{"id":171,"date":"2026-04-18T12:20:46","date_gmt":"2026-04-18T19:20:46","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru314\/?p=171"},"modified":"2026-04-26T09:23:11","modified_gmt":"2026-04-26T16:23:11","slug":"technology-usage-map","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru314\/technology-usage-map\/","title":{"rendered":"Where do I spend my time online?"},"content":{"rendered":"\n
\"Technology<\/a><\/figure>\n\n\n\n
<\/div>\n\n\n\n

My Technology Usage Map shows a clear split: most of my screen time happens at work, using a small set of tools where my thinking is convergent, focused and task-driven. Outside of work, my thinking becomes more divergent, and I move across a wider range of interfaces. Not surprisingly, my most inspired ideas tend to surface on week-ends, when I\u2019m less constrained by workflows and expectations.<\/strong><\/p>\n\n\n\n

I agree with Alison Le Cornu and David White (2011) that Marc Prensky\u2019s (2001) Digital Native\/Immigrant binary is too reductive. It overlooks the complexity of motivation, context, and the plural nature of digital literacies described by Colin Lankshear and Michele Knobel (2008). That said, I\u2019m not fully convinced by the Visitor\/Resident typology either, as it still feels overly neat for what is actually a messy, shifting practice.<\/p>\n\n\n\n

Dave Cormier\u2019s alternative resonates more. His Analogue\/Digital and Individual\/Collaborative axes focus on the \u201cdigital quality\u201d of an activity rather than the user\u2019s identity. For example, when I use the Cornell Merlin app to identify bird songs, I am outdoors in nature, and the technology enhances my analogue appreciation of nature, while still contributing to the online community. That experience is very different from, for example, using Notebook LM to help me identify appropriate quiz questions for my students, where the digital interface is dominant and often cognitively narrowing.\u00a0<\/p>\n\n\n\n

These examples suggest that similar tools can support very different kinds of thinking depending on context and on how and why they are used. Ultimately, tension pairs are useful prompts, but they fall short of capturing the messy, layered, fluid nature of our digital lives.<\/p>\n\n\n\n

Footnote:<\/strong> AI was used to improve the language in the final draft of this reflection. All ideas are authentically mine.<\/p>\n\n\n\n

References<\/h2>\n\n\n\n

Cormier, D. (2018, March 31). Digital practices mapping: Intro activity for digital literacies course<\/em>. https:\/\/davecormier.com\/edblog\/2018\/03\/31\/digital-practices-mapping-intro-activity-for-digital-literacies-course\/<\/a><\/p>\n\n\n\n

Knobel, M., & Lankshear, C. (2008). Digital literacies: Concepts, policies and practices<\/em>. Peter Lang.<\/p>\n\n\n\n

Le Cornu, A., & White, D. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16<\/em>(9). https:\/\/firstmonday.org\/ojs\/index.php\/fm\/article\/download\/3171\/3049<\/a><\/p>\n\n\n\n

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9<\/em>(5), 1\u20136. http:\/\/www.marcprensky.com\/writing\/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf<\/a><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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