My Flightpath:  A  summary

In my Flightpath, I discussed my personal background with technology. I related, how since high school, technology had ben an interest of mine. Grade 11 introduced me to technology in the classroom, and like the rest of the ‘nerds’, I was intrigued with the potential of this device. I knew it could do more than create stickmen moving across a screen. My initial desire was to pursue this avenue of learning, but my other passions , of Mathematics and French, took me down a clearer path.  Ironically, these favorites allowed me to fulfill my desire to teach. And with teaching, technology has once again came back into my life. but I found it took up too much time, taking away from the culture in which I grew up. All around me, society was being digitalized at an alarming rate. I could see everything changing around, and I didn’t think for the better. The invasion of computers had begun.

I began investigating the pitfalls of using technology. I believed there were many more drawbacks than people were willing to accept.  And, there are many, as research continues to show.  I wanted to use my MET experience to fortify my stance on the ‘bad’ effects of technology.  Yet, I could not blindly ignore how students were drawn to technology in the classrooms.  If I denied how technology was able to motivate, to extend understanding, to reach a variety of learning style, then I would be no less ‘ignorant’ than all those who could see no problems with technology. Therefore I wanted to find a way to teach the students and in turn educate the  parents about technology: about it’s usefulness and about its drawbacks. Also,  I wondered about the age-appropriateness of using technology, especially after becoming a father of two. I realized that technology in the classroom could be a great tool, if used effectively. this course has allowed me to explore different aspects of technology, and how I may develop a course to teach about the safety of using the Internet and other digital devices.

My Reflection

At the beginning of my MET journey, I was single-minded in my thoughts on technology. I often compared to the present technology-dependent society to prior cultures acceptance of social drinking, or smoking. These past societies found nothing wrong with smoking or drinking constantly. Tobacco and alcohol were okay because everyone believed so, and everyone was doing it.  Right? Well, gradually people’s vision cleared, and the drawbacks of extended alcohol and tobacco use finally came to light.  I feel that may someday that may happen with technology. People will begin to realize that this symptom, or that condition is a result of using technology. Actually, it is beginning to happen. Since starting the MET program, only 4 years ago, I have noticed a more open acceptance from governments, from the general public toward ‘possible’ side-effects of technology. I say ‘possible’ because many people in this digital society are still unable to bring themselves to believe that something so useful as technology, could be harmful.  As Chou et al (2011) point out,  “ there are problematic and even frightening downsides to introducing the Internet into students’ learning and daily lives.” (p 44)  Mainly I notice more advertisements, and a greater drive to get children active, away from the technological baby-sitter. At one time the TV would be it, but now with so much portability, technology has taken on a greater domestic role in the family dynamic.

Although I still foresee a need of a modern world that embraces technology’s side-effects, I have realized that I cannot change the views of others , just like the snap of the fingers. DeFranco (2011) informs us that “Here is the wake-up call: The FBI has made cybercrime its number three priority, following terrorism and counter-intelligence.” (p 52)  Education of safe technology use is paramount.  I understand that to educate the students, which I still think is an absolute necessity, I may have to educate, not only the parents, but the teachers as well.  Anastasiades et al. (2011) concur in that “the effective involvement of teachers is mostly associated with positive attitudes and approaches to software, their flexibility to take an approach that is relative to students’ developmental needs, beliefs , and cognitive standards, to seek, to inspire, to support and facilitate children’s critical thinking while setting the scene for an Internet safety pedagogical environment.” (p72)  Therefore, my focus should fall upon my colleagues, in making them more comfortable and knowledgeable about the advantages and disadvantages of using technology.  Our schools strive to promote technology use in the classroom to enhance the curriculum, but Anastasiades et al. (2011) point out that “teachers often express anxiety symptoms when they have to be involved with their students in various digital educational or interpersonal activities” ( p72)  Likewise, Chou et al. (2011) agree that ” knowing how to benefit from the Internet’s enhancement of convenience and productivity but at the same time to avoid the Internet’s semi-hidden risks has become a serious issue. Educators want students’ online experiences to be safe and rewarding. This goal requires schools to ensure that students receive appropriate, thorough guidance regarding safe use of the Internet.”(p45)  Thus, my goal is now clearer, since my focus is not as narrow as it once was.

As educators, we have to take in on ourselves to promote the safe use of technology and the digital devices at home and in schools. After all, the youth of today are going to be the educators, the doctors, the policy makers of tomorrow. To ensure they are given every possible opportunity to succeed with the best education, teachers need to teach technology safety in a active manner.  DeFranco(2011) offers a suggestion that “Internet safety should be taught as proactively as our wood and metal shop teachers taught safety in junior high before we used the circular and table saws.”(p 55).  Isn’t the Internet just as dangerous a device?  The cuts and damage may not be quite as physical as the saws may inflict, but abuse and misuse of technology may produce ill effects that last far longer than physical wounds.  Unfortunately, change does not often occur until a disaster occurs. Let’s try to negate any fall-out from a painful technological experience by being proactive. Educate the teachers, educate the students, and educate the public.  Maybe, most importantly, educate ourselves and practice safe technology use.

REFERENCES:

Anastasiades, P. S., Vitalaki, E. (2011). Promoting Internet safety in Greek primary schools: The teacher’s role. Educational Technology & Society, 14(2), 71-80.

Chou, C., Peng, H. (2011). Promoting awareness of Internet safety in Taiwan in-service teacher education: A ten-year experience. Internet and Higher Education, 14(1), 44-53. doi:10.1016/j.iheduc.2010.03.006

DeFranco, J. F. (2011). Teaching Internet security, safety in our classrooms. Techniques: Connecting Education and Careers, 86(5), 52-55.