How much do you
remember about your elementary education? Do you recall sitting on that large
square rug learning colors and numbers, or in bigger desks memorizing maps and
learning state capitals? Most of us
recall our younger years in the classroom, but as I think back, I also realize
that what I learned in those classes felt completely removed from the
“real-world.”
I’m sure my teachers
tried to make connections for us-- illustrate that what we were learning had
impact, had meaning, and was a small piece of the much larger world that we
lived in. I didn’t see those connections until I was much older.
But oh how lucky
our elementary children are today! With
new technology in the classroom, they are introduced to the world in full
color, full interactivity, and receive a hands-on experience. These digital natives are introduced to iPads
and computers from the minute they can stretch out their fingers. The world is
a much smaller place for them; one that is accessible from the click of a
button. It becomes less ephemeral and more experiential.
They become
digital citizens early, and this is a good thing! And while many may worry about
the negative impacts of early technology integration, the benefits for the
little ones will far outweigh the negatives.
So, what are the positives?
First, students
are exposed to good digital citizenship, as their teachers model it. When a first grade teacher and her class use
Twitter to update parents on her class’s activities each day, students become a
part of that experience. They learn what is appropriate to write and what is
not as they discuss possible tweets to send.
This ability to
differentiate what is important is an excellent lesson, as I am sure many high
school and college-age students could attest. Early experience with good
digital citizenship might prevent mistakes later on, and knowing “appropriate”
sharing becomes a part of the small child’s knowledge; it becomes second
nature.
In addition to
exposure to online etiquette, students learn that school is not simply classes
that take place within the four walls of a building. Learning is ever-changing, dynamic, and asynchronous.
Blogs, Youtube, and online communication make our world part of their lives. Unlike
my generation, elementary students can chat with students anywhere else in the
world through video, blogs, or online discussion forums. Imagine if you might
have had the opportunity to Skype with students in Italy when you were studying
ancient Rome? If your teacher could have
provided interactive pictures with “lectures” you could have viewed multiple
times at home.
Finally, perhaps
one of the most important aspects is that children are learning to code switch
at a much younger age. They should be
taught formal vs. informal writing immediately. Twitter, Facebook, and
Pinterest are informal; whereas, writing an email or blog will be more formal.
The rhetorical situation will be introduced earlier. Students begin to
comprehend writer’s purpose, the importance of knowing your audience, and of
placing writing in a real-world context.
While these are
only three of the many benefits of an early introduction of technology, they
illustrate that teachers can redefine how learning takes place in their
elementary classes (or any class). Just as the SAMR model introduced by Ruben Puentedura proposes a path of substitution,
augmentation, modification, and redefinition of educators’ previous lessons, we
can see the obvious benefits of re-thinking our presentation of material and
our method of assessment—weaving our new technology seamlessly into our
instruction—to create a connection between our students and their world. With
technology, we are able to transform that carpet where learning takes place
into a “flying carpet,” transporting students out of the room.
