Digital Natives Vs Digital Immigrants

Personally, I would identify as a digital native. Born in the year 1993, I was alive for most of the current advancements in digital technologies. I use and enjoy most of what the world of technology has to offer to me. I love keeping up with the latest technology trends. With that being said, I do not feel frustrated with my studies as a result of the way technology is used and not used. Being that I am completing my graduate studies online, and most of my courses are teaching me how to implement technology, I feel that technology is being used appropriately. If I am presented with a situation in which I do not know how to use certain technologies, I will become frustrated. However, I will usually "google" and teach myself how to use that certain technology. 

After reading and watching the provided articles and videos about Digital Natives and Digital Immigrants, I feel the stigma us Digital Natives receive is troubling. I definitely do not think I am attached to my devices or unable to interact socially in real life. I also do not think that just because I am a Digital Native, does not mean I do not have the potential to know the implications that technology may bring, as stated by Sree Sreenivasan in Digital Natives vs. Digital Immigrants. In that sense, I sometimes feel like I am in between. I love technology and I love what it brings to the world of education. However, I do see how too much technology can be a bad thing. I also believe that not everything can be solved with a digital answer; that sometimes, the more traditional route is better.

Podcasting

Podcasting is the process of using the Internet to make audio recordings. Users can then download those recordings to a computer or mobile device. Not only can Podcasts be used for entertainment purposes, they can also be used as a learning tool. In my 5h grade class, we're currently discussing persuasive articles, and how to use those articles to formulate your own opinion on a topic. As I was diving into the world of Podcasting, I realized I could use them in order to teach this topic to my students.

To do this, I would have my students listen to a Podcast about a certain news story. Then, I would have them list pros and cons of that certain topic that they learned about in the Podcast. Next, I would have them write their own Persuasive essay based on the facts they learned about in the Podcast.

Many Podcasts can work for this proposed assignment. However, this one, found on Freakonomics, would fit perfectly. It is especially great for my students who have English as a second language. They would be able to both listen and read a transcript of the Podcast which proposes the question, "Thinking Is Expensive. Who’s Supposed to Pay for It?" In short, this Podcast discusses how "corporations and rich people donate billions to their favorite think tanks and foundations." It will have students questioning, "should we be grateful for their generosity — or suspicious of their motives?"

This platform allows students to receive the information in both auditory and visual forms. It also is short and to the point, which is essential for younger students who may not have the capability to attend to a longer Podcast. My students will listen to this Podcast and formulate their own opinions on the topic. They will pick a side; do they think you should be grateful for donations made from the wealthy, or suspicious of their motives? They will then write their own persuasive essays. This assignment would be aligned with the following NYS Learning Standard:

Performance Indicator - ESL.I.5-8.2.1.1: Students read, listen to, view, write about, and discuss texts and performances from a wide range of authors, subjects, and genres.

TED-Ed Lessons

TED-Ed is a platform that allows used to create lessons based off of engaging videos. Users can choose a TED Talk videos, other TED-ed videos, or other videos found on YouTube to create their lessons. Introductions, thinking questions, discussion questions, and closures can be added to supplement the video lessons.

I created my TED-Ed lesson on a question I get asked constantly by my 5th grades; "Why do we have to read?" It's hard to explain question to explain to a 10 year old who would rather be playing outside or on their phones than reading a book. I love John Green and his YouTube video series called CrashCourse. I've used it personally in the past to refresh my memory on certain topics before I taught them. His videos are engaging and straight to the point. Viewers don't have to waste time reading between the lines in order to find the message of the video.

TED-Ed lessons are beneficial for students who have English as a second language. TED-Ed lessons can help students reach certain learning standards. They can help students "listen, speak, read, and write in English for information and understanding." (NYLearns) Like in a flipped classroom model, TED-Ed lessons allow ESL students to control the pace of their learning. They can pause and rewind the videos to better comprehend the lesson. Through TED-Ed lessons, students can learn how to listen with a purpose, thus allowing students to make conclusions about that topic. This falls under the following NYS Learning Standards performance indicator;

Performance Indicator - ESL.I.5-8.1.1.6: Students make and support inferences about information and ideas with reference to features in oral and written text.

Flipped Classrooms

As an elementary and special education teacher, it is hard for me to imagine how a flipped classroom would work. However, Helaine Marshall, author of THREE REASONS TO FLIP YOUR CLASSROOM, gives insight on how a flipped classroom can be beneficial to students, especially English language learners. 

In a flipped classroom, students do their "direct instruction" outside of the classroom through instructional videos. During classroom time, students interact with peers, collaborating on activities geared toward what was watched in the instructional videos. Teachers also use that time to give feedback and ask higher order thinking questions. 

My first thought when reading about flipped classrooms was, "how?" I soon came to the realization that flipped classrooms are probably intended for high school aged and on. Even so, how does the teacher ensure the student is viewing the instructional videos? How does it work in lower-income areas (areas where students may not have that technology at home)? How can educators expect students to do this amount of learning outside of class? What if the student needs to work? Does the student need to view instructional videos for every subject? Where will they find the time?

