This weeks readings were enlightening. The text explored
technology from a variety of vantage points: assessing attitudes surrounding technology,
possibilities of a technological world, and looking at ways technology can
enhance learning. This reading, however, has left me with a few contemplations.
Page 4 states, “Students with disabilities, students from
single-parent households, and students living in urban centers use computers
and the Internet less than students without disabilities, students from
two-parent households, and students living outside urban areas.” This statement
seems a bit open-ended, and leaves me with a few questions. In what context is this lack of Internet
usage measured? Is it referring to students having less access to computers
and the Internet, for issues like socioeconomic status? Is it referring to the
amount of time available to dedicate to computer time? Is it referring to
disinterest? Is it referring to inability to use the technology, a so-called
learning curve? Perhaps all of this, collectively, is at work, but I do not
give this claim much credibility.
I work in a school with physically handicapped students, and
although some of their disabilities inhibit full capability of computer
use—such as ease in clicking and dragging, quickness in typing, or speed with
multiple mouse clicks—their capacity for understanding computer software and
incorporating these technologies into every aspect of their lives is not
lacking. If anything, my students are more
interested in computers than your average student, because they are unable to
easily participate in other teenage activities. My students can’t go out and
have a catch, or pick up friends and drive to the movies, or even roam the
streets on weekends, but they can access the vast world of the Internet. Furthermore,
I have some students who are nonverbal, and are unable to communicate their
thoughts, wants, and interests with their words. Technology has been a blessing
to them, allowing them to type what they wish to communicate and use apps that
can speak aloud for them. These students may stand out dramatically from their
non-handicapped peers in a classroom setting, but at home in a chat room or
surfing the web, they are your average teen.
Reading these chapters has me contemplating whether or not
Internet usage makes students more connected to others, as they can connect to
people all over the world with just the click of a mouse, or more isolated as
they sit alone in silence navigating through web pages. Is the Internet bringing us together or ripping us apart? As
students incorporate technology more completely into their lives, their frequency
of multitasking has multiplied exponentially. Kids today are having
conversations with friends while simultaneously updating their Facebook
statuses, while also listening to music on their iPod, while also carrying on
multiple texting conversations. Social media allows us to share everything we
do and think with a single click to our thousands of Internet friends. However,
these actions usually take place in a solitary setting: upstairs in a bedroom
with the door closed, commuting to work on the subway, in a Starbucks with a
latte in hand. We are placing emphasis on utilizing all the Internet-world has
to offer while neglecting much of what our reality presents right in front of
us.
I find myself at an interesting crossroad, caught in the
middle of two worlds. I am not quite a Digital Native, born into a world of
technology, knowing nothing but a wired world, but I am submersed into
technology frequently and fully enough to be comfortable with its ever-evolving
devices, software, and apps. Sometimes technology is so easy for me to use,
feeling almost instinctual, but other times I find myself scared to attempt to
set-up and use this month’s hottest new techy item. At times I think, I don’t need any more technology; I already
have more than I know what to do with. This leaves me conflicted as I begin
my teaching career and consider how I will utilize technology within my
classroom. Will I be able to keep up
with technology and allow myself to successfully integrate it into my classroom
practices? As an aspiring English teacher, I can’t quite jump on board the
digital bandwagon and leave books, in-person discussions, and
hands-on-experience behind. Maybe it’s because it’s how I grew up, how I
learned; in fact, it’s really all I know. I understand that there are great
benefits to entering the e-world, but yet I still have trepidations. This fear
of what’s unfamiliar causes me hesitation, something I hope to confront and
move past as a result of the handle I hope to gain on educational technologies
as a result of this class.
I think you raise some really interesting questions. Often in educational policies and studies the wording is very open-ended and vague. This is especially true with technology standards. It is also true that students have a new way of becoming connected to others. I think it is important to look at this as a different way of looking at communicating without completely getting rid of traditional conversations. Thanks for bringing up some great points.
ReplyDeleteYou have some really excellent points, especially your question about whether the Internet is bringing us together or tearing us apart. As advantageous as new technology has become in making our lives easier, I believe too much immersion in the digital world weakens our social skills and interpersonal relationships. The lack of human contact and interaction cripples our ability to communicate outside of instant messaging or texting, and I for one have been a victim of texting's inability to provide context and emotion to my words, leading to some misunderstandings and arguments. Additionally, more studies are beginning to show that increased use of "social networks" like Facebook actually depress us even though we have hundreds if not thousands of "friends" we never communicate with. This was an excellent point that should definitely be discussed further.
ReplyDeleteIs the Internet bringing us together or ripping us apart?
ReplyDeleteThis is definitely a tough question, it's a double edge sword! Technology is such a great thing and it does bring people together, and helps them communicate much easier. It connects families across seas that are unable to see each other, or even in different states. However, technology also stops people are seeing each other and having a normal conversation. People talk online now, Facebook, text, phone calls; people even date online. There is no more person to person communication the way there use to be in the world. Yes, technology helps but when people abuse it and use it too much it does the opposite.
Your reaction to the quote on page 4 about the differences in technology usage definitely got me thinking. Before reading your post I assumed that this passage was talking about students whose lower socioeconomic status prevented them from having access to technology at home. I thought it was so interesting how you thought about lack of interest or a learning curve as possible reasons behind the less frequent use of technology. Although these are definitely valid points, I don't agree with you that the claim does not have "much credibility." Rather, it demonstrates the many reasons why students may use less technology than their classmates, with lower socioeconomic status being a major force at play. The digital divide is an issue that I would love to discuss further in class.
ReplyDeleteI think your students demonstrate perfectly how technology can be used to enhance learning. With some exceptionalities, your students can probably benefit from technology more than the average student.Finding the right technology to enhance each student's education is something wonderful that you and your coworkers have done, and I think it's something that can be extended to all students. Not all technology is needed, not all technology is great, but some technology can benefit anyone.