On the classroom front, 2009 is off to a much better start. The Year 9 program is going really well, and the students are so far engaged and fairly co-operative.  I am enjoying my classroom teaching, really for the first time since my return at the start of last year. It is great to have that measure of stress reduced substantially, to have joy in the actual teaching, which after all, is what we are all here for.

On the eLearning front, I have yet to determine what 2009 will hold.  A new principal, and some role reshuffling has caused some changes, and I’m not quite sure how they will pan out.  On the plus side, we have been successful on a rather large grant for ICT, on the negative, I am feeling unsure about exactly what my role and responsibilities will be this year. I am trying not to let that insecurity affect my overall positive outlook about the 2009 school year.

One we receive our grant funding, I’m hoping new equipment will mean I will have some exciting elearning developments in the Year 9 program to share.  Our new whiteboards are already proving to be quite a hit with the Year 9’s.

I am told that positive intentions are a powerful thing – so I intend for 2009 to be an exciting, stimulating and rich education experience for both staff and students at my school.

This is a conversation I have had with many colleagues in the last few years.  Do we make too many assumptions about our students being technical experts?  I have heard the opinion on many occasions that students knowledge of using ICT is lacking. 

Darren asks the questions :

• Is the digital revolution truly ubiquitous?

• How old are the Digital Natives?

• How did I do in my response to his concerns?

• What would you have told Steven?

I’m not sure there is a clear cut answer to those questions.  I tend to feel that our students status as ‘Digital Native’s’ is more about potential than actual knowledge.  Not all students have been exposed to a high level of technology use, and many have certainly not had their alleged status as ‘Digital Natives’ fostered by their school environment.  I think they are much more comfortable approaching new technologies, their take-up will be quicker and less problematic than some older people, but they are certainly not all using technology in a rich meaningful way.  I think a large component of this relates to thinking and problem solving skills, rather than skills with technology.  They do not see the all of the possibilities, the benefits that effective use of the technology can bring them.

 I have found many students to have a shallow experience with the technology they use. So, yes, they know gaming, and will use Google and MySpace, but they have not necessarily been introduced to the richer experiences that are available to them.

To attempt to answer Darren’s questions…

• No, I don’t think it’s ubiquitous – there are still a wide range of children with minimal exposure to technology. Of course, if we look at it on a global scale, we are not even close to total exposure.

• I’m not sure I’d like to tag an age to the concept. To me it’s more about their level of use and engagement. In fact, this label (or more accurately it’s counterpart ‘Digital Immigrant’) frequently annoys me, as I often feel that my person use and involvement of ICT in my life is much richer and more natural than many of my students. Its more  an approach, a way of thinking.  A willingness to experiment and try new things, immerse yourself in the possibilities.

• I think the response was fair. It’s not all for everyone, or for every situation, although I’d hesitate to downplay podcasting’s usefulness in a LOTE classroom – I have heard so very many success stories.

• I may have queried why it took a week to cover podcasting.  Because the students really needed it, or because it was ‘taught’ in a way that suited the teacher, rather than a more immersive approach the students may be able to cope with.  I also would stress the fact that one the learning curve was accomplished, those skills would be ongoing and can be reused.