For two years, I’ve had the privilege of researching a K–12 school system thoughtfully integrating one-to-one technology for a decade. The most intriguing aspect of this work has been listening to more than 200 administrators, teachers, students, and parents speak about their experiences, hopes, concerns, and advice. A resonating theme emerging from the voices of veteran educators is the reality that we must do more to prepare students (and educators themselves) to critically examine how technology shapes human behavior and embrace practices that promote responsible and healthy technology use, a goal commonly aligned with digital citizenship standards (e.g., Common Sense Media and ISTE Student Standards).
These veteran educators echo insights about technology from a field known as media ecology, founded in work by scholars such as Marshall McLuhan and Neil Postman. The field advanced the idea that technology is not neutral. As we use technology, it is in turn shaping our practices and ultimately our cultures. This understanding moves us beyond thinking about technology as just a tool; rather, technology transforms us whether we are conscious of it, an idea explored in a thoughtful post by George Couros. To prepare students to participate responsibly in a digital world, we must also prepare them to consider how technology shapes human experience and encourage responsive action.
Critical examination and action promoting digital citizenship will look different in every school and classroom because it requires members of the community to reflect on the unique contexts of their own collective and individual values and practices. As the veteran teachers reminded us often, there are no right answers but, rather, intentional questions and paths of action and practice that flow from reflection. It was in this process that these teachers felt they were truly preparing students for participation in a digital world. Here are three examples from these veteran teachers in hopes of stirring your imagination.
Media fast
One teacher wanted students to reflect on personal technology use by assigning a media fast. He encouraged students to cut out self-selected media (with the exception of that needed for school work) for three days. During this time, students maintained a journal reflecting on their experiences. He also encouraged critical thinking about practices and in class fueled conversations about the ways digital technologies shape human behaviors. He challenged students to embrace new or revised technology practices for the entire semester.
Community change
A group of teachers wanted their students to research online the unique challenges within their own community and establish relationships that led to student action. Teachers required students to extensively research community challenges and identify community agencies that were working with community members toward solutions. Next, they facilitated students’ transition from developing awareness and knowledge to participation. Students committed to volunteering with one of the community agencies for one semester. The assignment reminded students that the Internet was a bridge to the local community, an idea sometimes overshadowed by attention to the Internet connecting them to the global world. In turn, this opened up opportunities to become active citizens in their own communities.
Questioning cell phone practices
Another teacher wanted to promote discussions with her students about the use of cell phones within and beyond school. This was relevant given the widespread use of phones within some classrooms and the confusing mixed messages about appropriate cell phone use. In her classes, she encouraged students to keep their cell phones visible, inviting the class to collectively and continuously discuss the use of cell phones. She wanted students to develop “a sense of integrity,” determining when it may or may not be appropriate to use cell phones. She believed if students were hiding cell phones in laps, under desks, and in sweatshirt pockets, then she was “reinforcing students’ lying.” She wanted students to make informed decisions. She reminded all teachers, “The cell phone is not just a school tool…[we must] help students learn to manage [it] in all their spaces.”
Each veteran teacher recognized that educators and students are just beginning to ask the most crucial questions about living in a digital world, an endeavor they all believe should have been a focus earlier in their experiences of teaching with technology. So their advice to all educators and students is to move beyond viewing technology as just a tool. Recognize the ways in which technology shapes human experience, and be explicit about the pursuit of digitally responsible citizenship grounded in critical questioning and intentional action. For further ideas, see resources like Common Sense Media and The Media Education Lab.
Kara Sevensma is an assistant professor of education at Calvin College. She is currently a co-investigator on a research project examining educational technology and human flourishing in a Christian school. The research is supported by the Kuyers Institute for Christian Teaching and Learning.
This article is part of a series from the Technology in Literacy Education Special Interest Group (TILE-SIG).