What struck me the most in Chapter 1 was November's point that we don't necessarily need to focus on the literal use of technology, as students now have a large amout of exposure in their everyday lives and can learn it more quickly that adults. Our main teaching focus should be on critical thinking skills. Students need to learn how to question their resources using meta-web information. It is the natural inclination of a student to believe everything they read on the internet.
Does anyone have any ideas on how to incorporate this new information literacy into what we already teach about concepts about print?
In Chapter 2, November shows how we can expand our relationships with parents through technology. I never thought of videoconferencing. I have had several instances of parents who do not have transportation, or have to work and can not make it to school functions. He also gives a reference of a parent who was "school taraumatized." I actually have a parent this year who does not come. When I asked the student why, she replied, "my mom got in trouble in school when she was a kid so she doesn't like to come to school." Obviously, there is a large hurdle of parents who do not have access to internet. The example in the book has inspired me to pursue grants just as they did at Portage Path school.
Chapter 3 describes teachers as "digital immigrants." I love the idea of reverse mentoring. Not only can teachers learn a great deal from their students when it comes to technology, but what a great confidence and self-esteem booster for the student as well. This can especially help with students who may not be strong in other areas, or even behavior problems.
If, in a perfect world, all parents had access to internet, how differently do you think our daily teaching and learning would be impacted? Do you think this can be achieved?
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