. Web 2.0 gives students this creative out that lets them read and write, but in a way that means something to them.
Today's student, down to the early elementary grades, are using digital content in their own lives and are creating their own informal learning networks. Students understand there is a host of information on the Internet and are using it.. . .Digital teaching and learning allows for information to be presented not only in traditional text but also meaningful visuals with audio and video. This multimedia allows the student to gain a rich experience with the content. As they use digital resources to create their own messages, students begin to understand where to place the audio, how the colors of the visual affect the audience, or when and where the video snippet should be placed. The end result is a more intense sense of authorship that would be lacking otherwise.
Knowing that just about every student has a smart phone or some other device your statement is "digital is the language they speak" speaks volumes and sums up everything.
We talk about how students are so dependent on technology, but we are as well. This morning on GMA, Josh stated that adults check their smartphones at least 150 times a day. If that is not addicted to a technological device, I don't know what is. Another example, a couple of weeks, the power went out in our building, no electricity, no nothing. The front of my office is surrounded by class, so I get a lot of natural sun light. The outage went out at 10:00am and it was a beautiful sunny day. I have tons of materials to read, (I'm in the library for goodness sakes!!!). For 10 minutes, I complained that I could not do anything because I did not have access to my computer...
See below a summary of the most commonly voiced concerns over use of "technology" in the classroom.
Digital tools and Web 2.0 digital learning is taking away from the content students must learn. Students become more involved in the media than in the message. Students spend more time on how the product looks and less time on the content. Using digital devices has reduced students’ writing ability as they use phrases instead of sentences. Generating thoughtful ideas is lost in the playing with the “bells and whistles” of the digital media. Precious time is lost from learning the content while students are learning how to use Web 2.0 tools. Since internet connections and availability of computers can be sporadic it is difficult to plan for students to use digital content. Some students do not have computers and/or internet connection at home which makes it impossible to assign homework that relies on their use.
Most high school students today are not mature enough to set limits for themselves.
The tool itself is not bad, however the time and manner in which it is used can be detrimental.
Technology should be a tool for engaging our students in content and research.
While we as educators see the power of the internet and mobile devices to assess and share information or students primarily use technology for social purposes.
Using technology is not about eliminating core education, but to enhance it and make it more efficient.
I understand the idea of having students create and learn through games but life is not a game.
I also found the netbooks were more of a learning distraction because when I tried to teach how to use a website many of the students went to different sites and started playing games and I became to police force for keeping them on task.
The personal originally and creativity of various literature has suffered due to copyright infringements or plagiarism of work downloaded throughout the Internet.
Memorizing information does not make our students globally competitive and does not give our students a chance to build critical thinking skills.
The school environment should be used to only teach the students their academics and limit the use of digital tools as much as possible.
Cyber Bullying is also a serious issue currently because some students lack the maturity to limit there impulsivity. Often things said over the internet would not be said to a person face to face.
They don’t form their own visions because other people’s visions are so readily available. Other people are influencing their creative process when it is read on the computer. Computers hijack the child’s own creative process. Students are even chatting to one another in class about the story.
What will come of our society if our students are not exposed to classic examples of literature?
We have become a digital society. Students today need to be ready for the unknown as the digital world continues to grow. These students need to have strategies for learning what you don’t know. These strategies are dependent on using the digital tools available to today’s youth. Students will be better readers and writers because digital learning has made reading and writing more motivating and enjoyable. Students have much more access to rich and complex text. The use of video allows teachers to reach those visual learners. It also allows for low-cost visual field trips. Videos reinforce reading and lecture material presented in class. They also increase students’ motivation http://www.cuca.k12.ca.us/tech/video/UsingEducationalVideoInTheClassroom.pdf. Students need to be prepared with ideas and skills that will allow them to live and work in a digital society. They need to be able to read, write, and manipulate the digital tools of today and those, that we have yet to see, of the future.
It is still important for students to learn to openly communicate; however, allowing digital communications gives students the opportunity to express themselves when they otherwise would be reluctant.
What would happen if all technology failed?
