My WHY: A Narrative Explanation of the Ideas Behind the Digital Media Literacy Project

For my final project, I wanted to explore strategies for enhancing student voice and independence within the classroom environment by utilizing digital tools. In considering ways to reorganize my classroom structure to incorporate the use of more digital tools, encourage participation, and increase student agency, I decided to reorganize my Google Suite setup and other aspects of my teaching practice to align with a techno-constructivist teaching approach. In my short tenure as a teacher, and also in reflecting on my own time as a student, I believe that students learn better when expectations are clear, they have access to information and know where to find it, and can use the digital tools that interest them to further take ownership over their learning. When students are given opportunities to exercise agency and independence, they develop a more profound sense of ownership over their learning, which in turn fosters intrinsic motivation, critical thinking, and resilience. This empowers students to take risks and make meaningful connections while cultivating confidence in their ability to navigate challenges. Student-centered learning environments that prioritize voice, choice, and relevance help learners see themselves as capable contributors both inside and beyond the classroom. By implementing Google Suite and providing a series of mini-lessons on its features, I aim to bridge the knowledge gap I have noticed among students regarding the use of digital tools for academic purposes by the end of the school year. By adopting this approach, I also hope to enhance student engagement, streamline classroom procedures, and shift my teaching practice toward techno-constructivist principles.

According to Scott Noon’s 4-Tier Model of Teacher Training in Technology, which categorizes teachers as being either in the Preliterate, Technocrat, Techno-traditionalist, or Techno-constructivist tier, I would classify myself as an emerging Techno-constructivist. Techno-constructivists, as defined by Noon, are teachers who utilize technology to transform their teaching and learning approaches in the classroom. As I enter my second year of teaching, I am excited to use the digital tools and resources at my disposal to revolutionize and, in many ways, modernize my teaching practice. Sitting at the intersection between techno-constructivist and techno-traditionalist perspectives, I aim to utilize Dr. Ruben R. Puentendura’s SAMR Model to frame my transition into techno-constructivism, as it provides a valuable framework for thinking about the role of technology in supporting learning. Reflecting on our engagement with Marc Prensky and his concept of Digital Immigrants vs. Digital Natives, 6th-grade students would likely be classified as digital natives. Digital natives, as defined by Prensky, are those who have “spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age” (Prensky 2001). Like my students, I am also a digital native, and given my upbringing, I am unironically aware of the same social media trends, TikTok dances, songs, and more that are currently popularized. However, despite their presence online as consumers of social media trends, my students are often unequipped with the tools and knowledge necessary to effectively utilize the technological resources at their disposal for educational purposes. During my time as an upper elementary and middle school student, I had mandatory technology classes that focused on teaching the basics of digital tools for productivity, specifically through the use of Microsoft platforms such as Word, PowerPoint, and Excel. I also had to take typing courses, where I learned the basics of navigating a keyboard and its various commands. If it weren't for those classes, I would not have been as adept at using digital productivity tools in the way many of today’s digital youth are not.

In her article, Prensky Revisited: Is the Term 'Digital Native' Still  Applicable to Today’s Learner?, author Jennifer Spiegel pushes back on Prensky’s “digital native,” acknowledging that generation does not play a role in one’s technological abilities. Speigel argues that Prenksy’s “digital native” is unfit to define the today’s generation of learners and their technology skill sets, writing “[c]learly the term “digital native” is now outmoded. Prensky made a mistake by assuming that one term adequately describes all digital youth,” (Spiegel 12). Spiegel instead proposes adapting new terminology to understand and define the skills and experience gap present in educational circles and society broadly as we progress through the digital era. For Spiegel, educators who are classified as “digital immigrants” rather than “digital natives” by Prensky are, in fact, members of the “digital native” population, which is true in my case as well as Spiegel’s. Spiegel poses two questions that challenge the concept of and how we think about digital nativism, asking:

1. If the teaching staff of most schools today are digital natives, how can we define our students in this historical moment?

