I had not really felt my age at this point of my life until reading this chapter. To be completely honest, this chapter served to be a major realty check in addition to a dose of anxiety creating a sense of urgency to bridge the gap between myself and the digital generation. I too can remember getting our first color television of which a remote followed a few years later. I remember the feeling that my family was “rich” when my father brought home our first Beta video recorder of which weighed 35 pounds and could only be held by those with strong shoulders. Just a few years ago I begged my mom not to get rid of the beta video recorder and beta video tape player, joking that she should donate it to a museum. I remember in elementary school, that computers were only used to play the game called the “Oregon Trail” and it was not until college that I introduced to the internet. I have been resistant to completely immersing myself into the new digital era for several reasons. I have had limited exposure to most of the digital media and devices that are available today due my lack of need for them at home and at work as well the financial cost that it comes with. The best way for me to explain it is if I had to choose between spending $100 a month enjoying several dinners out with my family versus a $100 monthly bill for an iPhone with all the bells and whistles, I will choose family time every time. My resistance to the new digital world is also caused by fear. It is not the fear of change but my concern for safety for my son as he becomes part of the digital generation. For as many ways that I know that the internet is extremely helpful, it is the cases where internet use has led to the destruction of many people’s lives that concern me most. I used to think that keeping my son’s exposure to the digital world to a minimum would be the best solution to keeping him safe but now I am starting to realize that I may be hindering his learning experiences by doing so. My only option is to learn as much as possible about this new digital world that feels so unfamiliar to me so that I can teach and monitor not only my son but my students use(once I become a teacher), teaching them how to navigate through the digital world safely.
I really did not realize, before reading both of these chapters, that there is such a gap in the actual thinking between the current and previous generations, and have always just thought in terms of a gap in knowledge with regard to all things digital--something that could be overcome with, yes, reference to an instructional (text) manual.
I think it is a positive that kids today can understand "useful failure" through working with technology, but I think it also raises the question of consequences. I think a "teachable moment" for the digital generation may be that not all actions can be undone by simply pressing a reset button.
I found the first few pages of Chapter 2 uncomfortably accurate in describing much of my own childhood experiences in identifying the vast majority of adult educators who grew up in a vastly different world, and who are resultingly far removed from the realities of children's worlds today.
I do believe that adults today do themselves already function in this radically different world, although obviously not as well and naturally as the digital generation. I think that the previous generations are therefore very capable of learning how to relate to the digital generation, and in doing so, may be able to teach the digital generation that not every answer is a few mouse clicks away.
When looking at different generations in history, the era that I've grown up in has seen and become integrated in the most profound changes. My parent's generation has seen it but never been intergrated into it for the most part. They have watched as technology has taken over. My generation has seen it, experienced it, and are having to become a part of it with no other choice. What's crazy is to think about how our children's generation can and will change. At some point my generation will also be left behind, and and we will be wondering what's happened???? When we were growing up, teachers and the books were seen as the all knowing authority and answer keeper. Student's respected this authority and completely relied on it for their knowledge and success. This change has been profound. Teachers are now seen more as the facilitators of learning and travel guides to finding the information they are seeking. What's even more exciting is there are a multitude of roads to take finding the answers. Students demand to be entertained along the route. One interesting fact the book brought to light was the reason so many children have lost the enjoyment of reading printed text. I never thought about our children have no patience for delayed gratification. To read an entire book and having to wait to the end to see the outcome is just an arduous process for some. My son for one!! He will sit and read sports information on his ipad for hours, but I literally have to twist his arm to get him to read a book. Our children are demanding to be entertained and when we were kids, we were suprised to be entertained while learning.
