Not only do digital students require a different skill set to succeed in today’s world, but they come in with a different skill set and areas of interest. Digital students often come in the classroom having been predisposed to personal computers, electronic handheld devices, and video game consoles (Gunter 2010). Fifteen years ago, these technologies were not nearly as commonplace as they are today, and they certainly did not play a major role in the molding of children. Today, we as educators cannot expect students to walk in the classroom and simply “turn off” every interest and mode of entertainment they are engulfed in daily. Yet, in our 90 minute Reading block and 60 minute Math block, the curriculum is expected to be followed with fidelity. Often times this does not include an area of technological integration. We may not veer from that curriculum because our children are “high need” and from a low income school, and we must ensure they are successful… or at least make them pass the FCAT. But what will happen once the FCAT is over, once they are out of school, once they must compete with other more privileged students in the real world? At most low-income schools, the students will not stand a chance. While they will be skilled test takers and able to bubble in answers on a scantron, will they be able to effectively navigate the internet and locate credible resources? Will they be able to communicate in this “flat world” with others across the globe through email, blogs, and wikis (Gunter 2010)? They will not be prepared to succeed if we do not get them ready.
“Integration” is a hot word in education, and it is a necessary element for teachers to successfully prepare today’s digital students for success in an even more elaborate and ever changing digital society. For example, not all public schools have a Technology Committee working side by side with them to evaluate their technology usage in the schools and how well their students are prepared for today’s digital world (Gunter 2010). The technology committee at my school consisted of me and about five other teachers, none of which had extensive experience with educational technology integration or the National Educational Technology Standards. Our job was to determine what should be on the school website, not what the most effective means of technology integration were for the insured success of our students. The example provided in the reading was the polar opposite. The technology committee in the reading seems ideal, in that educational professionals, parents, and students comprise it, and there is a set goal and detailed technology plan (Gunter 2010). This would seem the most effective collection for a successful technology committee.
Utilizing educational technology to appeal to digital students in a high-need, high-structure school can be a bit more of a challenge. Rather than putting a data question in front of students during the Math block, and expecting them to work it out with paper and pencil (because that is what they will do on the FCAT), teachers could ideally help students increase their data literacy through digital media. Simply having students interact with the data through an online game would be a simple method of technology integration, but not even the requirement of digital supplements seems to be made a requirement. Unfortunately, if something is not made a requirement in the school setting, it often gets dismissed as unimportant and arbitrary. There are so many websites and software programs available to supplement the necessary curriculum, but there simply is not the time or freedom to implement these relevant and engaging resources. Unfortunately, no matter how determined a teacher is to appeal to her students through technology and digital media, administration and the school district must share this same commitment and set of priorities for the initiative to be successful. On the same note, adequate support must be provided to make this integration not only successful, but meaningful.
Finally, while many students may bring cell phones, PDAs, and even lap tops to school daily, what about those students who do not have the means to do so? How are we able to level the playing field? These same students are the ones who are receiving the limited curriculum, and while providing class materials and activities through online portals or mobile devices is a phenomenal advancement, what do teachers do about those students who do not have the hardware to participate? They cannot just be left behind to drown in the mediocrity of yesterday, and then held to the same standard as the students flooded with digital tools and technology enriched educational experiences. I believe the first step to truly preparing our digital kids for the “flat world” is making sure each student receives the same tools to succeed. Whether this means media literacy, data literacy, and an understanding of digital media as a whole must be added to the FCAT in order for it to be consistently taught, I am not sure. But one thing is certain: our priorities must change (Gunter 2010).
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
I think you make some good points especially about digital equity. Unless students have devices with similar capability how can we really utilize their benefits? The answer to this is that the state should provide the devices. Well that then opens an myriad of other problems. Not every home is a safe place for the device so then blanket policies get put in place that no one is allowed to take their device home. What happens when they get broken at school, what does the replacement timeline look like? How do we convince tax payers that these are necassry during an unprecedented recession? All of these are deserved barriers to this type of education.
ReplyDeleteGood Points,
Aaron Huestis
Alyssa, I agree with you that we need to move away from the typical scantron tests. I know that some schools have their English and math classes scripted and that can be detrimental to the students and teachers. I believe administrators make the teachers follow some kind of scripted program because the program is backed up by some kind of research that says it will improve test scores. I believe that is because certain administrators do not trust their teachers to be able to help raise the students test scores in time before the FCAT. Sometimes this is helpful if a class of students is so far behind in benchmarks that they need to stick to a program to help the students catch up. I teach social studies at a low income school in Orange County Public Schools. A lot of our school curriculum is driven based on FCAT scores. We have earned a C in the school grading system the past several years. At my school, we are lucky to have such a flexible administration that allows the staff to teach how they want. Yes, most of the faculty is teaching to a test, the FCAT, however because we are given the freedom to teach how we want, most of the staff at my schools does not feel restricted to only teaching to the test.
ReplyDeleteJonathan (busmanager02)
Aaron,
ReplyDeleteProviding the devices is definitely a barrier to seamless integration, and I am curious to see how that issue is resolved. Mobile Learning seems to be the new hot topic, but providing equal access is so difficult for many of the reasons you've mentioned above. I already see the issue of technology accountability with laptops and netbooks in my school, so I can only imagine when the devices get so small they fit in students' pockets! Thanks for the great response :)
Jonathan,
Thank you for sharing your experience with the curriculum restrictions. You sure are lucky to have such a flexible adminstration :) We were an F 2 years ago, and my former principal led us to an A in 1 year, and last year we received a B. Now, the pressure is on to get back up to that A... So, you can imagine just how much technology is a focus for our students. I feel that as a district, even a state, we not only need to have the Technology Standards, but we need to have a clear expectation and goal for how technology will be implemented in K-12 classrooms. And this should take the guidelines of the curriculum into account! This would be a great full time job for an instructional designer. Aligning the curriculum expectations with the most effective means of technological delivery and supplementation.
Thanks for the response!
Alyssa
Alyssa,
ReplyDeleteI absolutley agree with you. I do think that Florida "teaches to the test" because unfortunatly teachers basically have to otherwise their students may not be successful. I also feel that if teachers took the time to incoporate more technology through the use of online games and other digital supplements, many more studnets may be able to become engaged in the material. Versus traditional pencil and paper work, which to the digital age generation is probably quite boring.
I think your statement about providing each student the same tools regardless of where they live and what school they attend is true. This is the first step especially so that these students can compete with their peers in the workplace of the future. Whether it is convenient for educators or not, we have to look at the future and what is best for the students.