2. How can we engage this new group of students in our classrooms?

These two questions stood out to me as I began to think through best practices for engaging my students who, although similar to me in terms of digital consumption, are not quite digitally literate when it comes to using digital tools for academic purposes. I agree with Spiegel that the term’ digital native’ ironically feels dated, despite Prensky’s best attempts to ascribe it to a new, fast-paced generation. The way the term’ digital native’ is defined is far too broad for the generational generalization that Prensky seems to be attempting. The binary of “digital native” versus “digital immigrant” feels somewhat ageist and does not capture the nuances present when it comes to technological abilities in the digital age. Like Spiegel, I take issue with the assumption that today’s learners are already adept at using technology in its various forms, simply by engaging with particular devices, as I have seen how this assumption leads schools to “eliminate the teaching of foundational skills necessary to operate the equipment [school technology] productively” (Spiegel 13). My school, despite the prevalence of Chromebooks, iPads, Apple TVs, digital curricula, and other tools, has not adequately taken the time to demonstrate how to use these resources for academic purposes. Although students are eager to use their Chromebooks, they often lack a complete understanding of how to utilize them, frequently struggling with basic computational inputs, such as CTRL+C and CTRL+V, to copy and paste content from one place to another, as well as the fundamentals of typing. I want to help my students take advantage of the tools at their disposal and gain the skills necessary to participate in the ‘digital worker’ age of technology. As explained by Spiegel, digital workers are “technology users who are adept at only what is needed for them to do specific jobs. This might include the use of email, data entry, word processing, and data management skills.”

For this project, I aim to create a student-friendly guide or slideshow that introduces students to the inner workings of Google, Chromebooks, and the role of technology within the classroom. I want this to be a kind of intro/mini tech lesson that can help students gain the skills necessary to be successful digital citizens. Additionally, a how-to guide or series of demo lessons on the inner workings of Google Suite will be provided. Students will also be introduced to the course Google Classroom, which will house all the necessary information they need to be successful. Google Suite/Workplace is a cloud-based collaborative productivity workspace comprised of Google Meet, Google Chat, Google Calendar, Google Drive, Google Docs, Google Slides, Google Sheets, Google Forms, Google Classroom, and Gmail. Of these platforms, I want to hone in on introducing students to the ins and outs of Google Calendar, Google Drive, Google Docs, Google Slides, Google Forms, Google Classroom, and Gmail. Apps like Google Sheets and Google Chat are not my primary focus for introduction at this stage, as our school currently uses Clever, which functions similarly to G Suite, serving as a centralized platform for various apps that students may need to access. Students typically access G-Suite apps through the Clever Portal and can message teachers through it, so I do not plan to introduce students to Google Chat. Google Sheets is advanced considering my students' current level. It could be cool to introduce them to it, but since I am the ELA teacher, an introduction to sheets would be best taught in their math or science course. I use sheets to keep track of things like report card comments and grades outside of the digitized grade book we have when I am grading assignments. I also use it to record breakfast and lunch counts, as well as attendance, as students arrive in the morning, to streamline the morning meeting and arrival process. Although Sheets will not be used student-facing, I will use it behind the scenes to stay organized. Again, there is the potential for a future student introduction to sheets, but not anytime soon.

Focusing on Google Calendar, Google Drive, Google Docs, Google Slides, Google Forms, Google Classroom, and Gmail, which I refer to as the Holy Septet, I have several plans in place. I want to implement a Google Classroom calendar that students can access to stay up-to-date with upcoming projects, test deadlines, and essential school-related events. Google Drive, the cloud storage platform for files and documents, will be implemented so students can keep track of their previous written assignments and projects, and review them as needed. More often than not, the written assignments they have turned in the past are submitted through the GreatMinds platform provided by the curriculum we use for grading, and are never seen again by students. This could be a great way to introduce the concept of a work portfolio and provide a way for them to reflect on their previous writing samples as tools for learning. Google Docs is a word processing platform that a few of my students are familiar with, but have not yet mastered, and have never used extensively. Moving forward, I would like students to utilize Google Docs in their writing process, particularly when working on drafts before final submission.

