We have talked a lot about the benefits of digital learning these past few weeks; how beneficial DLE’s, LMS’ and various technological tools can be to educators, and how students are adept at implementing and using technologies, but what happens when students are not able to access these tools?
I struggle with several barriers to technology in my own workplace: lack of computers for students, inconsistent and weak wifi connectivity, and students who lack the skills to manoeuvre within these digital environments all affect the usefulness and ability to use technology for learning.
To highlight both the benefits and challenges of digital learning, I worked alongside my peer, Megan, to create a visual that emphasizes what students in rural communities are facing.
We were asked to reflect on the impact that networks, sets, groups, communities and collectives will have on our digital identity and digital presence plan that was posted last week.
My first goal is to be a more collaborative digital citizen; therefore, building networks would probably have the most significant effect. As Dron and Anderson state in their book Teaching Crowds, networks are fluid, promote social engagement, and “foster cooperation” (2014, p.135). Collaboration needs room to grow and change, and creating various networks would seem to have the most impact while working towards becoming a more engaged online citizen.
Secondly, I would like to share my resources in an open setting. I need more boundaries and limitations to protect what I’ve created to do this. For this goal, groups would be ideal. Dron and Anderson suggest that groups have clear boundaries, a purpose, and rules in place; certainly a more structured approach than networks (2014). To maintain ownership of my materials while still allowing them to be used is paramount for me.
Collectives are also an interesting subject regarding both goals. Collectives are a collection of products, artifacts, and actions of people (Dron and Anderson, 2014), yet the ‘teacher’ aspect of a collective is not the main focus of either of my goals. This shows that I could have multiple modes of connections (some collective aspects, some network aspects, etc.) when I am working towards each of my goals; a kind of “mix-and-match” approach.
As my learning continues, I am eager to interact with these various modes and see what impact they will have.
References
Dron, J, & Anderson, T. (2014). Teaching Crowds. Athabasca University Press. https://doi.org/10.15215/aupress/9781927356807.01
In this week’s assignment, we were asked to create a visual representation of a ‘network’ that we belong to. I chose to show my working community as a teacher.
I have represented two main areas of contact in my community: Digital (which includes mainly Google classroom and email, but also Zoom) and face-to-face interactions.
The blackboards represent me; all arrows originating from the blackboards are daily interactions I initiate (digital or in person, as noted). The arrows that arrive at these blackboards indicate the groups/people that initiate contact directed towards me. There are also arrows between groups that communicate with each other. The interactions stemming from other groups could represent face-to-face interactions, digital interactions, or both. All communications represent work-related discussions, although it is important to note that many work-centered talks often turn into personal conversations.
At first glance, it’s messy, as it is in actual reality. There are many people I interact with on a daily basis, sometimes digitally and in-person during the same day.
What was telling about this visual was how many people I interact with daily and the potential connections between interactions. For example, a discussion regarding a student with my vice principal (VP) turns into another conversation with the VP and the student’s other teachers. The VP may also contact the parent, and the student may talk with their parent. The other teachers may contact me and potentially the learning assistance team, counsellor, or EA.
Our daily conversations can have an extensive reach, indeed.
