Is being connected actually tearing us apart?

 Technology is constantly evolving, with new ways to connect online and create projects coming to light everyday. Especially in education, teachers have found new ways to engage their students through videos, websites, and games. Our students have become avid tech users, some better at troubleshooting than adults that have been using a resource for years. We are living in a technologically savvy world where we are expected to connect online. But is this really creating the connection we crave? The connection that we can only receive from physical, in person, human interaction?

Sherry Turkle discusses this idea that being connected on our devices is actually hindering human interaction in her TedTalk, "Connected, but alone?" In this talk, she talks about how people are so glued to their devices that they hold a psychological power over us. A power that many of us may not even realize exists. Social media sites let us edit and delete the parts of us that we do not want the world to see. We can create a profile of our "perfect" life, only showing our "best selves." However, Turkle discusses that this idea of creating the perfect profile is actually making us feel more alone. "We expect more from technology and less from each other" (12:00). We are looking for the social media sites to fill the void that was once filled by our interactions with one another. 

After watching this talk, I wonder what she would think about the reliance on technology during the pandemic and how schools and workplaces turned to technology to stay connected to one another. COVID-19 created a new set of criteria for the use of technology. Students and teachers were on their devices all day, completing assignments and logging on to meetings. For many, this was an eye opening experience that helped people realize just how powerful and useful technology could be to learning. It also helped us realize that our youth are not the "digital natives" that Prensky talked about. We realized that our students needed explicit instruction with how to create a Google Doc to type their writing assignment, or how to have more than one tab open so they could stay logged in to the Google meet while completing an assessment. Distance learning opened our eyes to a lot of false beliefs we had about youth and the power of technology. 

When I started to think about how much the use of technology has grown in the classroom, I thought about Dr. Wesch and his beliefs about learning. In "Anti-Teaching: Confronting the Crisis of Significance," he touches on many of the same points as his TedTalk, "What Baby George Taught Me About Learning." At some point, education and the learning process went from engaging students in lessons and activities and helping them develop skills, to reaching a page limit and getting good grades. Wesch discusses how learning is an ongoing, cyclical process. We are never done learning. "Learning is the hallmark of humanity" (Wesch 5). Wesch believes in creating connections with students and helping them learn through a lens that is interesting to them. For many students, especially today, technology is of utmost interest. Wesch would encourage us as educators and youth workers to find ways to incorporate their interests into our lessons to help bring back the joy of learning. 

I think that Turkle and Wesch share some similar beliefs, in that they both believe that having connections with one another is the best way to enhance and encourage learning. However, I think that Wesch would be more open to and excited about the new uses of technology. While I do not think he would want his students glued to their phones and not interacting with one another, I do think he would encourage the use of technology in appropriate ways. I would be interested to hear what Turkle thinks about technology and its uses today, especially through the pandemic. We had no choice but to turn to our devices to stay connected to one another. I wonder what she would have to say about this.

Learning is not about "getting by"

 For many, learning is strictly limited to in the classroom and trying to find ways to get by and finish a course. However, learning should be an ongoing process, both in the classroom and in life.  Dr. Michael Wesch connects learning to his one year old son learning to walk down the stairs. He falls countless times, but every time, he looks up with a smile, gets up, and tries again. He does this over and over until eventually, he is able to do it. These failures are a part of the learning process. Our youth and students should not be discouraged when they fail. Instead, they should be encouraged, picked up, supported, and encouraged. 

In many school communities, you get one try to do something, whether that be a project or assignment. If you do not do it right, then that's it. You get an "F" and it's over. But why is it like this? What is this teaching our youth about learning? How is this helping them for their futures? Dr. Wesch puts a new perspective on the concept of grading. "You don't just get an F and you're out. Instead, you get a "Not Yet" and some feedback" (15:25). Rather than discouraging our students who are doing their best and trying, we should be encouraging them. If they are not reaching the goals or expectations, we should be doing everything we can to help them get there. Wesch believes that "failure" should be a part of learning. By failure, I do not mean the traditional classroom sense of the word (getting an "F" on a test or assignment), but rather this idea that students will not always get it on the first try, or even the second or third. There will be a lot of trial and error before they get it. But they WILL get it! As educators and youth workers, we need to put our time and efforts into our children and youth to help them understand that learning is not linear. There will be times where they will reach a plateau before they are ready to move to the next step. 

The growth mindset concept of learning, created by Carol Dweck, is the idea that we can learn from our mistakes and failures, rather than avoid them. As educators and youth workers, we need to help our youth understand that when they change the way they think about learning, mistakes and failure, they can change the way that they learn. Students need to be introduced to language that helps them succeed, rather than use language that puts a negative light on them or their learning journey. Relationships with our youth play a huge role in the shifting of mindsets. If we do not have supportive relationships with our students, we cannot try to change their thinking. We first need to build that connection to then help them realize that changing their mindset will result in more opportunities for learning. 

