Connected Self
In our group we were asked to discuss the technological dimension of the connected self. We found that there was lots of overlap between the different dimensions. What is the technological dimension and how does it differ from the other dimensions? I came to the understanding that the technological dimension relates to the technology that we currently use and its impact on how we will use technology in the future.
A simple search on Google creates a massive list of information. Where does this information come from? And who post this information? The magic of technology has made it possible for anyone, in any place, to present any information to a global audience. In Why School?, Richardson gives the example that he can use a smart phone to read the news or document the news around himself. With the same device we are able to both consume and produce digital information. Because people like to share information and express their creativity, the current trend of technology to allowed us to post things on the internet with greater ease. In a single click of the button we can share our thoughts on the latest movie, what we had for dinner and photos from a recent trip instantly. If we are already doing this in our personal lives, why aren’t we doing more of this in the classrooms or libraries? It’s relatable and connects into our real lives, it’s interesting and engaging and it’s creative and expressive. I’m interested in the idea of students actively participating in their production of their own information and wanted to know of examples being done in education (and spark some ideas for my own teaching).
I searched online using the following phrases/words: technology and student, technology and connected self, technology and education, student producers. I encountered a few teacher blogs that documented their own experience planning and implementing student directed research projects. They were mostly brief comments or still in the initial phases. I did locate some exciting articles for the college and undergraduate levels. The students became the producer of their own knowledge, thorough the collaborations with others and the creation of their own curriculum.
UBC: http://ctlt.ubc.ca/2012/04/26/students-as-creators-and-producers/
UBC has started a program called Student Directed Seminars where “students from all Faculties [have] the opportunity to initiate and facilitate a three credit course” for their peers. The student plans, develops, promotes and facilitates their 3 hour seminar, once a week for a term, to a small group (8-15 people).
University of Lincoln: http://studentasproducer.lincoln.ac.uk/
The University of Lincoln has implemented the Student as Producer project, over a span of 3 years, to increase engagement and higher level learning in their undergraduate programs. The project is funded by the Higher Education Academy (UK based organization for college/university teachers) under the National Teacher Fellows Project programme. In this project, students create they own curriculum with the support from instructors. The student’s topic of research is not restricted to a particular faculty and can be interdisciplinary.
I think of the technological dimension as how our lives are shaped by our technological inventions, and how, in turn we shape the future development of technology through our daily interactions with it. I think your idea of bringing our day to day uses of cell phone technology into learning in classrooms and libraries is very important. Wow. I didn’t know about the Student Directed Seminars at UBC! I wonder if this approach could be adapted into other grade level groups? The idea of student producer is very exciting, Sandi! I encourage you to continue to develop this topic next week. In particular, it would be interesting to learn how student production of knowledge and digital technologies are related and evolving in school settings. Great possibilities for future directions here.