Digital Native Pedagogical Challenges

“ . . . many young people are not very elaborate or reflective users (Erstad, 103).”

I would argue that many young people are simply not inclined to be elaborate or reflective but this observation touches on something I believe to be an important element of the teaching craft; prompting for reflection. We all seem to agree that a liberal education, or a value system oriented education concerned with the availability of as broad a range of subject knowledge as possible, is optimal. 

I believe this to be especially the case for grades 6 through 12; the period when young people are concerned with rehearsing for adulthood (my K-12 teaching experience is limited to theater workshops: acting, vocal work, stage combat, Shakespeare, etc., which means I base my observations on those experiences and my own empirical knowledge base).

Taking into consideration that the components making up a value system (i.e., the values), will vary in order of importance from school to school based on myriad factors, the value of self-reflection should always be among those at the top of the list.

The capacity to acknowledge success, and understand that it’s pedagogical opposite is not failure, but the opportunity to explore solutions to challenges inherent in the vast majority of worthwhile projects, requires, to a great degree, the ability to reflect.

“. . . how do students approach the task of finding study-related information using the internet (Kennedy & Judd, 124)?”

Theater analogies are generally very useful tools for conceptualizing classroom spaces where elements of presentation, movement, sound, physical and social interaction and improvisation are all vitally present.

When I consider the set design for a theatrical composition, my two primary concerns are aesthetic and pragmatic.

Although the aesthetic component of a theatrical set is vitally important, I am first concerned with how it will assist the actors and enhance their ability to tell a particular story. I am taking into consideration that, in certain circumstances your actors might be eight years old, which means the set design will have to anticipate the movement patterns of eight-year-old actors.

If the set looks good but hinders the action, I consider it a failed piece of the overall composition.

When I imagine the design of a classroom space I try to use the same metrics.

I am interested in how the classroom will assist the actors (students & teachers) and promote engagement. I imagine how people will move through the space and engage with each other and all the available props and set pieces.

For the past year I have been trying to imagine a classroom that favors shared Internet research as an integral part of the learning experience and have been mostly frustrated.

I am always able to find flaws in my design, which suggests that the kind of success I envision must be part of a constant process of negotiation rather than governed by a fixed set piece.

“. . . interactive media is helping to provide young people with some of the essential skills for civic and political engagement by allowing them to learn about the critical issues of the day; insert their own voices into the public discourse; and actively participate in a range of political issues (Montgomery, 2008).”

                                                                                 That’s bitchin’.