Journal #8: Navigate the Digital Rapids (NETS-T I, II, III, IV, V)

Lindsay and Davis. (2010, March/April). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg14

Summary:  A vital component of being a 21st teacher in a 21st century classroom is incorporating technology, especially the internet, into the curriculum. The difficulty as a 21st teacher is being able to do so in an environment that changes faster than it takes to understanding the new technology and its potential hazards. However, the authors, Lindsay and Davis, reassure teachers that they are not alone and there has been enough learned from those currently navigating the digital world to avoid some of the pitfalls. The authors give seven tips to the reader for transforming a teacher into a professional who researches and assesses trends, monitors and understands the use of the technology to ultimately empower student-centered learning. The first tip is to customize the tools. By customizing tools, teachers can avoid technology that is not one-size-fits-all and make it fit curricula, standards and the students learning environment. The second tip is to monitor and be engaged when utilizing educational networks in a professional manner and by participating in those networks so that you can monitor your students. The third tip is to have a plan of what to do when students break rules. What was comforting to know is that the authors found that they have not had to ban very many students from the educational networks. The fourth tip is to overcome the fear factor when allowing students to develop their digital citizenship. One comforting thought the authors mention is that there are others before you that have gone through the same and so there are networks, discussion groups, and other teachers at your school that you can turn to for advice and from whom you can learn. The fifth tip is dealing with objections of using the internet by parents and others for fear the internet is unsafe. Educating the proper and safe use of the internet teaches student how to behave responsibly on the internet. In addition, privacy protection can be incorporated and made age-appropriate. The sixth tip is to allow the students to stray off topic as this can enable creative thinking and a positive learning experience as long as the students practice good digital citizenship. The seventh and final tip is to put the learning in the hands of students by allowing them to have administrative permissions.

Developing good internet practices and creating a positive digital learning environment as soon as a student begins his or her digital experience enables the student to graduate from high school with a positive digital footprint. The authors predict that it is only a matter of time before colleges will begin requesting hyperlinks for e-portfolios and other work online.

Q1. Is there an existing global internet program that students and teachers could incorporate into the classroom?

A1. The authors suggested and started a global program called the Flat Classroom Project (http://www.flatclassroomproject.org/). This program connects teachers and students with the same worldwide. The program topics are based on the book by Thomas Friedman, The World is Flat. Students analyze the trends of information technology and their effects. Teachers blog, use Nings to share personal learnings, and collaborate on wikis. The result is a “flattening” of classroom walls as classes from different parts of the globe join to become one large classroom.

Q2. The authors mention the possibility of a digital trend where colleges will begin requesting to see a student’s e-portfolios, how would an internet project in middle school impact that?

A2. When a student becomes involved in a project that allows for creative exploration and enrichment of his or her learning experience and can document that through internet artifacts (e.g., blog, wiki, website), these artifacts not only become available for others to use and learn from but are proof of the student’s contribution to the internet and in some cases to society. The authors go on to say that careful consideration of privacy practices should be examined because, in some cases, deleting information posted to the school website may delete a student’s digital and academic legacy. Could any of us have known how powerful a pedagogical tool the internet has become? Who knows where the next generation will take us or where a project that started in middle school and evolves throughout high school can go?!