In contrast, the majority of my students are familiar with the ins and outs of Google Slides, as they enjoy using it for group projects, which allows them to incorporate various memes and funny GIFs. There will be numerous opportunities for them to use G-Slides throughout the year, but they will need a proper introduction to formatting presentations effectively. Google Forms is another platform my students are familiar with from the respondent's perspective, so I plan to use it in class as a way to poll students, gather insights, and request feedback. Our school uses iPads for student hall passes. I am wondering whether I could use the iPads as a check-in mechanism for students to mark themselves present and select their breakfast and lunch choices, thereby fostering a sense of agency and independence as they transition into 6th grade, in terms of teaching them how to create a Google form, that will be something that comes later. Similar to Google Forms, I plan to use Menitmeter with my students as a means to gather real-time feedback, conduct polls on student preferences, kick-start in-class discussions, assess understanding, and gather student reflections. Menitmeter is a web-based interactive presentation tool that allows users to create engaging presentations with real-time feedback.

Google Classroom is the platform that will act as a hub for all things related to homeroom, ELA, and subsequent courses. Regarding the number of classroom spaces, I need to consult with other members of the 6th-grade team to determine the best practices for implementation. This past year, there was some confusion about whether each subject should have its page or if everything should be consolidated in one space. On the virtual school day we had due to snow, this confusion was exacerbated as teachers and students attempted to navigate just which link they should be on, as Google Meet links correspond to each classroom page. For the sake of streamlining things, students should have only one classroom page to worry about for each of their assignments, which all teachers can post to. Lastly, I want to introduce my students to the ins and outs of Gmail and its functionality, as they are unfamiliar with it despite having school email accounts. I would like to offer a crash course lesson in the early weeks, when we're reviewing routines, to introduce students to Gmail. Many of my students are unfamiliar with drafting formal letters and their correct format, so this could be an excellent opportunity to work on learning and incorporating these skills. An anchor chart with the corresponding information would also be displayed on the wall.

I aim to create a classroom culture where students feel seen, heard, and empowered to take ownership of their learning. This project allows me to act on my beliefs by intentionally designing and cultivating a classroom environment that prioritizes student voice, choice, and curiosity. It creates space for students to take ownership of their learning and work collaboratively. Through this work, I can support the development of independent and responsible thinkers while also shifting my role from simply being a knowledge-giver to facilitator and co-collaborator. I am excited to see how the implementation of Google Suite, accompanied by proper instructions on its use, will transform my classroom environment and improve students' academic performance and agency.

Additional Resources & Articles Informing My Practice

Dance Mat Typing - A free online typing program that focuses on teaching students the basics of typing. I used this platform when I was in grade school, and it helped me understand the basics of typing effectively. I would like to use this with my students as a morning work tool that can inspire some laughter, given its goofiness, while improving students' typing skills.

Typing - Another typing platform that some of my students are familiar with but have not been able to formally use while at school. I would like to find times to allow students to work on their typing speed utilizing this platform, as it tracks the number of words per minute students can type by presenting them with various passages to type within a specified time frame. This differs from Dance Mat in that it focuses less on skill building and proper finger positioning and more on typing speed and accuracy. 

An Article on The Essential Role of Digital Skills and Literacy in Bridging the Educational Divide - this article addresses many of the concerns present within education circles about student digital literacy and the negative consequences of not ensuring students acquire the necessary skills to be successful academically and in the workforce.

YouTube Video from Jonathan Haidt on 'The Anxious Generation and the Epidemic of Childhood Mental Illness' - Despite my desire to take a more techno-constructivist approach to teaching, I do want to acknowledge that having so much access to technology can have adverse effects. I want to ensure that while teaching students how to utilize the digital tools at their disposal, I also educate them about best practices for engaging with social media and the digital world, as well as knowing when to step away and take a break.

YouTube Video on Digital Literacy Skills to Succeed in Learning and Beyond by Yimin Yang in a TEDxYouth Talk - I would like to share this video with my students when considering best practices for using digital media. Starting mini-lessons with this video could help frame how and why we will be using Google Suite and other digital tools in the classroom this school year. Additionally, it could be helpful to hear things from someone close to their peer group rather than me as their teacher. 

R.A.P Rhythm and Poetry: Wayne Au on Using Hip-Hop in the Language Arts Classroom

Standard English and its enforcement as the only correct or proper way to speak English, can serve to linguistically handcuff students. Using hip-hop in the classroom challenges the notion that Standard English is the only legitimate form of English, and supplants it with the idea that the language spoken at home, with friends, or even on the streets is a valid, viable form of communication. Because rap music uses English in particular ways, with its own adaptations and vocabulary, it reflects a greater sense of language that is noninstitutional, nonstandard, and nontraditional (Au 287).

