If my students can do the majority of their work with writing and reading online…
If my students can receive all of their assignments online…
If my students can maintain constant contact with their friends, classmates, and teachers online…
If my students can create spaces to come together or work alone online…

What should we do in the classroom?

I have to agree with many points in this blog and the comments that follow.  Several thoughts come to mind.  First, in the ideal world technology access would make our students more efficient and more connected in the virtual way… but what about so many of my rural students that don’t have computers at home or have little time to go to the lab at school?  Second, I would argue that so many of my students have a limited knowledge of how to do academic work, research, or collaboration because their online time is spent in a strictly social sense.

Digital Natives, as we call them, may be twitching along with all their might, but what I am seeing so often with teens is that they only know how to forge shallow anonymous relationships and resent being asked to anything with technology that might require thought and depth.  It really becomes the true test of a teacher to not only be willing to learn him/herself about social networking, 21st century literacy, online collaboration, and other academic technological endeavors; but to truly model those behaviors and show the students the way.  I think many times we resent our own children and our students because they live in a generation that has found more “efficient” ways of getting information and answers.  Our task now becomes acknowledging that we are no longer the keepers of the information but the “Gandalf” or the sage/guide of the wisdom itself.

So many students lack worth ethic, value systems, and the ability to differentiate between truth and fiction.  It is not always that they are just sorry kids and don’t want to do those things… so many times it is that nobody actually modeled this behavior and explained its significance in life, education, and the work place.  Yes, and even after we do this as teachers… many will still go about with their shallow online life and snuff at your “nerdy” use of the computer; but at least they will know HOW to do it when they finally realize the significance of this wisdom.

I remember programming the VCR for my mother when I was younger.  She was amazed at the technology and how the TV knew what to do.  Now kids just program the TIVO with a push of a button.  Darn them skirting around the hard work of dealing with the blinking numbers on the VCR and dealing with all those tapes!  Bunch of cheaters!!

Don’t resent the quick way of doing things, but teach them that the kinds of activities they do and the information they seek needs to matter (the social part and the fun that can be a by product of using technology to do such things is a bonus- not the whole task).

So what should should we do in the classroom?  Model and guide… if we don’t they are SURFING THE WEB WEARING A BLINDFOLD.

Vicki Davis has a post about a discussion that occurred in their Digiteen Project 

Ninth graders talked with fourth graders about digital citizenship.  They discussed everything from Webkins to chat rooms to addictive behaviors.  I love that this allows the older kids to not just see themselves as the more experienced and knowledgeable ones, but it also puts the accountability on them as well to be role models.  I love that they also discussed how the cellphone IS the internet. When students confess to sending way too many text messages  and propose a way to cut down on it by charging the phone in the kitchen and not their bedroom , that is real progress!

In Vicki’s words, “My students rock!”  Yes, they do.

I propose this should happen in all schools.  Are your schools doing anything to promote digital citizenship?  I would love some ideas to start this process with our school district.