Blog Post #1: What Technology Means to Me and Learning
As a "Gen Z-er," I can trace my participation in the internet/social media landscape pretty early into my childhood. I grew up with one desktop computer, meaning that time had to be split amongst everyone in the household, and when I was finally given my time, I spent most of it consuming/viewing content, not necessarily producing anything. It was not until I got an iPod touch in middle school that I began having a more "independent" presence online and joined social media platforms like Instagram, Twitter, and Pinterest. Even after creating these accounts under my name and finally having the freedom to express myself, I still felt more inclined to see what others were doing and would mainly repost/retweet things that, while not being written/posted by me, reflected my thoughts, values, niche interests, etc. For example, I have had the same Twitter account since middle school, and if you were to calculate the percentage of tweets vs. retweets, I would guess that around 60-70% of them are retweets. I tend to like to keep a rather "lowkey" presence online, but that doesn't stop me from using social media to stay up-to-date on world affairs, reposting information that matters to me, and connecting with others. I love that social media and other digital platforms have the unique ability to keep relationships intact despite distance, and that communities of like-minded people are able to use something as "simple" as a hashtag to enact change. (here are some powerful examples!) I have never had anything like a blog, though can already see the endless potential it has to connect me with not only my English Ed classmates but also professionals in the ELA world. The opportunities are truly endless!
It is a surprise to no one that today's generation of students participates in internet spaces. Whether they are aspiring tik tokers, social justice advocates on Twitter, or gamers in live rooms, we as educators could highly benefit from bringing our students' online skills and interests into the classroom. By doing this, the work will feel more personal and relevant to them, and they will simultaneously build the skills necessary to navigate and communicate in the digital world. Classroom opportunities such as these are linked with increased feelings of freedom and empowerment within students, especially in urban environments, where technology is policed, racialized, and used as a "leverage" to keep teachers in an authoritarian position (Haddiz and Sealey-Ruiz). When students are given access to technology and permission to use the resources they have (their phones) in meaningful ways, they are likely to produce work that they are proud of, and that their peers can explore and learn from. This supports a participatory culture that researchers have found many traditional classrooms to be lacking, where students deservedly get the chance to experiment, innovate, and take control of their narrative through technology (Jenkins et al.).
However, this ideal digital workspace does not always translate perfectly, and issues such as the distractibility of the internet and the inability to access technology outside of school could put students at a disadvantage. Even as a student who took pride in staying on task and using my class time wisely, I remember being tempted countless times during "computer time" in school to switch between my assignment and the latest trending game on CoolMath4Kids. With all the opportunities for entertainment that phones and computers bring, teachers must be clear and intentional with exactly how they want their students to spend their time online. This doesn't mean that students won't have room to play and explore, but rather, they should do this in a way that supports their digital literacy and overall learning goals. Students who don't have access to steady wifi or electronic devices outside of school settings may also struggle to complete tasks if they are not given enough time to complete them in class, and this can instill feelings of shame and stress, which I never want my assignments to be causing. Digital spaces are advocated for as places where everyone has a chance to create and share, so for them to be effective, all students must be guaranteed the chance.
The use of internet and different platforms as we grow up is so interesting, I feel. I also had one family desktop computer which I mainly used to play Webkinz or Club Penguin while growing up. I would say now that I am a mix between having "lowkey" social medias and average social medias; it really depends on the platform. I think it would be very interesting to see how students would use a social media account in an ELA classroom and were only allowed to post material related to what we were covering. Would they use it? If they did, I think it could be super meaningful and produce things they are proud of, like you said. I feel like it would depend on the platform and who the student is but I think the idea of having a digital space could be used in so many ways, good and bad, like you mentioned, in the classroom!!
ReplyDeleteI like how you brought up participatory culture inside the classroom. I feel it was easy for teachers of mine growing up to completely ignore social media and its influence because of their inexperience, whereas with us, we have aged along with some of these apps and sites and we know the advantages and disadvantages for social media. Nowadays, our participatory culture is almost expected; I think of times whenever I tell people I don't use snapchat: "Oh, my god, how can you not use snapchat?!" "That's the only app I talk with my friends on" so inside the classroom, we need to treat social media like any other media we would present, as it might not be fully accepted by everyone.
ReplyDelete-Charlie
I value your insights on generational differences and positioning towards the Internet. I definitely would say that younger generations see the Internet as a space for action and change as were older generations may view it more as a resources to gather already made things/ideas.
ReplyDelete*"as where" (not "were")
ReplyDelete