Before coming to college I would definitely have considered myself a digital immigrant. Although I always remember growing up with a computer in the house, I was never enthusiastic about using technology. I can specifically remember taking typing classes in seventh grade and HATING them. When it came to writing papers I was the first to pull out my notebook and I had a collection of pens on hand at a moments notice. Even throughout my freshman year at Michigan State I preferred to take notes manually rather than on the computer. But as I furthered my studies in the College of Education I became to see how useful technology is for my future classroom, students, and myself. I took advantage of the opportunities I had to learn about new technology as it pertains to education so that I could better myself as a teacher. Now, I would consider myself a digital native because I am now the proud own of a Mac Book AND Iphone, so I do many tasks using technology. I think all it took was for me to have the proper training about how to use certain programs so that I could feel comfortable with it before trying to us it on my own.
In thinking about “emergent” digital literacy and the Tomkins reading about emergent literacy for children, it is obvious that there are many similarities. Whether a student is learning to use technology or learning to read and write, scaffolding and support are needed in the early stages. Tompkins refers to emergent literacy as learning how to read or write. Digital literacy is much the same in that students are just becoming familiar with using technology, but still need an expert to model the proper way to use technology. With both technology and literacy, emergent students are still looking for a purpose and meaning to what they are learning since it is all so new to them, so it is important for the learner to see good modeling and make useful connections. Also, if learners of literacy or technology are exposed to a variety experiences using the two beforehand, they are likely to develop skills at a fast past since they have seen it used in context before.
In comparing my own need for support when learning how to use technology and comparing that to the support ELLs need when learning literacy, it is easier for me to understand how to help them. In Kathleen Mohr’s article she talked about ways in which teachers can better support ELLs in literacy such as explicit instruction, multiple forms of input, and time for students to practice new skills. These same ideas are useful when learning how to use a new form of technology because without direct instruction, scaffolding, and practice using technology on my own becomes intimidating. In order to become confident using technology or literacy skills, students need to build up their skills so they are comfortable and ready when it comes time to learn something new.
I was fortunate to have a very early experience with technology. I was enrolled in the lap top program as a 6th grader and continued the program throughout my middle school experience. By the time high school came around, I don't know what I would do without a lap top. We were required to do research on the internet often, and all of my assignments were mandatory typed essays. Starting off my college experience, I felt very comfortable using technology, since I had so much practice with it. However I still get fairly anxious with new tools.
ReplyDeleteIncorporating technology in the classroom is simply a necessity. Students are exposed to technology at such a young age, that is it our job as teachers to be aware of the new tools out there in order to be more relate-able to their lives. Using new technological programs in the classroom is both exciting and terrifying. I'm worried that it will take me long time to be comfortable with new tools, and at the same time I know these new resources can be significantly beneficial to my future students' lives.
Like both Caitlin and Christy, I have been exposed to technology from an early age. When I was really young, I had all the newest and most interesting toys and as long as I can remember we have had a computer in our house and as soon as a home lap top became popular we had one of those too. I remember learning to read and explore the world of mathematics with games such as Reader Rabbit and Math Blaster. These fun games that I was allowed to play on the computer motivated me to want to learn through the benefits of technology. As I grew up I was exposed to more "permanent technologies" in my life and got used to what I liked and disliked and I was, for a while, very resistant to any sort of change in technology in my life.
ReplyDeleteI have gotten better about using new technologies through the experiences I have had in classed at Michigan State. I have learned about simple programs on the computer, for the smart phone and ipads that can help improve the way a person organizes themselves and sometimes there are programs to teach us something, too. In my placement my MT sometimes uses the smart board for students to play interactive activities that enhance their knowledge on a particular subject. The new technologies that I have learned about at Michigan State, I can definitely see myself using in my future classroom to benefit my students' future.