As the others above have commented, I am shocked when I take the time to consider the difference between how I grew up and children today are living. I thought Space Invaders and Pong Atari games were the coolest invention ever and I remember being in awe when MTV came on the air when I was in seventh grade. I could not have even imagined a thing as vast as the internet. Honestly, I still have a hard time understanding how all that information gets to my tiny cell phone and laptop. As new as all this is to me, my children and the children I will be teaching can't imagine what it was like without the technology that they take for granted. Sure I have been out of the classroom 14 years, but EVERYTHING is different now. I don't think it would be possible to teach using the same methods I used then and it is sad that many educators refuse to even try to integrate the most basic of technology in their classrooms. The possibilities are endless when you can get information that once took hours of research in seconds. The days of the teacher being to main source of information are over! Our children see history as it is happening and don't have to wait to read about it in the paper or see it on the evening news.
Another shocking statement in this chapter is that technology is replacing time spent with parents and the family. When I think about it, this is going on right under my own roof. With a tv in every room and a laptop and smart phone in ever hand, I am practically obsolete. The best conversations I have with my kids are when they are trapped in the car with me as I drive them from activity to activity. This is a far cry from the days of my childhood family dinners and all watching episodes of The Love Boat.
Because of the complete "internalization" of technology by the digital generation, we as teachers and parents have no choice but to get on board and figure this stuff out. I think the biggest problem is that most of us don't even know where to begin. We are not comfortable with just "playing" with new devices until we make them work. This is one area where the students will become the teachers!
Chapter two definitely made me think about the digital generation and the differences in my own childhood. I was born in 1989. Growing up (at an early age), I did not have access to any type of computer or digital device other than the television (and it didn't have THAT many channels). I remember playing "babies" with dolls, beanie babies, and my younger brother. I would also play outside with my brother and cousin for hours on end. I loved my kiddie pool, swing set, sand box, and bicycle. The first time I remember seeing a computer was in Kindergarten, and those were the old apple computers. I believe there was one or two in my class, but we did not use them very regularly. We did, however, attend keyboarding class every single day in the computer lab (until I went to a new school in the 4th grade). Typing on a computer was so new and exciting to me! I quickly picked it up. That was really the extend of my early childhood experience with digital technology. It wasn't until my middle school years that I remember wanting a c.d. player. I got a small one and three c.d.s for Christmas either that year or the next. This was a big deal! Other things such as dvd players, digital cameras, ipods, computers, cell phones, etc. were not available to me (not bought by my parents) until I was in high school even though I was surrounded by those types of technologies when with my friends. I would generally get one new piece of technology for Christmas, but often a year or two after it was "popular" with the other students. Kids now have the latest cell phones, laptops, ipads, etc., and as the book says, they are still bored! Plus, they feel as though adults (teachers and parents) have no clue as to what their lives are like, how to use technology, etc. Unfortunately, they are often correct in assuming this! As teachers, we must bridge the gap of understanding between children and adults if we are to be able to enhance their learning!
In Chapter 2 of Understanding the Digital Generation, many important points are raised about the impact technology has had on the way students learn and how that has changed over the past several decades. It has always been important for teachers to put forth the extra effort to understand what kids are interested in because it is necessary to relate to them and truly influence them. However, today it is not just important, but necessary for teachers to include technology in their classrooms. It seems like teachers are often too quick to say that kids today need to limit the technology and go read a book or play outside instead. The truth is though, that is just not the reality. This generation of kids are different and with technology improving every day, the effect that is has on students is not going to be decreasing any time soon. As is pointed out in the reading, kids are used to having easy, quick access to information and using interactive websites and videogames. Their expectations are different from those of students ten years ago, so a lesson that worked well then may not work as well today. It is amazing to me when I just stop and think about how much the internet and technology has improved in the past decade. When I graduated high school in 2003, my experience using the internet consisted of little more than AOL/AIM chat, email, and basic internet surfing. My family did not get a computer until 2000, and even then, it was more for entertainment than out of necessity. I remember using the computer lab at school to do basic research and to type my English papers (which I saved on a floppy disk). My teachers used the internet to play music and video clips and show an interactive website from time to time, but that was about it. A projector and a dry-erase board were usual, and at the time, it seemed good because it was better than the chalkboard. Today, that is the bare minimum in most classrooms and these things would not do much to keep students’ attention. As teachers, it is part of our job to figure out what the students are interested in and how they best learn, and that very much includes finding ways to integrate technology into our lessons through using interactive websites, class blogs, and other resources that allow students to be hands-on and not just read from a textbook.