Changing the way we think and talk to ourselves changes the way we learn. 

In Wesch's classes, he does not expect his students to all learn and succeed at the same speed. Some students may need extra support from peers and teachers. This does not mean that they are failing, but rather they are learning. However, students need to be reminded that they should be engaged in learning everyday. "Learning is not something that you just do it and then it's over. It's actually fun so you keep doing it. Even when you succeed, you keep doing it. And the road keeps going" (17:13). 

My personal experiences with learning, especially in middle school and high school, was that I was working to get the "good" grades. If I did not get a "good" grade, then I needed to stay after school to get help, or redo an assignment. However, I was not doing this to learn the content, but rather to get the grade. This video helped me come to this realization. Many of our students are working to get the "good" grades and get into the "good" schools, when in reality, we should be encouraging them to learn and keep learning because it helps them better themselves. In my classroom, I hope to ensure a sense of learning. I try to tell my students that I do not care if they get something wrong. I am there to help them. I would rather them try and get it wrong, then not try out of fear of mistakes. I think this idea came across in Dr. Wesch's talk. It's not about getting things right or wrong, it's about trying, failing, learning and repeating the cycle over and over again. Learning should never end. It should be an ongoing cycle that just keeps on repeating. 

"Digital Natives" Prensky vs. Boyd

 The idea of "digital natives" and "digital immigrants" is new terminology to me, but not necessarily a new concept. With the pandemic, and the rising need to be technologically savvy, many jobs moved to working remotely. For some, this was a relatively easy transition, as they were already comfortable with the different platforms they would be expected to use. In many cases, these are the people that would be considered "digital natives." For others, this was a nightmare that resulted in uncertainty and a sense of panic. These are the people that would be considered "digital immigrants." Prensky's idea of "natives" and "immigrants" stems from the idea that youth know and are comfortable with technology, while adults may be more uncomfortable and struggle with using technology. In her book, It's Complicated, Danah Boyd challenges this idea. 

In the chapter, "Are today's youth digital natives?" Boyd discusses how youth are not automatically able to consume technology and social media in appropriate ways. It is important to teach them how to identify a reputable source, how much information should be shared on social media, and how to identify bias and inaccuracies online. Censoring websites and sources, specifically in schools, is not going to help students learn to identify biases and inaccuracies. "Censorship of inaccurate or problematic content does not provide youth the skills they will one day need to evaluate information independently" (Boyd 181). One example of censorship of sources is the negative reputation that teachers voice to students regarding Wikipedia. In many schools, teachers do not allow Wikipedia to be used as a source for assignments. My own personal experiences mirror this. I was taught that Wikipedia was not reputable because anyone could go in and edit the information, resulting in inaccurate information. Boyd challenges and refutes this idea by noting that Wikipedia is reviewed by moderators and volunteers who check the sites to ensure accurate information is being shared and appropriate protocols are being followed. Students need to be taught how to review a source for accurate information, rather than be censored from it. In the real world, they will not be censored from inaccurate sites and resources. It will be up to them to determine what should or should not be used. 

Prensky and Boyd view youth in different ways. In Prensky's view, youth are the "digital natives" that know everything about technology because this is the world they grew up in. Boyd views youth as clay that needs to be molded and given opportunities to interact with the technological world. They were not born with the capacity to interact with social media, but rather to learn appropriate ways to do so. 

I think that the "digital native" and "digital immigrant" terms do not encompass the true identity of technology users in today's society. Youth are not born with the notion of how to use technology and engage in social media. Adults are not destined to struggle with engaging online in meaningful ways. There is a learning element for all people that use technology. Youth need to learn and be taught how to use online resources in meaningful and appropriate ways. Adults, or those that are not as comfortable using technology, need to learn and be taught how to use different elements of technology to their full potential and to fit their needs. All of us can be identified as "digital learners," working to use online elements in ways that are most beneficial for the needs of ourselves and others. 

Introducing Me!

My family and I on our last vacation

 

Hi everyone! My name is Kendra Martins and I am a first grade teacher in Pawtucket, Rhode Island. I teach dual language English, meaning I have two groups of students that switch between English and Spanish on a weekly basis. I just finished my second year teaching and I am loving first grade! I am currently in the TESOL Master's Program at RIC, hoping to graduate May 2023. 

Me and my boyfriend

I am super excited that it is summer and to have some time to relax. I am looking forward to enjoying the warm weather, working out and spending time with family and friends. I am hoping to get in some reading, as well as catch up on some shows that have been put on the back burner during the school year! 

I have always been a huge Disney fan, so I have incorporated Disney into my classroom and lessons with my students. I have a trip to Disney World planned later this summer, so I am really looking forward to that as well!