Standards for Week One:
NETS-C 3b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
You will meet this standard by exploring research concerning digital-aged students and creating a repository of lessons and resources for future use.
NETS-C 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
NETS-C 3c. Coach teachers and model use of online and blended learning, digital content and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
You wil meet these standards through research relating to the discussion this week, through interaction with your peers on the discussion forum for this course, and through creation of your online module to be presented in Week Eight.
You will meet this standard by exploring research concerning digital-aged students and creating a repository of lessons and resources for future use.
NETS-C 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
NETS-C 3c. Coach teachers and model use of online and blended learning, digital content and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
You wil meet these standards through research relating to the discussion this week, through interaction with your peers on the discussion forum for this course, and through creation of your online module to be presented in Week Eight.
Week One: Introduction to the Net Generation and to Digital Identity
During this course, we will explore research which has been done by several powerful authors on the generation of learners who have grown up with technology and who haven't known a world without the internet. Some of us may be members of this generation, and some of us may be digital settlers, far removed from this mindset. Regardless of our orientation, research about the orientation of these learners should assist us in informing our practice when working with these learners in the classroom.
We will avoid the term "digital native". While many of Tapscott's assertions parallell the digital native narrative, we will attempt to keep common attributes of these learners at the forefront during this journey (rather than comparing and contrasting these learners with previous generations). Looking at these learners through the lens of two texts which approach similar issues in very different ways will assist us to keep our perspective. Regardless of whether these learners represent an entirely new paradigm, these learners do have different habits and expectations than many of us experienced as children, and therefore these learners may seem foreign to us in some ways. During this class, we will endeavor to demystify the connected learner, and we will collectively address the systemic changes that could occur which would most effectively engage these learners in the classroom.
We will avoid the term "digital native". While many of Tapscott's assertions parallell the digital native narrative, we will attempt to keep common attributes of these learners at the forefront during this journey (rather than comparing and contrasting these learners with previous generations). Looking at these learners through the lens of two texts which approach similar issues in very different ways will assist us to keep our perspective. Regardless of whether these learners represent an entirely new paradigm, these learners do have different habits and expectations than many of us experienced as children, and therefore these learners may seem foreign to us in some ways. During this class, we will endeavor to demystify the connected learner, and we will collectively address the systemic changes that could occur which would most effectively engage these learners in the classroom.
Week One Concept Map
Reading:
Tapscott: Introduction and Chapter One (Egan Library ebrary)
Palfrey & Gasser: Introduction, Chapter One: Identities (Egan Library ebrary)
Optional: Teacher's comprehensive guide to social networking Part I
Palfrey & Gasser: Introduction, Chapter One: Identities (Egan Library ebrary)
Optional: Teacher's comprehensive guide to social networking Part I
Please watch the brief video below from the Born Digital YouTube page.
Week One Discussion
During week one we will be exposed to both Tapscott and Palfrey & Gasser's orientations to the new generation of learners. Some of the most interesting information in these chapters may be that the great "brain change" that we continue to hear about as a result of technology in society has not really altered the way that children develop through adolescence. In fact, Palfrey & Gasser assert that children's identities develop in much the same way that they always did. The internet only serves to make that development quite public. As a result, those children who have taught themselves, or who have learned through peers to manage tools which publicize their online identity have an edge over those students who are unsure how to modify their digital footsteps once they have been created. This calls the digital divide into question in a significant way. Children with more access are more likely to know how to manage their digital identities, while those with less are more likely to leave an unfortunate trail of "developing selves".
Compare and contrast the readings that we encounter this week. Choose one point from one of the texts to explore further. In your initial posting, address the point you have chosen, and add resources to help us understand the importance of this point to digital age learners.
Participation hint: Post your initial response to the reading prior to Tuesday morning. Participate in the Reading Discussion on three days during the week. Build on the responses of others by sharing new resources, asking questions, and sharing personal experiences. The initial response should contain 3-5 resources, and should utilize proper APA citation.
The Weekly Discussion is assessed with the Participation Checklist:
Participation Checklist (10 Points Per Week)
2.0 Points - Candidate makes posts to the class at least three days during each week 1.0 Points - Candidate posts to Reading Group prior to Tuesday, so that the group may respond and interact in a timely manner
1.0 Points - Candidate’s posts accurately reflect reading and/or video materials
2.0 Points - Candidate builds on the responses of classmates in the Reading Group discussion
2.0 Points - The first posting of the week is between 350 and 550 words in length. This posting uses APA formatting to cite information discussed. Three to five in-text citations are provided in each initial posting. References are listed according to APA formatting requirements.
1.0 Points - Candidate was positive and professional during all interactions with classmates
1.0 Points – If an assignment is due, the candidate submits it to the appropriate task in a timely manner.
Compare and contrast the readings that we encounter this week. Choose one point from one of the texts to explore further. In your initial posting, address the point you have chosen, and add resources to help us understand the importance of this point to digital age learners.
Participation hint: Post your initial response to the reading prior to Tuesday morning. Participate in the Reading Discussion on three days during the week. Build on the responses of others by sharing new resources, asking questions, and sharing personal experiences. The initial response should contain 3-5 resources, and should utilize proper APA citation.
The Weekly Discussion is assessed with the Participation Checklist:
Participation Checklist (10 Points Per Week)
2.0 Points - Candidate makes posts to the class at least three days during each week 1.0 Points - Candidate posts to Reading Group prior to Tuesday, so that the group may respond and interact in a timely manner
1.0 Points - Candidate’s posts accurately reflect reading and/or video materials
2.0 Points - Candidate builds on the responses of classmates in the Reading Group discussion
2.0 Points - The first posting of the week is between 350 and 550 words in length. This posting uses APA formatting to cite information discussed. Three to five in-text citations are provided in each initial posting. References are listed according to APA formatting requirements.
1.0 Points - Candidate was positive and professional during all interactions with classmates
1.0 Points – If an assignment is due, the candidate submits it to the appropriate task in a timely manner.