This chapter was more of an affirmation of what I am seeing my school and classroom than anything else. There is a huge gap and it will continue to grow unless we as teachers can quickly adapt to the changing society. Growing up I was very aware of the growth of technology. We always had the latest stuff (of the time). I can remember my dad having a bag cell phone when they first came out. We also had at least one computer in our house since I was about 6. I still have most of my CDs that I got as a kid too. When I was 16 I paid for my first cell phone. I thought it was so cool, because I could change the face of the phone. Little did I know that a few years later I would have a cell phone that could hold my music files and access the internet. In school we used computers. I would make my mom type all of my papers for me. We would take AR tests and play a few computer games. Technology was not really used to present lessons or for learning. Now as a teacher, I don’t think I could go a day without the use of some sort of technology. Between my document camera, laptop, MP3 players, access to promethean boards, and the list goes on of presentation of materials and collaboration tools, it’s just a natural flow in the classroom now. However, I still have plenty to learn to lessen this gap. There is always something new to learn. I work with teachers that a scared of technology. They are afraid that they are going to break something. Most though are willing to learn with the proper supports and professional development.
When I left the classroom 8 years ago, I had no idea of the technological changes that would take place. My last "upgrade" was a white erase board! We had computers in our school, but were really not used except for research projects. Some of my students had ipods, but not many. Now, my 8 year old has more technological gadgets than I ever did or still do! I know that I am capable of learning to use and integrate this new technology, it's just a matter of finding and carving out the time to actually do it. That is a point I did not see addressed. Kids and younger students actually have the time to spend learning and exploring their new ipods, ipads, iphones, etc. I have had an ipod for 1 1/2 years and have yet found the time to sit down and load it up.
"Life changes so fast that everyone alive today finds themselves holding on to outdated ideas for how things are done",(pg. 10). I know my generation feels this sentiment, but technology is changing so rapidly, I think even my children will begin to feel the pressure to continue developing new and more advanced ways to do things.
I am so envious of students these days. Just reading the words, "Dewey Decimal System" made my stomach turn over! I hated going to the library to do research each year, after Christmas, for the "THE" term paper. Now, enormous amouts of information are available at arms reach, in ones own home. To say that a lot has changed is a complete understatement!
The discussion about the typical family dynamic also resonated. I can look around my own neighborhood and see that a "typical family" is somewhat different from what I knew as a child. Life is much more active, involved, and I must say, more complicated. My generation came home, played a couple of game of kick-the-can with neighborhood kids, ate dinner, did 15 minutes of homework, and we were off to bed. Now, we have meetings, practices, lessons, etc. and it seems we live the other half of our lives in the car going from one activity to the next. And while in the car, we are playing away on DS's or iphones, or ipads!
I love the comment by Marc Prenzky that says children operate at "twitch speed". They expect to be able to communicate or access any information at any time. I also like the differentiation of DFL and DSL. I am obviously a memeber of the latter group AND at a failing level! I am eager, however, to advance my ranking!
Another passage that I really liked and underlined was on page 16, "People of our generation were taught to value tradition, and we may unconsciously believe that the skills of the digital generation are not as good as ours or that they're not as literate as we are because they don't appear to value or prioritize our literacies. We must take a monment to realize we are not in our world anymore. This is a new digital world. It's not going back to the way it was." That is the reality. It is jolting but it is truth. This world is changing at such a fast pace and, if anything,it will only get faster.
