The chapter highlights the
responsibility adults have from protecting children from the harmful
possibilities technology can expose, including teachers. Palmer (2006) argues
adults gain pleasure from living in the electronic village due to the rise of
entertainment and interest compared to the past without technology. The ‘electronic village’ created by new
electronic independence recreating the world into the image of a global village
(McLuhan, 2011:327). This reveals a divide between the attitudes towards
technology between adults and children and therefore teachers and pupils.
Corresponding to, Palfrey and Gasser (2008) labelling children who are born in
the digital age as ‘digital natives’ in contrast to adults catching up with
these digital natives as ‘digital immigrants’. Therefore it is important for
teachers to have the capability to bridge that gap in order to educate
children, along with technology, to create meaningful learning experiences.
Teachers creating productive
learning experiences, using new technology, with an audience of digital natives can
be difficult and from my personal experience quite daunting. Vrasidas and Glass
(2005) argue this is due to a lack of pedagogical knowledge therefore teachers
often fail to take advantage of what technology offers. On the other hand,
Futurelab (2010) suggests that children’s awareness and experience using
different technologies can actually be misleading. For that reason, teachers should
not lose confidence when using technology within a lesson but instead embrace
it. An implication for my own practice would to be to take risks and use a
range of digital resources in order to collaborate myself and my pupil’s
knowledge.
Additionally, Palmer (2006)
argues today’s electronic village is exposing children to ‘a escalation of
violence, antisocial behaviour and sleazy sex' which
in turn is having a derogatory impact on children’s learning and behaviour.
Palmer (2006) argues further that parents need the support of other authorities
in the global village to protect children from the horrors of the media. Teachers are trained professionals to guide and educate children for what is best for the individual thus
the prospective role to support parents regarding this issue is obvious. Futurelab (2009) acknowledges the
differing views concerning the affects technology and new media are having on
today’s children. Unlike Pamler (2006) who describes it as permitting children
to live in a ‘mental warzone’, Futurelab (2009) raise’s the potential invaluable skills
which can then be applied to friendships, sociality and even future
employability.
Vrasidas and Glass (2005)
summarize by suggesting a sense of urgent attention, understanding and work is
needed for the successful use of ICT in schools. In other words, by teachers using
ICT during lessons, with a good sense of understanding, can benefit children to
become digitally literate. Children who are digitally literate are more able to have social and cultural awareness,
work creatively and collaboratively as well as staying safe and communicating
safely; skills which can be applied to all digital technologies in all areas of
life (Futurelab, 2010: 19).Being more aware of the potential skills children
can gain from learning with new technology and media, along with the fast
moving market, provides me with the courage and stipulation to explore and
teach using a wide range of technology in my future practice.
Futurelab (2009) Curriculum and Teaching Innovation: Transforming Classroom Practice and Personalisation [pdf] Bristol:
Becta
Futurelab (2010) Digital Literacy Across the Curriculum [pdf] Bristol:
Becta
McLuhan, M. (2011) The Gutenburg Galaxy, rev. ed. London: University of Toronto Press
Palfrey, J. and Gasser, U.
(2008) Born Digital: Understanding the First Generation of
Digital Natives Basic Books: New York
Palmer, S. (2006) Toxic Childhood: How
the Modern World is Damaging Our Children and What We Can Do About It London:
Orien -Chapter 9
Vrasidas, C. And Glass, G. (ed.) (2005) Preparing Teachers to Teach with Technology
USA: Information Age Publishing Inc
(page numbers not provided on handout)
I find Palmer's (2006) book very interesting concerning a 'toxic childhood'. Yes, the media and today's world may be negatively affecting children, but it could also be positively affecting them educationally as there is more media and technology available for learning purposes. I think it is a matter of teaching children sensible ways of going about life.
ReplyDeleteYes and the skills Futurelab (2010) suggests can be transferred to all areas of life just clarifies the importance of technology. We only have to look around at our surroundings and people to see the world is evolving into a technology driven culture.
ReplyDeleteI had not heard about the 'electronic village' until reading your blog and it's really interesting. I will definitely be reading more into it. As teachers, we have to accept the responsibility of teaching children about both the advantages and disadvantages of technology.
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