In his article, "And Ya Don't Stop," American research educator and former DJ Wayne Au argues that, when incorporated correctly, hip-hop can be a valuable tool for student engagement in language arts and social studies classes. Initially published in 1995, Au wrote this article intending to inspire educators to use the ideas presented as a guide for implementing hip-hop pedagogy, thereby fostering a more culturally relevant approach to teaching and learning. Although Au advocated for the adaptation of hip-hop music into the classroom environment, he stresses the importance of straying away from a surface-level approach to implementation rooted in culturally insensitive stereotypes. Au takes the time to break down the history of hip-hop and the terms commonly associated with it, providing the reader with a well-rounded understanding of hip-hop's significance and cultural relevance. For Au, who is an avid fan and participant in the hip-hop music genre, "[t]he beauty of hip-hop as a culture lies in its ability to absorb anything in its path, take what it can use, and make it into something new." Au argues that hip-hop, specifically the subgenre of rap, serves as a vital channel for communication among Black and marginalized populations in the United States. Hip-hop and rap are lenses through which political engagement and societal critique can occur.

Within the classroom context, Au argues that hip-hop provides students with an opportunity to see themselves, their experiences, interests, and language represented in a way that is meaningful to them. It also provides students with an opportunity to critically engage with the music they consume and analyze the literary devices, techniques, storytelling, and messages at play. Having grown up listening to hip-hop music as an African American woman and working as a middle school ELA teacher, this article really inspired me to find a way to incorporate music into the classroom, as a fun and engaging way for students to familiarize themselves with literary devices and make meaning of the media they consume. Many of my students are fans of hip-hop and listen to many of the mainstream artists of today, to the point where I sometimes find myself in conversation or debate over which current rap artist is truly the greatest. Finding ways to incorporate music from various genres, especially rap, can be an engaging way to foster student learning, and I plan to do so moving forward, even if it's just a few side lessons or tidbits sprinkled throughout the year.

Link to the Article: 'And Ya Don't Stop': Using Hip Hop in the Language Arts Classroom

• The article is also included in the Rethinking Schools Textbook on page 279.

Rap and Poetry: A Tool For Self-Expression | Craft D | TEDxUWE

Rapper's Delight by The Sugarhill Gang (1979)

Say up jump the boogie to the bang-bang boogie

Let's rock, you don't stop

Rock the riddle that'll make your body rock

I Wanna Sex You Up by Color Me Badd (1991)

 

A tick tock, ya don't stop-stop, to the...

And Ya Don't Stop by Warren G (1994)

And ya don't stop, and ya don't quit

And ya don't stop, and ya don't quit

Hip Hop Ya Don't Stop by NYOIL (2007)

Hip Hop Ya Don't Stop

Ya Don't Stop by Lil Wayne, Rick Ross, & Big Sean (2024)

Ya don't stop, don't stop

Digital Tools for Classroom Implementation: Google Suite, Notion & Mentimeter

As I consider the upcoming school year and ways to enhance my teaching practice, I want to incorporate digital tools to increase student engagement, streamline classroom procedures, and adopt a more techno-constructivist approach. To achieve this, I plan to explore Google Suite, Notion, and Mentimeter as helpful classroom tools. 

Google Suite/Workplace is a cloud-based collaborative productivity workspace comprised of the following tools:

Google Meet - Video Conferencing

• Students are familiar with Google Meet as it is used on virtual days and in instances when a student may be sent to in-school or out-of-school suspension.

Google Chat - Team Messaging and Collaboration

• Our school currently uses Clever, which functions similarly to G Suite, serving as a centralized platform for various apps that students may need to access. Students typically access G-Suite apps through the Clever Portal and can message teachers through it, so I do not plan to introduce students to G-Chat.

Google Calendar - Scheduling and Appointment Management

• The implementation of a classroom calendar that students can access to keep up with upcoming projects and test deadlines, as well as essential school-related events.

Google Drive - Cloud Storage for Files and Documents

• I would like to provide students with a brief introduction to Google Drive, enabling them to keep track of their previous written assignments and projects, and review them as needed. More often than not, the written assignments they have turned in the past are submitted through the GreatMinds platform provided by the curriculum we use for grading, and are never seen again by students. This could be a great way to introduce the concept of a work portfolio and provide a way for them to reflect on their previous writing samples as tools for learning.

