Journal #3 KM - Navigate the Digital Rapids - NETS-T 5c for all journals - NETS-T 4d (article focus)

Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg14

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 4d- PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
- develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

This article focuses on teachers using digital technology in the classroom to develop global awareness and collaboration amongst students.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article poses the question of whether or not teachers should encourage students to engage in global collaborative online environments. The authors also address the concept of "digital citizenship." This refers to the educator's responsibility to research technology trends, monitor the use of technology, and encourage students to embrace technology. It also challenges educators to also embrace new technology brazenly without fear. Advice is offered for teachers seeking to be technologically savvy by incorporating cutting edge technology into their classrooms. Avoidance of some recognizable pitfalls is also offered. I agree with the article that stagnant curricula should be avoided in this ever changing world. The establishment of a tightly monitored educational network through Flat Classroom projects is encouraged in the article. It is not about social networking. Students engage in the online projects in a professional, responsible, sensitive and respectful manner. Aside from the aforementioned, the propensity to alienate a group from a foreign country is increasingly probable when their customs and traditions are not fully known. The article also mentions the possibility of a student putting offensive material onto the educational network, and describes appropriate reactions. However, if offensive material is discovered, it is probable that many other students have witnessed the material. It provides a huge risk to many students.

Question #1: Is it wise to engage in Flat Classroom projects through online educational networks?
With the presence of persons who might prove harmful to students via Internet experiences, I believe it is not a good idea to incorporate these globally collaborative educational Internet projects especially in elementary school settings. Even though teachers "monitor" students' activity on the web, a teacher cannot possibly monitor every student every minute. It is a recipe for disaster. It is the responsibility of the teacher to keep his/her students safe as well as teach them curricula based on California's state standards.

Question #2: Is being protective of one's students impeding their ability to create digital portfolios?
I think that a teacher cannot be too protective of his/her students at the elementary level. Even middle school children and high school children need to be aware of the potential harm that can come from sharing too much personal information on the Internet. I believe that a student (especially an upper grade one) can successfully create an online portfolio without engaging in Flat Classrooms and educational networks. An online project can be created using many software products that incorporate Internet information without exposing oneself to potentially non-fully monitored online behavior.