According to the information on the Digital Denizen page, I would classify myself as a technological native. My mother got her degree in Secondary Education with a concentration in computer and business. Because of this, I have grown up in a relatively technologically advanced household and have become comfortable using most forms of technology; even new technology that I haven’t used before. I have had many experiences involving computers, the internet, T.V.s, D.V.D players, cell phones and other forms of, what our generation would consider, “basic technology”. These experiences occurred both in school and at home. Because my school was relatively financially stable, I was exposed to technology such as Smart Boards while in elementary school. Although I have always been interested in technology and the benefits that it can offer, I am also hesitant to using technology that requires a lot of effort when learning how to use it. I also get very easily frustrated with technology when it malfunctions or I can’t understand how to fix a problem involving it. This is evidence that I still have a lot to learn in regards to digital literacy. In this way, I am an emergent digital literacy learner because just as emergent readers begin to understand the communicative purposes of reading and writing and are beginning to develop an interest in such things (p. 118), I am just learning the ins and outs of the technology that can be used in the classroom in order to enhance the learning experiences of my students.
Being technologically literate is very important as a teacher of emergent readers because technology is a great tool to help young readers develop skills in reading, writing, information searching, and many other important areas. For example, on page 108 Tompkins mentions that the third graders in Ms. McCloskey’s class have access to a listening station where they can listen to books on tape. Using this station to listen to books, especially if they have a copy of the book in front of them to follow along with, is a great way to develop the students’ listening skills and it gives them examples of word pronunciation and concepts of print. Another example found on the same page is the computer center located in Ms. McCloskey’s classroom. Children can use this form of technology to develop research skills, gain reading practice, and publish their writing. On page 118 and 119, Tompkins mentions that emergent readers and writers are beginning to develop an interest in reading and writing and learning to identify the letters of the alphabet among other things. The internet would be a great tool for developing both of these skills because the internet gives them a wide variety of texts that are easily available as well as a lot of exposure to letters. The internet is an especially great tool for English Language Learners because of the easy access to texts written in the learner’s home language that can be found on the internet.
In further regard to English Language Learners, by examining my own struggles with digital learning, I can begin to understand the types of frustrations that my English Language Learners are experiencing while trying to learn English in my classroom as well as methods to make this transition easier. For example, whenever I struggle with technology and I am able to access the information on the subject from those around me, the problem is often solved quickly and I am able to learn much through the experiences. Such is the case also for English Language Learners. Gibbons mentions on page 44, 17 and 18 about how small group work supports learning for students, especially for E.L.L. The students in the small groups are provided with the information located in each individual student’s mind and when sharing ideas, each student can bounce off of others ideas to better develop their own understanding of the concept being discussed. Another example of this comparison is, when I begin learning how to use a new form of technology, I tend to struggle with it and get frustrated. I have noticed though that the more I continue to work with the program or form of technology, the easier it becomes and the more I learn about it. Such is also the case with English Language Learners. As mentioned in both Gibbons (p. 15) and Mohr (p. 18 and 23), English Language Learners need as many opportunities as possible to participate in interactive activities and work with material that are well developed and that help the student learn how to express themselves.
I would describe myself as an early digital native. I grew up using things like computers, cell phones and the internet. I feel comfortable around technology and I understand and appreciate the benefits of the new technology. Unlike my parents, I do not feel the need to always read instruction manuals; I usually just jump right into new technologies. However, I also consider myself a bit of a digital immigrant. I’m not always up on the newest technologies. I also would prefer print media over digital media. If I have to read PDF files for class assignments, I always print the documents out so I have a hard copy.
ReplyDeleteI think that Emily brings up some important points in her post. I also think it is really important to be digitally literate if I am going to be a successful teacher of literacy. I may be on the cusp of being a digital native, but my students will without a doubt be digital natives. If I want to connect with them, I will need to use technology in a way that is meaningful to them. I also think that technology is a great tool to use with ELLs. Technology is commonplace in many countries and students from all over the world understand and use technology. I think that teachers can use technology to reach out and connect to the ELLs in their classrooms. Children from all over the world are familiar with computers and the internet. Teachers can also use these tools to connect with the different cultures of the students in the classroom. The class can research other countries and can find things like recipes and videos from faraway lands. I think that technology can be a great asset in the classroom.
I would definitely have to call myself a digital native. Computers, cell phones, etc. are second nature to me just as it is for most of my generation. However, I can be a digital immigrant as well because I definitely appreciate and utilize paper and pen. I guess that is one of the big differences I have seen in the children of today and my generation. Most children nowadays probably started using a computer from a really young age. In my case, my parents didn't buy a computer until I was ten years old and I didn't get a cell phone until I was about 15 or 16. My friend's 10-year-old sister already has a cell phone and I'm sure parents have started giving their children mobiles from even earlier than that.
ReplyDeleteI know that we live lives almost completely dependent on technology - not only in the U.S., but abroad as well. Nevertheless, the reality is that not all children, even in this country, have easy access to computers, the internet, iphones, etc. I think that technology is a great resource for many of the reasons mentioned by Emily and Allie, such as connecting to different countries and cultures; however, not all schools have the funds for things like Smartboards and ELMOs, even enough good computers. It's important to keep that reality in mind as pre-service teachers because we need to realize the reality that is out there; we may not have many technological resources available to us in a future classroom and we need to be able to know how to teach well using the basics.
I've been trying to teach this semester without printing out the articles and it is a challenge, because you can't mess with PDFs (to highlight certain parts, for example.) I have fluency with the ideas in the articles, and sometimes you students have emergent grasp of the ideas in the articles. I then need to scaffold your learning by pointing out certain quotes and it seems awkward to go and locate the parts on the computer version. Of course, that can easily be done with the PDF find feature, but that seems more time-consuming and cumbersome than shifting through hard copy pages and saying, "Look at page x, where the author says..."
ReplyDeleteAs to the point about technology not working, that's been an age-0ld problem teachers have had no matter what the new technology:).
Regarding access, that's an interesting point indeed. I've observed, though, that cell phones at least are pretty widely available everywhere and many kids have them even when some adults can't afford them. I think that may be because they are on their parents' phone plans.