Google Docs - Word Processing

• A few of my students are familiar with Google Docs, but have not yet mastered it, while others have never used it. Moving forward, I would like students to utilize Google Docs in their writing process, particularly when working on drafts before final submission.

Google Sheets - Spreadsheets

• Google Sheets is advanced considering my students' current level. It could be cool to introduce them to it, but since I am the ELA teacher, an introduction to sheets would be best taught in their math or science course. I personally use sheets to keep track of things like report card comments and grades outside of the digitized grade book we have when I am grading assignments. I also use it to record breakfast and lunch counts, as well as attendance, as students arrive in the morning, to streamline the morning meeting and arrival process. Although Sheets will not be used student-facing, I will use it behind the scenes to stay organized. Again, there is the potential for a future student introduction to sheets, but not anytime soon.

Google Slides - Presentation Software

• My students are familiar with the ins and outs of Google Slides, as they enjoy using it for group projects, which allows them to incorporate various memes and funny GIFs. There will be numerous opportunities for them to use G-Slides throughout the year, but they will need a proper introduction to formatting a presentation properly.

Google Forms - Tool for Creating Surveys and Quizzes

• My students are already familiar with Google Forms from the respondent's perspective, so I plan to use it in class as a way to poll students, gather insights, and request feedback. Our school uses iPads for student hall passes. I am wondering whether I could use the iPads as a check-in mechanism for students to mark themselves present and select their breakfast and lunch choices, thereby fostering a sense of agency and independence as they transition into 6th grade, in terms of teaching them how to create a Google form, that will be something that comes later. 

Google Classroom - A free, cloud-based platform launched by Google in 2014, designed to simplify the management of digital classrooms.

• Google Classroom will act as a hub for all things related to homeroom, ELA, and subsequent courses. Regarding the number of classroom spaces, I need to consult with other members of the 6th-grade team to determine the best practices for implementation. This past year, there was some confusion about whether each subject should have its own page or if everything should be consolidated in one space. On the virtual school day we had due to snow, this confusion was exacerbated as teachers and students attempted to navigate just which link they should be on, as Google Meet links correspond to each classroom page. For the sake of streamlining things, students should have only one classroom page to worry about for each of their assignments, which all teachers can post to.

Gmail - Professional Email Service

• My students are not familiar with Gmail and its functionality, despite using other G-Suite apps. I would like to offer a crash course lesson in the early weeks, when we're reviewing routines, to introduce students to Gmail, as they all have student emails. It also works as many of them are unfamiliar with how to draft a letter and the correct format, so this could be a great way to incorporate some of those skills as well. An anchor chart with the corresponding information would also be displayed on the wall.

I have highlighted the apps that I have greenlit to use next year in green. Apps listed in red will not be used in the classroom setting.

Similar to Google Forms, I plan to use Menitmeter with my students as a means to gather real-time feedback, conduct polls on student preferences, kick-start in-class discussions, assess understanding, and gather student reflections. Menitmeter is a web-based interactive presentation tool that allows users to create engaging presentations with real-time feedback. 

Lastly, "Notion is an all-in-one workspace app that combines note-taking, project management, and data organization into a single platform." I plan to use Notion mainly as an interactive dashboard for my lesson plans, so it will not be something used as a student-facing tool.

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Honing in on Google Classroom since it will be the primary tool through which students access other G-Suite platforms and links, here are some steps to getting started:

Step 1: Log in or create a Google Account using your school email.

Step 2: Click on the waffle icon next to your profile picture on the Google home page and select 'Google Classroom': 

Step 3: On the Google Classroom homepage, toggle over to the (+) symbol and select 'create a class':

Step 4: Name your class and fill in any relevant details. Once you have done so, click the create button:

Step 5: Once you have created your classroom, explore the features listed on the homepage. For instance, make an announcement:

Step 6: Click on the 'classwork' tab, then select the blue 'create' button. A drop-down menu will appear with various options for you to choose from. Create an assignment.

Step 7: Click on the 'people' tab. Here, you can select people to add using their Gmail address, including both students and teachers.

