The Networked Student_Oh, the possibilities

While it is not always easy or convenient to effectively integrate technology into the classroom, it is a necessary task to prepare 21st century students of all ages for today’s globally networked society. Wendy Drexler’s portrayal of the “networked student” provided a window into the possibilities of teaching through “connectivism.” Drexler defines connectivism as a “theory stating that learning occurs as part of a social network of many diverse connections and ties.” Though I am familiar with many different electronic portals through which learning may be facilitated, such as blogs, wikis, and podcasts, the coined term, connectivism, was still new to me. The reading provided an abundance of information on the resources available to through the internet, and this video clearly displayed not only how these resources can be utilized for education but how the virtual educational process can contribute to these resources (Gunter 2010).

I found the characteristics of how the networked student learns and communicates intriguing, but I also felt slightly overwhelmed. Every task seemed so seamlessly connected in the students’ learning experience, and every activity or post done with a specific purpose. As a teacher, my mind wandered to how I could ensure that each student is provided the same framework and starting tools going into this vast sea of valuable (and not so valuable) information without being there to actually teach them. How could I ensure that my students not only know how to type correctly and efficiently, but also that they are aware that a participatory website in which viewers may make modifications, such as Wikipedia, may not be deemed as credible though it may appear so (Gunter 2010)? It is no easy task, but with the proper training and practice, we can create 21st century virtual Jedi’s… and thus, successful citizens and leaders of the future.

Happily, as I watched the video a second time, the importance of the teacher’s role in connectivist teaching became clearer. Not only must the teacher instruct students how to search, but how to sift through the information for content that is credible and serves a purpose to the students. While student responsibility appears to be higher in this form of learning, it is not without scaffolding and support. It is just like with anything else in education, you must start by building a foundation of basic technology and internet skills, and then move to the networking and collaboration. This is where students delve deeper into discovery learning (Gunter 2010), not only by searching for their own material to add to their ever-growing virtual textbook, but also by exploring deeper into the topic at hand by visiting connected websites and blogs through site contained hyperlinks. Students must be taught that once they find a valuable information source, their exploring must not stop there. I feel learning has the most lasting impact when students initiate the search for knowledge themselves. Also, when the information is found out of genuine curiosity and interest, rather than forced retrieval of information, the students will take ownership of the resulting product. They can even go a step further in posting the resulting product for other students, or professionals, to view, comment on, or add to their own works in progress. Students are able to publish their own work and collaborate through the vast networks available online (Gunter 2010).

The many benefits of student driven virtual learning are apparent to me, but I still see one issue that must be addressed. What happens when students start giving the excuse, “My computer crashed last night, and my mom was working? I can’t complete my assignment.” I have already heard numerous accounts of students not completing typed work or assignments requiring internet due to computer malfunctions, and alternate assignments had to be given to satisfy student needs. Now, imagine if all assignments were not only on the computer, but each student’s assignment built on that of another student. They may require students to network with one another through a class blog or wiki, such as those available at ePals, or emailing pen pals in other states or countries, also available at ePals, which require full internet access (Gunter 2010). What would the alternate assignment be in this case; would there be one at all? Students could submit a written paper, I suppose, but then is the playing field still the same for each student? Perhaps, the day will come in which students are provided with the computers to take part in this virtual learning, and ideally we will have the technology support staff to accompany the disbursed technology ;) After all, technology is amazing, but it is not without flaws. We need to be sure as virtual education becomes less of a supplement and more of a requirement in today’s world that students are provided with consistent resources to partake in and succeed in the virtual classroom. I know one thing for certain, I would love the opportunity to teach in a paper-free environment and iron out all the kinks, especially in elementary school. We think students are creative and hard-working now? Imagine if they had the resources of the world wide web at their fingertips and assessment could be obtained through guided creative expression. The possibilities are endless, I know. Now just for the actual opportunity.


Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning