Journal #3: Navigate the Digital Rapids

Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

Summary:

I found the article absolutely inspiring. Julie Lindsay and Vicki Davis pioneered a project called the Flats Classroom Project where they attempt to transform education by focusing its attention globally through technology and collaboration. Immediately, I was reminded of our very own COE mission statement here at CSUSM. This article not only introduced the concept of flat classrooms, but addressed the hesitance many educators and administrators feel when approached with the idea of incorporating social networking sites and other web-based programs into the curriculum. Seeing technology as a resource rather than some scary, unknown entity is the first step in moving towards more globally aware curriculum for our students.

It is crucial to communicate proper digital etiquette to students in order for them to participate in the global community and be what Lindsay and Davis call "digital citizens." The responsibility we have as digital educators involves a few very important steps: effectively researching the best way to use innovative methods to reach national standards, monitoring the use of technology in a school/district, calming the fear many people have about technology, and creating a student-centered learning environment that promotes global awareness and collaboration.

"Meeting standardized learning outcomes does not mean you have to standardize the process" (Lindsay, & Davis 2010). I love that quote because it is the essence of a transformative, culturally responsive teacher. The use of technology is becoming more prevalent in classrooms, but there is still a lot of reluctance because of this notion that we administer a one-size-fits-all test every year and to achieve success we must all get there on the same road. In actuality, the beauty of public education is taking different roads that are customized to fit each individual student in order for them to reach their full potential. This is all easier said than done of course, but projects like flatclassroom are extremely motivating to me because while a lot of education is tied up in bureaucratic red tape and resistance among old factory teachers, there are still those innovative enough to challenge the status quo and dedicated to transforming the face of public education.

Q1: How could I "flatten" my classroom as an elementary school teacher ?

While I was fascinated by the idea, after looking at the website for flat classrooms, I noticed it is a project for middle school and high school students. The concept of a digiteen has not yet reached the younger students in this specific project. Personally, I would like to do more research on how to prepare my students to one day participate in such a global awareness project. I remember writing letters to pen pals as a 4th grader. Perhaps I could find take the idea of having pen pals further into the global community. My students could write other students from diverse backgrounds and cultures and ask questions about their everyday lives, school experience, families, etc. This would not only expose my students to the world via the internet, but it would better-equip them to be a part of a flat classroom in high school because they would have the global experience under their belts and would be less wary of the "digital rapids" many people find overwhelming at first. My student will hopefully be comfortable with global communication and able to contribute their input to such projects like Flat Classroom.

Q2: What if parents of my students are not open to the idea of their children using the internet?

I am sure there will be a number of protective parents in my classroom not wanting their 8 year old son contacting strangers via the internet and I completely understand that fear. However, I would have to address the issue delicately and sensitively by holding an information session with a Q&A forum for parents to voice their concerns and even their ideas for keeping the internet a safe place for their children. If I find or even start a program of my own that ensures students are communicating with other respectful, globally-sensitive, digital students I will be able to calm the fears of the parents. Perhaps I could get some of them involved. For instance, if I have a Spanish-speaking parent, they could help me monitor students who may choose to write to a student from Latin or South America. In that instance, I would be involving parents in the process as well as promoting the value of speaking another language.