I agreed with a lot of what this chapter presented. It is a very big problem when children go to class now-a-days and sit in class and (honestly) think they are smarter than their teachers. I started thinking about this on page 11 with the quote "You might remember when teachers were authorities to be respected..." While this is not true, for the most part, they are smarter than some of their teachers in terms of technology. The chapter brought up a lot of what we talked about last week. It is a huge concern to me that children might not know how to physically go to the library and find a book (an actual book, not a book on the kindle). It is concerning that students don't know how to look up numbers in a phone book or how to use a map (that is not a GPS). I think it is very important for teachers to be familiar with technology and continue to be familiar with it as it changes. Students need to respect their teachers and look up to them and I fear that they won't if they have the feeling that they are smarter than them.
Luckily, I grasped some of the changing technology towards the end of my education. However, I was not immersed in it as a young child. So, I do have some learning to do. I remember having to master cursive, handwriting, and taking every single test on paper. I feel like that is changing. It is taking the teachers that really want to bridge the gap to make the transformation happen. I do have faith that it will happen (maybe not for every teacher). The new teachers of America need to take this on as our battle to make this happen. We are the ones learning in this new, exciting way! I always thought I was really "up with the technology" until I went to class on the first day. I had never heard of Edmodo or most of these tools we will be using. So, I am starting to realize I am not as knowledgeable as I thought I was! I am excited to learn more.
Even though I am 25, an age that is generally considered young, I can relate to this chapter. I do remember a time before cell phones and when getting "on the internet" was a big deal even though there wasn't a whole lot of 'fun stuff' on it. I do take for granted the abilities that I have with digital media and technology and secretly enjoy explaining something about a phone to an adult whole is not as fluent as I am.
One thing that bothered me about this chapter though, is that it did not mention a gap between the children who have daily access to new technologies and those who do not. While yes, all children in this new 'digital generation' are growing up in a totally different world with completely different concepts and 'ways' of doing things, we can't forget that there are still those who have and those who have not and that can be just a tricky to deal with in a classroom.
I had not really felt my age at this point of my life until reading this chapter. To be completely honest, this chapter served to be a major realty check in addition to a dose of anxiety creating a sense of urgency to bridge the gap between myself and the digital generation. I too can remember getting our first color television of which a remote followed a few years later. I remember the feeling that my family was “rich” when my father brought home our first Beta video recorder of which weighed 35 pounds and could only be held by those with strong shoulders. Just a few years ago I begged my mom not to get rid of the beta video recorder and beta video tape player, joking that she should donate it to a museum. I remember in elementary school, that computers were only used to play the game called the “Oregon Trail” and it was not until college that I introduced to the internet.
ReplyDeleteI have been resistant to completely immersing myself into the new digital era for several reasons. I have had limited exposure to most of the digital media and devices that are available today due my lack of need for them at home and at work as well the financial cost that it comes with. The best way for me to explain it is if I had to choose between spending $100 a month enjoying several dinners out with my family versus a $100 monthly bill for an iPhone with all the bells and whistles, I will choose family time every time. My resistance to the new digital world is also caused by fear. It is not the fear of change but my concern for safety for my son as he becomes part of the digital generation. For as many ways that I know that the internet is extremely helpful, it is the cases where internet use has led to the destruction of many people’s lives that concern me most. I used to think that keeping my son’s exposure to the digital world to a minimum would be the best solution to keeping him safe but now I am starting to realize that I may be hindering his learning experiences by doing so. My only option is to learn as much as possible about this new digital world that feels so unfamiliar to me so that I can teach and monitor not only my son but my students use(once I become a teacher), teaching them how to navigate through the digital world safely.
I really did not realize, before reading both of these chapters, that there is such a gap in the actual thinking between the current and previous generations, and have always just thought in terms of a gap in knowledge with regard to all things digital--something that could be overcome with, yes, reference to an instructional (text) manual.
ReplyDeleteI think it is a positive that kids today can understand "useful failure" through working with technology, but I think it also raises the question of consequences. I think a "teachable moment" for the digital generation may be that not all actions can be undone by simply pressing a reset button.
