Journal 8: "Navigate the Digital Rapids" (Nets 5)

Lindsay, J. & Davis, V. (2010). Navigate the digital rapids. Learning and leading with technology, 37(6), Retrieved April 5, 2010 from http://www.iste.org/Content/NavigationMenu/Publications/LL/
LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.html

Julie Lindsey and Vicky Davis argue that teachers who are effective at “flattening” the classroom walls and connecting their students to other classrooms do so by embracing technology and change, customizing their curriculum and allowing their students to take charge of their use of technology and involvement in global projects. These practices, in turn, lead to students being responsible digital citizens. Though teachers may be afraid that allowing students such leeway or encouraging such independence might be dangerous for their jobs and their students and their test scores, Lindsey and Davis suggest that these practices will actually make for more effective teachers, better educated students and standards that are met “with artistry.” However, there are some guidelines that are important to remember when engaging in global projects. Students and teachers should be mindful to remain professional and adhere to etiquette that is appropriate for an educational setting. It is tempting to treat all online networking as social networking, but global network projects are designed to further educations. As such, participants need to be culturally sensitive and remain professional. Furthermore, it is important to know how teachers will handle situations where students are not professional and post offensive materials. The action plan suggested by Lindsey and Davis includes consistent monitoring by a global network of educators who send evidence (screen shots) of offensive postings to the student’s classroom teacher as well as to the network administrator. The administrator removes the material and the classroom teacher coaches the students on why the act was inappropriate and might suspend or ban the student from the network. When students are properly introduced to the assignments and technology and trusted to adhere to proper etiquette, suspensions and bans are low. The article ends by giving examples or actual global learning networks that are being utilized today, including Eracism, Digiteen and Flatclassroom.

Question 1: The authors suggest monitoring students to make sure they do not “cross the line” in order to remain consistent with the rules regarding what is appropriate online behavior for students. Is this possible?

One problem I have with the idea of a “line” students should not cross is that some of what is appropriate needs to be considered contextually. The situation or assignment might determine what is appropriate at some times. There are, however, some things that are never appropriate. One example would be cyber bullying or using hate speech in online interactions. Students should be instructed as to what the hard and fast “don’t cross this line” rules are, and the classroom should have working rules that help to address what might be situationally or contextually appropriate.

Question 2: How do you feel about the possibility of E-Portfolios being used for college admissions?

I actually think that this is a great idea. One essay that is read over by your senior English Teacher half a dozen times (if you are lucky and your school pushes college) does not give admissions boards a comprehensive idea of who a student is and what kind of work they are capable of. E-Portfolios are not only more comprehensive, but they can also show growth over a period of years or months.