Step 8: Once you've added students and other teachers as co-collaborators, click on the grades tab. Here, you can view assignments as they are submitted and grade them.

In addition to these steps, there are many ways in which you can customize your Google Classroom. If you decide to change the class name later, you can do so. You can also change the default background picture. In terms of privacy settings and the level of control you would like to grant users of the page, you can customize these settings in the settings menu. 

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Digital Literacy Project - Pecha Kucha: To Do List

For my final project, I plan to explore strategies for enhancing student voice and independence within the classroom environment by utilizing digital tools. I want to reorganize my classroom structure to use more digital tools, encouraging participation and increasing student agency. I want to reorganize my Google Suite setup and other aspects of my teaching practice to align with the techno-constructivist category. Students learn better when expectations are clear, they have access to information and know where to find it, and can use the digital tools that interest them to further their learning. I also aim to bridge the knowledge gap that I have noticed among students regarding the use of digital tools for academic purposes (e.g., Google Suite, computer commands).

To execute this project, I need to complete the following: 

• Research digital tools that are classroom-friendly and accessible for 6th-grade ELA students.
• Google Classroom
• Classroom Screen
• Typing Tools
• Mentimeter
• Class Dojo
• Nearpod
• Notion (potentially integrated w/ Google Classroom - allows for greater customization)
• Padlet

• Create a student-friendly guide or slideshow to introduce students to the inner workings of Google, Chromebooks, and the role of technology within the classroom space. 
• I want this to be a kind of intro/mini tech lesson that can help students gain the skills necessary to be successful digital citizens.

• Create a script for the Pecha Kucha.

• Develop slides for the Pecha Kucha.

Artificial Intelligence, The Planet, Burnout, and Final Projects

For the final project, I am leaning towards examining ways and strategies in which to increase student voice and independence in the classroom environment. I am currently brainstorming ways to reorganize my classroom structure to use more digital tools that can encourage participation and increase student agency. The previous project, completed years ago to revamp the classroom space using Google Suite, piqued my interest. Google Classroom is already used at my school, but it is not utilized to its full extent. My current plan is to examine ways to revamp Google Classroom in preparation for next year, create an intro guide for students regarding best practices for using Google Classroom and Google Suite, research digital tools for student participation, and then prerecord my findings and attempts to prepare all said materials before the start of the school year in a Pecha Kucha format.

Switching gears, to AI and my relationship to it, I have a love-hate relationship with it. I have been using assistive technology since high school, including tools like Grammarly, which is an early iteration of AI technology. However, for a long time, that was my only interaction with Artificial Intelligence. The recent hype around AI platforms like ChatGPT piqued my interest, but I didn't really start experimenting with it until after college. ChatGPT's debut came after my collegiate experience. In many ways, I am grateful, given the dependence many undergraduates appear to have on it, which in some ways feels like cheating oneself out of a valuable education. 

Having experimented with AI through platforms like ChatGPT and Magic School AI in my teaching practice, I have found it particularly useful for time-consuming tasks such as responding to difficult parent messages, creating rubrics, and scaffolding. It satisfies the need for an assistant to complete the mundane, time-consuming tasks that occupy so much mental space and energy. In a way, it is a tool that can, to extent, give the everyday person the same 24 hours in a day that members of the ruling class have as it trims the fat. However, the environmental impact of AI far outweighs its temporary benefits. While I understand the significance of introducing students to AI, as it's a groundbreaking technology that appears to be here to stay, it's also imperative that we critically examine its impact on the planet and how it has the potential to be harmful when introduced in educational spaces.

Article on the Disproportionate and Detrimental Impact of Musk's Supercomputer in Memphis

ChatGPT May Be Eroding Critical Thinking Skills, According to a New MIT Study

The Article from MIT

Barbie, Blackness and White Supremacy

“True death equals a generation living by rules and attitudes they never questioned and producing more children who do the same.”

Growing up, I had a somewhat estranged relationship with figures like Barbie, Cinderella, and other Disney Princesses. Although I was enamored with the concept and idea of being a Princess who would one day be whisked away by her Prince Charming, I did not see myself represented in the toys, books, and media available at the time. It was not until The Princess and the Frog (2009) was released that others like me were represented, and even then, the representation was minimal and fleeting, as Tiana spent the vast majority of the film as an amphibian. When it came to dolls, Barbie did not pique my interest. Yes, Black Barbies were available in the early 2000s, but in many ways, they were whitewashed in terms of hair texture, complexion, and features.

