Journal #3 - Navigate the Digital Rapids - NETS 5

As a member of ISTE (International Society for Technology in Education), I read Learning and Leading With Technology, an online journal published bimonthly that contains articles about the effective use of existing and emerging digital tools. I evaluated, reflected, and wrote Journal Reflections on this current research and professional practice on a regular basis. Teachers and researchers write articles in the journal sharing what is effective for educators using technology in the classroom in support of student learning. I summarized and evaluated the articles as well as posed and answered two questions relating to each article.

Lindsay, J, & Davis, V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from https://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

This article discusses the important topic of digital citizenship and offers links to collaborative online learning projects for students, teachers, and parents. Students are connected and they like to customize their digital experience. Teachers must also keep up and customize education tools. This article's authors reference a book Grown Up Digital: How the Net Generation Is Changing Your World by Don Tapscott as support for teachers customizing curricula in this digital age. I agree that if teachers, especially middle school and high school school teachers, do not keep up, their students will become disengaged from the classroom. Students who text, go online, and talk on their mobile phones outside of the classroom as a means of communication with family and friends would be very comfortable using technology in school to make global connections. These connections would enhance their educational experience and would not inhibit the meeting of academic standards. The term "digiteachers" is used in the article to describe teachers who use technology to customize and connect to "flatten" the classroom. Flattening the classroom means taking down the walls that constrain the learning process and virtually going above and beyond the traditional teaching methods. It is imperative that teachers become life-long learners of technology and keep up with the changes in this digital age.

Question #1: At what age are students ready to have the "admin rights" that empower them?

Generally, I would say middle school - perhaps 7th or 8th grade. But, am I being to critical and judgmental of elementary school students? I don't personally have experience with being a digital citizen when it comes to collaborative education beyond this course. I, in fact, haven't blogged before and don't participate in social networking sites. Although, now that I have gotten my feet wet, I will be more digitally social. It is a way of life of students. There are students with years of digital citizenship experience who are elementary school students and they would be ready to have "admin rights" before others their age without the experience. I suppose it depends on the experience of the students and the rules and instruction provided by the classroom teacher and the school's administration.

Question #2: Will the digital connections promoted by teachers have in the unintended consequence of straining relationships between students and their parents?

In other words, will the students become disengaged from their family if they are further connected to their computer, PDA, or other mobile device? Teachers certainly have good intentions when they make online projects part of the educational process. However, tension can arise within families when one member spends an inordinate amount of time at home digitally connected. The focus of the family time should not be communicating with those outside the family, whether it is with friends or for school. It would be wise for the teacher to stay connected with the parents to monitor any interference that digital projects may cause.