I agree that the media and technology is not passive, but nothing else in the world of education is passive. For example, a teacher whose approach is more learner-centered or teacher-centered or a printed book or a poster on the wall are not passive either. However, today we are mostly introducing most digital technology tools in our traditional classes which even breaks conventional geographic boundaries. In this sense, technology helps achieve a higher goal of education which that knowledge is not the sole property of one person or group but of humanity. However, Carr (2008) argues that the web ethic puts the machine first and then the person and that the web reduces concentration and contemplation. Reflecting up on my own experience, I would agree with the former part of this argument but not the latter. The web-based or technology supported education is new for us and like any the newcomer we will initial fear to adapt to it but once we do, we will yield a satisfactory result.
Reflecting upon the notion of web ethic argument proposed by Carr, my own thinking is in line with that of Stommel’s (2014) who proposes that we can make web-based education ethical by being more critical (essential, literary criticism, reflective, criticizing impediments to learning) and making learning as a dialogue between the teacher and the learner. This kind of critical digital pedagogy can also equitably redistribute power. Although Oppenheimer (1997) argued that relying on computers can be detrimental to us being more active learners, I believe the involvement of technology in our education is inventible and will be universal. Thus, my thinking resonates that of Stommel (2012) who proposed the idea of hybridity to engage both the physical and digital selves of learners. Reflecting on my own and many of my friends and colleagues’ identities, I can definitely say that many of us today feel we have a virtual or digital self and a physical self.
I think using digital technology, in so far as it does not control us, as a means to learn in an interactive and more personalized way and to establish a dialogue between the teacher and the learner, is for our benefit.
Questions:
- Think upon your own experience of learning with the help of digital technology, does technology enhances your thinking process or slows it down? Why it does or it does not?
- Do you think that your second-grade students can participate in discussions / dialogue with you? Why do you think so?
- How would you implement a Critical Digital Pedagogy in your classes?
Note: Critical Digital Pedagogy will have such elements as a) community and collaboration, b) inclusion of diverse voices, c) students and teachers are full agents of their own learning.
References:
Carr, N. (2008). ls Google making us stupid?. Atlantic Monthly, 302, 1.
Oppenheimer, T. (1997). The computer delusion. The Atlantic Monthly, 280(1), 45-62.
Stommel, J. (2014). Critical digital pedagogy: A definition. Hybrid Pedagogy.
Stommel, J. (2012). Hybridity, pt. 2: What is hybrid pedagogy?. Hybrid Pedagogy.