I am interested in the perspective of Digital Learners. According to the article, today’s digital kids think of information and communications technology (ICT) as something akin to oxygen. They use ICT to meet, play, date, and learn. Digital students have developed their own screen language for their digital culture and constantly discovered new things as they browse through emergent digital libraries and other Web resources. They try new things without reading the manual or taking a course; learning becomes situated in action. They learn, create and respond to information through a complex montage of images, sound, and communication.
The Internet and other technologies honor multiple forms of intelligence. Therefore, it’s up to all educators to comp up with the techniques that help students want to reach their highest potential. Educators are not to teach students the new tools of rich media, but rather to expose them to critical thinking and new means of expression and argumentation in nonlinear, interactive and time-based media.
As a junior high teacher, I am concerned about two dimensions. First, training in instructional use for computers is irrelevant for teachers who have no computers or severely outdated computers in their classrooms. In Taiwan, I think this is the key problem. Second, learning networks are not assessable to some students; therefore, if it is a good idea to apply the technologies into the introductory courses taught at the junior high level. If it is fair to the students who are in the digital era but indeed have no computers or internet access at home.
Subscribe to:
Post Comments (Atom)
1 comment:
Digital gaps have to be addressed,as you pointed "instructional use for computers is irrelevant" if there is no computer in the classroom, or if there is no internet access. I agree with you, all these innovated teaching with technology is a just a dream to some teachers/students if there is no way to implement. I hope that what you learn here will help you little though.
Post a Comment