I found the first few pages of Chapter 2 uncomfortably accurate in describing much of my own childhood experiences in identifying the vast majority of adult educators who grew up in a vastly different world, and who are resultingly far removed from the realities of children's worlds today.
I do believe that adults today do themselves already function in this radically different world, although obviously not as well and naturally as the digital generation. I think that the previous generations are therefore very capable of learning how to relate to the digital generation, and in doing so, may be able to teach the digital generation that not every answer is a few mouse clicks away.
When looking at different generations in history, the era that I've grown up in has seen and become integrated in the most profound changes. My parent's generation has seen it but never been intergrated into it for the most part. They have watched as technology has taken over. My generation has seen it, experienced it, and are having to become a part of it with no other choice. What's crazy is to think about how our children's generation can and will change. At some point my generation will also be left behind, and and we will be wondering what's happened????
ReplyDeleteWhen we were growing up, teachers and the books were seen as the all knowing authority and answer keeper. Student's respected this authority and completely relied on it for their knowledge and success. This change has been profound. Teachers are now seen more as the facilitators of learning and travel guides to finding the information they are seeking. What's even more exciting is there are a multitude of roads to take finding the answers. Students demand to be entertained along the route.
One interesting fact the book brought to light was the reason so many children have lost the enjoyment of reading printed text. I never thought about our children have no patience for delayed gratification. To read an entire book and having to wait to the end to see the outcome is just an arduous process for some. My son for one!! He will sit and read sports information on his ipad for hours, but I literally have to twist his arm to get him to read a book. Our children are demanding to be entertained and when we were kids, we were suprised to be entertained while learning.
As the others above have commented, I am shocked when I take the time to consider the difference between how I grew up and children today are living. I thought Space Invaders and Pong Atari games were the coolest invention ever and I remember being in awe when MTV came on the air when I was in seventh grade. I could not have even imagined a thing as vast as the internet. Honestly, I still have a hard time understanding how all that information gets to my tiny cell phone and laptop. As new as all this is to me, my children and the children I will be teaching can't imagine what it was like without the technology that they take for granted. Sure I have been out of the classroom 14 years, but EVERYTHING is different now. I don't think it would be possible to teach using the same methods I used then and it is sad that many educators refuse to even try to integrate the most basic of technology in their classrooms. The possibilities are endless when you can get information that once took hours of research in seconds. The days of the teacher being to main source of information are over! Our children see history as it is happening and don't have to wait to read about it in the paper or see it on the evening news.
ReplyDeleteAnother shocking statement in this chapter is that technology is replacing time spent with parents and the family. When I think about it, this is going on right under my own roof. With a tv in every room and a laptop and smart phone in ever hand, I am practically obsolete. The best conversations I have with my kids are when they are trapped in the car with me as I drive them from activity to activity. This is a far cry from the days of my childhood family dinners and all watching episodes of The Love Boat.
Because of the complete "internalization" of technology by the digital generation, we as teachers and parents have no choice but to get on board and figure this stuff out. I think the biggest problem is that most of us don't even know where to begin. We are not comfortable with just "playing" with new devices until we make them work. This is one area where the students will become the teachers!
Chapter two definitely made me think about the digital generation and the differences in my own childhood. I was born in 1989. Growing up (at an early age), I did not have access to any type of computer or digital device other than the television (and it didn't have THAT many channels). I remember playing "babies" with dolls, beanie babies, and my younger brother. I would also play outside with my brother and cousin for hours on end. I loved my kiddie pool, swing set, sand box, and bicycle. The first time I remember seeing a computer was in Kindergarten, and those were the old apple computers. I believe there was one or two in my class, but we did not use them very regularly. We did, however, attend keyboarding class every single day in the computer lab (until I went to a new school in the 4th grade). Typing on a computer was so new and exciting to me! I quickly picked it up. That was really the extend of my early childhood experience with digital technology. It wasn't until my middle school years that I remember wanting a c.d. player. I got a small one and three c.d.s for Christmas either that year or the next. This was a big deal! Other things such as dvd players, digital cameras, ipods, computers, cell phones, etc. were not available to me (not bought by my parents) until I was in high school even though I was surrounded by those types of technologies when with my friends. I would generally get one new piece of technology for Christmas, but often a year or two after it was "popular" with the other students. Kids now have the latest cell phones, laptops, ipads, etc., and as the book says, they are still bored! Plus, they feel as though adults (teachers and parents) have no clue as to what their lives are like, how to use technology, etc. Unfortunately, they are often correct in assuming this! As teachers, we must bridge the gap of understanding between children and adults if we are to be able to enhance their learning!
