The textbook discusses the term
"digital childhood"(p.3) in relation to children under the age of five. Before
even becoming school aged children are spending hours of their days engaged
with technology. By the time children are attending grade school, the average
child is spending nearly their entire day indulged in some form of media when
they are not physically at school. As a future teacher, I find this to both
inspiring and intimidating. Being born into a digital childhood, gives today's
students many advantages previous generations lacked. Looking back on my own
childhood, I can recall wanting to type up stories I had written for school, so
my mother would let me use her type writer. When I was in third grade, in 1993,
my parents had finally purchased a computer for our household. While we had no
internet connection, the introduction of the "backspace" key into my
life, as I can recall it, felt nearly as exciting as how my own children appear to feel when they get a new app! While reading Chapter
one of the textbook, I had the tune of a childhood song stuck in my mind. The
lyrics are “…I've got the whole world in my hands, I've got the whole wide
world in my hands...” Students of the 21st century have unlimited
access to nearly the entire world when they simply hold an Ipod in their hands. The
readily available technology inspires me to fully incorporate as much media and
technology as I can in my future role as the teacher. What better way to fully
engage today’s students in learning than with a medium that has been part of their
development since infancy.
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| My own children, Andrew (8 years old)and Aubrey Jo (8 months old) playing together on the Ipad. |
The textbook refers to a teacher’s “digital identity” (p. 15) as their
ability to practice their technology talents and competencies. I am in the beginning phase of building my digital identity
as it applies to educators. In my personal life and previous professions I have
been using a moderate amount of multimedia tools. Incorporating social media
sites like Facebook, email, my Iphone, my Icloud, online class work, Mp3
players, my digital camera and above all else the internet into my day to day
routine. I look forward to expanding my digital identity in order to better serve
my future students. The more knowledge I acquire, the more skills I will have,
and the better I will be able to reach my students, both in the classroom and
outside of the classroom. I am excited to learn more ways to stay connected
with students once the last bell rings and school lets out. I mentioned before
that I find the “digital childhood” era to be intimidating. I am hopeful that
through my studies, and practice, I will gain confidence so I can lead the “digital
child” after building my own “digital identity”
“Mark Prensky defines “must have” technologies…listing 132 tools
for teachers to use with students for learning” (p. 12) I need to start building my “must have”
technology list. I realized that I use
so many technologies presently as a student, that I already have a basic idea
of my goals for later applying technology to teaching. I want to be able to use
social networking to involve my students family with their child’s learning.
Other “must haves” I look forward to include: smart boards, podcasts, digital photography
and videos, Mp3 players, e-readers, and tablets equipped with fun and engaging apps.
Becoming a teacher in the 21st
century requires incorporating technology, both familiar and otherwise, into
the classroom and beyond. Today's children are growing in a technology
influenced world and as a teacher I will be responsible to grow with them and
lead them. I still have much technology to familiarize myself with in order to
become the best 21st century teacher I can be and I am excited to learn.
Resources:
Maloy, R., O’Loughlin, R.,
Edwards, S., & Woolf, B. (2013). Transforming
Learning with New Technologies. 2nd Edition. Boston, MA: Pearson
Education Inc.
