Digital Learning

In a recent article I read titled ‘Their Space: education for a digital generation’the authors Hannon and Green (2007), state that teachers fail to recognise and value the skills that young people are developing outside the formal education system. Teachers fail to bridge the gap between what pupils are learning in school and what they are learning out of school, and between the skills they are acquiring and those they will need. Teachers are in a ‘moral panic’ over new technologies, rather than having faith in the digital world.

I agree with this statement; that teachers who are not ‘digital natives’ are anxious and nervous about new technologies, however I think that in order for teachers to learn about the new technologies, they first need to understand the generation of net users and how they respond and learn from the technologies. I think once teachers understand the net generation, they can then learn to use technologies in the classroom and learn from the students, ie have digital faith, rather than being in a ‘moral panic’. Several articles state that the net generation is not just about the hardware and the net, but about the relationships between the students and the net. I think that is a good perspective for teachers to have about the net generation in order to have ‘digital faith’ in them.

The ‘wild wonderful web’ as Lee and Graffney (2008) suggest, continues to throw innovation after innovation at us. Given the complexity and pace of change in education systems compared to that of the internet, it often feels like you are just coming to grips with the last innovation when the next one hits. It is a safe bet that they will continue to change over the coming years, however how can school and education systems continue to adapt and take advantage of new technologies when they are constantly changing and upgrading?  

An interesting website, classroom 2.0 suggests that Web 1.0, or the web that most of us have been using for some time now, has largely been a one-way medium. Termed ‘The Age of Authority’ Web 1.0 is used mainly for reading, receiving and responding. Web 1.0 however is now passed it’s used by date. Education is no longer about reading, receiving and responding. Rather, the times have changed and education involves connecting, creating and contributing, or in other words, Web 2.0, ‘The Age of Engagement’.

I found this website very interesting as it talks through the different technologies of the past and present. Web 2.0 brings a lot of opportunites to students and teachers, both within the classroom and around the world. Students’ ideas and work is no longer constrained to the eyes of their teachers, but they are suddenly interacting with peers all over the world. I find this concept of Web 2.0 amazing and rewarding, however I still can’t help but think how long this innovation will last before the next innovation comes in? How can we as teachers and educational leaders provide the best opportunities for our students when technologies keep changing? What’s next?

In a recent article I read, Listen to the natives, Prensky (2006) suggests that the curriculums of the past-the ‘legacy’ part of our kids learning-are interfering with and cutting into the ‘future’ curriculum-the skills and knowledge that students need for the 21st century. Although I agree that today’s students need all the skills necessary for the 21st century, I believe the role of the teacher and the ’legacy’ part of the curriculum are at the core of meaningful learning.

As a PDHPE teacher, I believe that the content taught in the curriculum is vital to students personal growth and development.  Within the KLA of PDHPE, students learn about self and relationships, respect, trust, sexual health and safety. Although the use of digital technologies is used in the subject of PDHPE, can the net really teach children about relationships, respect and personal development? Can we trust that the internet sites students may be using to find out about sexual health are reliable?

The role of the teacher is vital to ensure students are given accurate, valid and reliable information. Indeed, this may involve directing students to useful, up-to-date information on the net; i.e the ‘future’curriculum, however the ‘legacy’ curriculum, in which students are taught the subject content from the teacher, is equally important and should not be overcome by the ‘future’ curriculum.

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