ReplyDeleteIn Chapter 2 of Understanding the Digital Generation, many important points are raised about the impact technology has had on the way students learn and how that has changed over the past several decades. It has always been important for teachers to put forth the extra effort to understand what kids are interested in because it is necessary to relate to them and truly influence them. However, today it is not just important, but necessary for teachers to include technology in their classrooms. It seems like teachers are often too quick to say that kids today need to limit the technology and go read a book or play outside instead. The truth is though, that is just not the reality. This generation of kids are different and with technology improving every day, the effect that is has on students is not going to be decreasing any time soon. As is pointed out in the reading, kids are used to having easy, quick access to information and using interactive websites and videogames. Their expectations are different from those of students ten years ago, so a lesson that worked well then may not work as well today.
ReplyDeleteIt is amazing to me when I just stop and think about how much the internet and technology has improved in the past decade. When I graduated high school in 2003, my experience using the internet consisted of little more than AOL/AIM chat, email, and basic internet surfing. My family did not get a computer until 2000, and even then, it was more for entertainment than out of necessity. I remember using the computer lab at school to do basic research and to type my English papers (which I saved on a floppy disk). My teachers used the internet to play music and video clips and show an interactive website from time to time, but that was about it. A projector and a dry-erase board were usual, and at the time, it seemed good because it was better than the chalkboard. Today, that is the bare minimum in most classrooms and these things would not do much to keep students’ attention. As teachers, it is part of our job to figure out what the students are interested in and how they best learn, and that very much includes finding ways to integrate technology into our lessons through using interactive websites, class blogs, and other resources that allow students to be hands-on and not just read from a textbook.
This chapter was more of an affirmation of what I am seeing my school and classroom than anything else. There is a huge gap and it will continue to grow unless we as teachers can quickly adapt to the changing society.
ReplyDeleteGrowing up I was very aware of the growth of technology. We always had the latest stuff (of the time). I can remember my dad having a bag cell phone when they first came out. We also had at least one computer in our house since I was about 6. I still have most of my CDs that I got as a kid too. When I was 16 I paid for my first cell phone. I thought it was so cool, because I could change the face of the phone. Little did I know that a few years later I would have a cell phone that could hold my music files and access the internet.
In school we used computers. I would make my mom type all of my papers for me. We would take AR tests and play a few computer games. Technology was not really used to present lessons or for learning. Now as a teacher, I don’t think I could go a day without the use of some sort of technology. Between my document camera, laptop, MP3 players, access to promethean boards, and the list goes on of presentation of materials and collaboration tools, it’s just a natural flow in the classroom now. However, I still have plenty to learn to lessen this gap. There is always something new to learn.
I work with teachers that a scared of technology. They are afraid that they are going to break something. Most though are willing to learn with the proper supports and professional development.
When I left the classroom 8 years ago, I had no idea of the technological changes that would take place. My last "upgrade" was a white erase board! We had computers in our school, but were really not used except for research projects. Some of my students had ipods, but not many. Now, my 8 year old has more technological gadgets than I ever did or still do! I know that I am capable of learning to use and integrate this new technology, it's just a matter of finding and carving out the time to actually do it. That is a point I did not see addressed. Kids and younger students actually have the time to spend learning and exploring their new ipods, ipads, iphones, etc. I have had an ipod for 1 1/2 years and have yet found the time to sit down and load it up.