In Christiansen’s article, “Unlearning the Myths that Bind Us: Critiquing fairy tales and cartoons,” Christiansen discusses the secret education of indoctrination prevalent in our society. She argues that this secret education is present in media such as cartoons and perpetuates harmful stereotypes and ideas rooted in inequalities. This view from Christiansen validates my opinions on most media, especially as someone who stands on the fringes of society as a plus-sized Black woman, and has historically been underrepresented and/or painted in a negative light when represented.

Hi Barbie! A Standpoint Analysis From Black Millennial Girls Who Aren’t in Barbie’s World:

Digital Natives vs. Digital Immigrants - Prensky and Spiegel in Conversation

In the article, Prensky Revisited: Is the Term “Digital Native” Still Applicable to Today’s Learner? by Jennifer Spiegel, Spiegel argues that Prenksy’s term “digital native” is unfit to define the today’s generation of learners and their technology skill sets, writing “[c]learly the term “digital native” is now outmoded. Prensky made a mistake by assuming that one term adequately describes all digital youth,” (Spiegel 12).

I agree with Spiegel that the term’ digital native’ ironically feels dated, despite Prensky’s best attempts to ascribe it to a new, fast-paced generation. The way the term’ digital native’ is defined is far too broad for the generational generalization that Prensky seems to be attempting. “Prensky defines digital natives as those who have “spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age” (Prensky 2001; Speigel 2021). The binary that is “digital native” versus “digital immigrant” feels somewhat ageist and does not speak to the nuances present when it comes to technological abilities in the digital age.

For Spiegel, educators who are classified as “digital immigrants” rather than “digital natives” by Prensky are, in fact, members of the “digital native” population, despite the generational gap. Spiegel fits the description of a “digital native,” and in reflecting on her own upbringing in relation to this new cohort of young learners, Spiegel poses two questions that challenge the term “digital native.”

1. If the teaching staff of most schools today are digital natives, how can we define our students in this historical moment?
2. How can we engage this new group of students in our classrooms?

Throughout the article Spiegel highlights the need for different terms/different levels of classification for not only the younger generation of digital users but all digital users broadly, writing, “I learned that I had wrongly identified these “digital natives” and I began to question if that term was still applicable to the teens I was teaching,” (Spiegel 12).

Spiegel takes issue with the assumption that children across the board are already adept at using technology in its various forms, simply by engaging with particular devices. Spiegel argues that this assumption leads educational stakeholders to “eliminate the teaching of foundational skills necessary to operate the equipment [school technology] productively” (Spiegel 13). This is something that rings true, as I have seen it firsthand with my students when it comes to the use of Chromebooks for academic purposes. Although students are eager to use their Chromebooks, they often lack a complete understanding of how to use them academically, frequently struggling with basic computational inputs, such as CTRL+C and CTRL+V, to copy and paste content from one place to another.

Unlike Prensky, Spiegel acknowledges that generation does not play a role in one’s technological abilities and proposes new terminology to understand and define the skills and experience gap present in educational circles and society broadly as we progress through the digital era.

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“Digital Creators” - Engage the digital realm by creating content in the form of selfies, social media posts, and other contributions to online platforms. Digital creators often produce visually based pieces, such as photos and videos, so they may not be skilled at creating text-based projects, like short stories or poems.

“Digital Socialites” - They are comfortable with and adept at using Facebook, Twitter, TikTok, Instagram, and other social media platforms for social communication. Still, they may lack the ability to utilize technological platforms for purposes beyond social communication.

“Digital Gamer” - These users engage in gaming for entertainment only. They do not seek to learn from or create the games themselves. The gaming environment may offer an escape, similar to watching films or reading books, or provide a space for social interaction with other gamers.

“Digital Worker” - In this case, technology users are adept at only what is needed for them to do specific jobs. This might include the use of email, data entry, word processing, and data management skills. Unfortunately, for our young people, these are skills that schools have largely neglected under the assumption that digital natives already possess the necessary knowledge for the workplace.