Trying not to be a pessimist, I decided to read on. Marshall does a great job of outlining why this type of teaching would be beneficial to English language learners. One aspect that I think would be beneficial is the ability to control how you are experiencing your instruction. You can pause and rewind to go over concepts you may not be too sure on. You can also fast forward over concepts you are comfortable with, leaving you more time to focus on concepts you are unsure of. EL learners usually spend most of traditional instruction time trying to comprehend what the teacher is saying. A flipped classroom eliminates this problem. It allows the student to spend more time learning the content, rather than trying to understand the language. 

Overall, I believe flipped classrooms can work with higher-education. Even though I have my doubts, I think that if it were implemented correctly, it would be extremely beneficial to EL learners. 

Twitter in the 21st Century Classroom

Although many people use social media for recreational purposes, certain social media platforms can also be used in the world of education. Twitter, for example, can be utilized by teachers to improve student learning, as well as improve their own skills as a teacher. Twitter is a great way for teachers to get their students to close that gap between "at school" and "at home" learning.

As briefly touched upon in my last blogpost, Twitter can be used as a professional development tool. Personally, I see myself using Twitter as a resource to turn to when I an unsure of something. According to Sarah W. Caron, "Making professional connections via social networking can not only result in a lot of great sharing of ideas and resources, but also combat the sense of isolation that many teachers experience." As a new teacher, I have questions constantly. Turning to colleagues for advice is necessary.  However, sometimes it may be easier, and more appropriate, to seek advice from other educators. Twitter allows me to do just that.

In the classroom, teachers can utilize Twitter in a variety of ways. Personally, I would use Twitter for communication purposes. For example, I could use it to remind students on assignments or homework due. I could also use it to share extra resources to deepen student learning. Twitter is also a great, and safe, platform where my students can go to ask or find an answer to proposed questions. For example, if there is an assessment that my students are studying for and they have a question, they could ask it on Twitter. I could answer them that night as they are studying, as opposed to having them wait until the next day. Twitter's capabilities are not ones that are unattainable by other platforms; however it "can make your job more fun and a little easier." (NEA.org)

Twitchat

I will admit, when I first heard of the use of Twitter as a professional development tool for an educator, I was not convinced. How much can one person say in 140 characters? After attending my very first Twitchat, I was proven wrong.

Twitchat is a feature on Twitter which allows users to have a discussion through the use of a hashtag. Users can share resources, ask questions, and reply to fellow users. This week, I attended the #edtech Twitchat. The #edtech (short for educational technology) Twitchat takes place every Monday at 8:00 pm. In #edtech educators from around the world "gathered" to discuss what is new in educational technology, ask discussion questions, and seek advise. On Monday, there were many discussions about what is new in educational technology. However, the discussion seemed to focus specifically on Open Educational Resources, or OERs. Being that I had a vague idea of was an OER was, I was able to answer some questions and partake in the discussion.

Personally, I can find myself using Twitter and Twitchat for personal professional development. It is a fast and easy way to connect with educators all over the world. I love how just in the first 10 minutes, I found great resources to use within my classroom. It also provides new teachers, like myself, a comfortable and safe way to ask questions about topics we may not be too sure about. I can see myself using Twitchat in the future. I can't wait to see what other hashtags have to offer! 

Facebook and Filter Bubbles

Back in 2011, Eli Pariser gave a TED talk on how websites are using algorithms to create a personalized internet experience, in which he called, filter bubbles. Like shown in the picture above, filter bubbles are algorithms in which websites use to filter content in and out of a user's internet usage based on what they've previously done or what they've associated themselves with. This is a controversial topic that many people believe to be intrusive and dangerous. 

One of the most prominent companies to use filter bubbles is Facebook. Being one of the most popular social media websites, Facebook is where a majority of people go to find current events, or even to read news articles. It shocked me to find out that not only does  Facebook admit to using filter bubbles, but also finds it acceptable due to our own "echo chambers." According to Mariella Moon, Facebook claims that users create their own "echo chambers" on their Newsfeeds because they tend to only friend people who share similar beliefs. However, they then go on to claim that they do in fact use filter bubbles, but that is okay because we also unintentionally filter our feeds based on our friend list. As a user, I can see both sides of this. I can admit, most of my Newsfeed is full of friends who have similar beliefs. In fact, I have unfriended many people because I did not enjoy seeing what they would post. However, I do not believe this warrants Facebook to control what they think what type of news I should be exposed to. Like Pariser states in his Ted Talk, I believe that should be left up to the discretion of the user, not Facebook. 

Nonetheless, it is reassuring to read that Facebook is taking some measures against filter bubbling. Eliminating filtering from Trending Topics is a start. Yet, I still believe they are doing more than they say they are, especially when it comes to suggested articles and posts shown on Newsfeeds.