ReplyDelete"Life changes so fast that everyone alive today finds themselves holding on to outdated ideas for how things are done",(pg. 10). I know my generation feels this sentiment, but technology is changing so rapidly, I think even my children will begin to feel the pressure to continue developing new and more advanced ways to do things.
I am so envious of students these days. Just reading the words, "Dewey Decimal System" made my stomach turn over! I hated going to the library to do research each year, after Christmas, for the "THE" term paper. Now, enormous amouts of information are available at arms reach, in ones own home. To say that a lot has changed is a complete understatement!
The discussion about the typical family dynamic also resonated. I can look around my own neighborhood and see that a "typical family" is somewhat different from what I knew as a child. Life is much more active, involved, and I must say, more complicated. My generation came home, played a couple of game of kick-the-can with neighborhood kids, ate dinner, did 15 minutes of homework, and we were off to bed. Now, we have meetings, practices, lessons, etc. and it seems we live the other half of our lives in the car going from one activity to the next. And while in the car, we are playing away on DS's or iphones, or ipads!
I love the comment by Marc Prenzky that says children operate at "twitch speed". They expect to be able to communicate or access any information at any time. I also like the differentiation of DFL and DSL. I am obviously a memeber of the latter group AND at a failing level! I am eager, however, to advance my ranking!
Another passage that I really liked and underlined was on page 16, "People of our generation were taught to value tradition, and we may unconsciously believe that the skills of the digital generation are not as good as ours or that they're not as literate as we are because they don't appear to value or prioritize our literacies. We must take a monment to realize we are not in our world anymore. This is a new digital world. It's not going back to the way it was." That is the reality. It is jolting but it is truth. This world is changing at such a fast pace and, if anything,it will only get faster.
I agreed with a lot of what this chapter presented. It is a very big problem when children go to class now-a-days and sit in class and (honestly) think they are smarter than their teachers. I started thinking about this on page 11 with the quote "You might remember when teachers were authorities to be respected..." While this is not true, for the most part, they are smarter than some of their teachers in terms of technology. The chapter brought up a lot of what we talked about last week. It is a huge concern to me that children might not know how to physically go to the library and find a book (an actual book, not a book on the kindle). It is concerning that students don't know how to look up numbers in a phone book or how to use a map (that is not a GPS). I think it is very important for teachers to be familiar with technology and continue to be familiar with it as it changes. Students need to respect their teachers and look up to them and I fear that they won't if they have the feeling that they are smarter than them.
ReplyDeleteLuckily, I grasped some of the changing technology towards the end of my education. However, I was not immersed in it as a young child. So, I do have some learning to do. I remember having to master cursive, handwriting, and taking every single test on paper. I feel like that is changing. It is taking the teachers that really want to bridge the gap to make the transformation happen. I do have faith that it will happen (maybe not for every teacher). The new teachers of America need to take this on as our battle to make this happen. We are the ones learning in this new, exciting way! I always thought I was really "up with the technology" until I went to class on the first day. I had never heard of Edmodo or most of these tools we will be using. So, I am starting to realize I am not as knowledgeable as I thought I was! I am excited to learn more.
Even though I am 25, an age that is generally considered young, I can relate to this chapter. I do remember a time before cell phones and when getting "on the internet" was a big deal even though there wasn't a whole lot of 'fun stuff' on it. I do take for granted the abilities that I have with digital media and technology and secretly enjoy explaining something about a phone to an adult whole is not as fluent as I am.
ReplyDeleteOne thing that bothered me about this chapter though, is that it did not mention a gap between the children who have daily access to new technologies and those who do not. While yes, all children in this new 'digital generation' are growing up in a totally different world with completely different concepts and 'ways' of doing things, we can't forget that there are still those who have and those who have not and that can be just a tricky to deal with in a classroom.