Digital Literacy and Technology in the Classroom

Digital literacy is not limited to understanding how to use technology. It also involves a wide variety of ethical, social and reflective practice (L. Lane, personal communication, Mar 23, 2016). Use refers to implementing technological skills needed to engage with computers and the Internet. Understand is a set of skills required to help us make informed decisions regarding use online. Create describes the ability to produce and communicate using a variety of digital media tools (L.Lane, personal communication, Mar 23, 2016).

In discussing technology in the classroom it is important to note that our idea of technology is an evolving concept. When learning more about technology in education I found a Ted Talk conducted by Gregg Toppo (2012) called, “A different way to think about technology in education”.  This video poses several questions such as, “What kind of place should school be?” and “What should students do there?”. Technology refers to making use of tools and knowledge. Toppo (2012) describes that we have been using technology in the classroom for a very long time; however, the technology incorporated has taken on many different forms, ranging from books, chalkboards and paper to IPADS and other digital tools. Toppo (2012) points out that there has always been resistance to education. He recites quotes about technology that describe outrage over students using tools such as ball-point pens. It is an interesting perspective that technology keeps developing and is continually met with resistance. Tools that are iniquitous in today’s society were once revolutionary. It makes me wonder about what the future holds for technology in the classroom and how we will change our frame of reference on today’s ‘innovations’.

Toppo (2012) also discusses that teachers have reservations incorporating technology in the classroom. I think that this is an important issue to discuss because some teachers may be uncomfortable using technology in the classroom because they may not have enough experience using it and lack the time needed to gain a level of comfort. I think that if teachers understood more about technology in the classroom, they would be more willing to use it. Teacher education and professional development courses could be helpful in assisting teachers to feel more comfortable using technology in the classroom. In order to help students become digital literate teachers must also become 21st century learners and providing the necessary professional development is an important part of that objective.

Although there are many benefits of technology in the classroom I also  have reservations. For example, there is a teaching practices called, “Bring your own devices” . This involves a situation where teachers allow students to use their own devices to engage in classroom activities. I think this can be a very empowering activity; however, I can’t help but be concerned about this as an equity issue. What about the students who have less access to cell phones, ipads, or laptops. We run the risk of making false assumptions regarding the universality of technology. Another concern is the varying degrees of comfort level with technology based on access, as a result of economic, cultural, or social status. If technology is important for meeting curriculum objectives, then school boards need to ensure that technology is available for all. Children already have situations where they feel isolated based on socioeconomic status, as teachers we should be sensitive of these issues and not facilitate activities that create more opportunities for students to feel ostracized.

Another concern regarding digital literacy and technology in the classroom concerns children having Internet access without an appropriate understanding of the dangers involved. For example, children should be taught of the dangers of talking to strangers, and how webcams can be accessed without you being aware. This relates to the Understand concept discussed earlier and how we need to understand our actions and how to be safe online. While investigating how to be safe on the internet I found a resource provided by Edutopia (2012).  It outlines that a stranger you meet online is still a stranger and that we need to be careful what we discuss with individuals we meet online.  Here’s a helpful video that explains Internet safety to children!

In conclusion I think technology and digital literacy skills are fundamental skills that are necessary for children to become 21^st century learners. Like most teaching strategies and resources, technology in the classroom can be very helpful; however, we need to remain diligent to ensure issues such as safety, equity, and acceptance are always considered. 

References: 

Ted Talks (Producer)(2012, Nov 12) A different Way to think about technology in education: Gred Toppo. Retrieved from https://www.youtube.com/watch?v=D17P3kqB3_0

Edutopia (2012, June 4). How to Teach Internet Safety to Younger Elementary Students. Retrieved from http://www.edutopia.org/blog/internet-safety-younger-elementary-mary-beth-hertz

Transdisciplinary Learning

Something I found interesting this week in lecture is the concept of transdisciplinary learning. This is an approach to teaching that moves beyond the disciplines and traditional planning. It begins with student interests and real-world problems, as opposed to pre-determined curriculum objectives (Drake, Reid, & Kolohon, 2014). Students and teachers decide on appropriate and relevant objectives. This approach also relates to inquiry based learning where students create their own questions to investigate.

In a video of Alan Shusterm, the founder of “School for Tomorrow”, Shusterm discusses the challenges of subject based learning. For example, students can get confused or frustrated when trying to understand what skills should be used when (STF 2013). An example of this is when students complete an assignment in science class but are also marked for spelling and grammar. Shusterm is concerned that children are not prepared for real world problems and expectations. He states, “Real world problems and real world questions are inherently transdisciplinary” (SFT 2013). I believe that transdisciplinary learning can help prepare students for real world expectations, because curriculum subjects are not separate, discrete concepts. There is a great deal of overlap and interconnectedness between subjects and we can capitalize on that in our teaching

Shusterm also discussed that research demonstrates that the learning process will be enhanced when the content is meaningful to students  (SFT 2013). Therefore I think transdisciplinary learning can help make learning more meaningful for students by putting their interests first. Transdisciplinary learning also relates to real world problems which makes learning very applicable for students. Learning should be relevant and authentic so it can mean more to students.

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In lecture we learned about a unique way to teach called topic based learning or penomena based learning. This relates to transdisciplinary learning because students choose topics that are important to them, and subjects are not taught separately but are interwoven within activities. This approach occurs in Finland school boards where students are encouraged to use information, instead of simply memorizing (Wise Channel, 2015). An example involved children playing a role in choosing the topic and focused writing task about refugees. As well the students were able to demonstrate technological skills and the ability to work in a multicultural environment. The video discussed the importance of students learning skills they will use in the future. I think education should be authentic and practical. When reflecting on my elementary experiences, practical real world lessons stuck with me and were the most engaging. For example when I was in grade 5 we held a mock election to learn about how elections and campaigning work. This was a fun, innovative way for us to learn. 


Although I think that transdisciplinary learning is a great approach, I do see how it can be difficult to implement. Curriculum expectations are very extensive and planning can be very taxing. I can see how this form of teaching can appear overwhelming and time consuming. With so many expectations to meet for each subject area, planning beyond the subjects and interweaving them may be difficult. However, you could also look at this from another perspective, where transdisciplinary teaching allows teachers to teach multiple subjects at once and frees up more time for discovery and inquiry. I think more teachers could implement transdisciplinary skills if they were better informed on the practice. I also think that teachers would need to make this transition gradually in order to ensure a successful bridge between more traditional ways of teaching and transdisciplinary learning.

References:

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom            assessment: Engaging the 21^st century learner. Don Mills, ON: Oxford University Press.

Wise Channel (Producer) (2015, Oct 5). Finland: Replacing Subject with Phenomenon Based Learning. Retrieved from https://www.youtube.com/watch?v=4ipk3dWsrXE

SFT Youtube (Producer) (2013, Dec 2) Answers- The Future of Education: Transdisciplinary Learning. Retreived from https://www.youtube.com/watch?v=VMMERxJ_ogo