FAQ
Becoming
a “Digital Citizen”
Why did you decide it was time to join social media, and start a blog, at the age of 42?
Until recently, I had many misperceptions about social media, and feared that it was unwise to take part in it. As a teacher, I had heard stories of other teachers putting personal information online, and having that come back to cause them problems in their careers. Also, I was afraid of what students might find, if they were given freedom to use the Internet to do their school work. My perspective was changed by the powerful words of two teachers, Hicks and Sibberson (2015) who explained that we can teach students to be good digital citizens, by showing them how to be responsible users of the Internet:
“Yes it is unfortunate that things like cyberbullying and some bad stuff gets on the Internet. Some kids are going to make bad choices…or perhaps find an inappropriate picture”, however, “we’re not going to help our kids become better digital citizens by putting our heads in the sand. We as teachers need to take a very active stance toward integrating technology in whatever ways we can” (pp. 229-230).
I did not become aware of the far reaching uses of technology, in teaching today’s students, until recently. Through a course that I took as a graduate student, at the University of Manitoba, I learned about the important uses of social media and other technology in supporting students in learning to read and write. I also saw how technology brings relevance to so much that we want kids to read and write about, once we put it in the context of writing for audience, online.
I decided that my first step into using technology with students, would be to become much more familiar with that technology myself. It was at this point that I decided to do an inquiry into blogging.
What did you read that made you see the importance of using technology in teaching?
The article that had the largest impact on me, and my decision to enter into the world of social media, was “The Teacher as Designer: Pedagogy in the new media age” by Kalantzis & Cope, 2010. The authors painted a picture of the new learners of today, that it made it impossible for me to continue ignoring the social aspect of the internet.
Kalantzis and Cope (2010) describe the new learners of today as follows:
The new learners…will work effectively in pairs or groups on collaborative knowledge projects, creating knowledge to be shared with peers. They will continue to learn beyond the classroom, using the social media to learn anywhere and anytime…They will critically self assess and reflect upon their learning. They will give feedback to their peers in ‘social-networking’ interactions. They will be comfortable players in environments where intelligence is collective – not just the sum of things that can be retained in an individual’s head, but with a capacity to source knowledge online or from other students or experts, parents and community members” (p. 204).
Another important article that convinced me I had to embrace technology and social media, was “New Technologies for Deeper Learning, by Paul Cuthbert. Cuthbert (2014) explained how some students would be disadvantaged, if schools did not bring technology into the classroom for all students. This was especially meaningful to me:
…Unless a new pedagogy emerges, students will become increasingly disengaged and the adults who work with them will become increasingly frustrated. Moreover, the pace of development in technology and its application to learning are creating new possibilities, which, unless they are developed for all, will simply be developed outside of school and for some. A new divide would emerge – and indeed this has already begun (p. 13).
Why did you decide to blog about research on teaching reading to students with disabilites?
Teaching reading is something that I spend most days doing, as a resource teacher. I support students of all abilities, but I had some questions about how to best support students with severe developmental disabilities in learning to read. The difficulty here was with the large amount of information and programs that are available to teachers, all claiming to be “best practice” or “evidence-based”. I found it hard to know which programs or strategies to use, with the vast amount of options available. I decided I needed to look closer at research into reading for this population of students, and to answer some of the questions that I had been wondering about. Also, I am working toward becoming a reading clinician, through my work as a graduate student, and so I knew that becoming very familiar with research would aid me in becoming a reading specialist.
What have you learned so far, through this inquiry into blogging?
I have found this inquiry into blogging to be a very powerful learning experience. I have absolutely enjoyed blogging, and have found that I always want to read more, and learn more, so that I can write a new blog post.
I also find that it has helped me to be reflective about my teaching, and has caused me to look more closely at my day to day decisions. I have learned so much about teaching reading that I did not know prior to this inquiry. As well, I feel that I have the perfect avenue to continue to learn more about it, as I pursue my masters degree.
Perhaps most interesting, I truly am a changed person, when it comes to social media. I feel that I have a positive role as a researcher and teacher online, and I have even enjoyed other forms of social media recently. Yesterday I played Scrabble with an old friend through an app on my phone! I found it to be so much fun, and a great way to be in touch with friends during the pandemic, where it is necessary to stay home.
Lastly, I have learned the value of inquiry learning, and have become a strong supporter of the new ELA curriculum, here in Manitoba. I truly have experienced first-hand the power of a rich learning experience, in which I chose the topic for my inquiry, and the format for expressing my learning. I also was able to pursue a life-long goal of mine, of becoming a writer. I never would have guessed that I would love writing a blog, or that this would be one of the ways I would express my calling to be a writer!
It has been very motivating, and I have been drawn in to learning and doing so much more than I might have done, had I not had this freedom. When I apply this learning to my own students, I see them becoming as engaged in their learning as I have become.
What have you concluded, with regards to reading research?
For a summary of my conclusion on this topic, please see the following three blog posts, in which I describe in detail what I have learned from the research so far, and also to learn about the evidence-based practices that I have researched, and can now use with confidence.
I hope that my “Evidence-Based Practices Series”, which I will continue to add to, will be a helpful resource to other teachers as well. I can now support the use of these practices with confidence, having learned much about quality research, and having looked into these teaching methods extensively.
1. The 10 Most Important Things to Know About Teaching Reading to Students with ID or SCD
2. Coming Full Circle – The Oelwein Method & ABA – Evidence-Based Practices Series
3. Fluency Instruction for Students with Severe Autism and SCD – Evidence Based Practices Series