Tessa Warn - week 5 task 1

Why should teachers care about digital literacy?

Digital literacy ‘is the awareness, attitude and ability of individuals to appropriately use digital tools’ (Martin, 2005; p.135) [online] (my emphasis). The idea of children using digital tools appropriately is something that Palmer does not believe is the case in today’s digitally literate world. 

Palmer views living in the 21^st century as living in an ‘electronic village’ (Palmer, 2006; p.1) and expresses her concern about the disappearance of what once was an ‘off switch’ (Palmer, 2006; p1) for the constant use of technology within our lives. Palmer expresses a great deal of distress in regards to the influence that technology is having on the youngest generation – and this in turn makes me wonder about what it will mean to teachers around the world (Palmer, 2006). 

From the view of a student teacher I am greatly concerned for the mental well-being of the children in my class in the future; and from reading Palmer’s text I have been made aware of some of the detrimental effects that too much technology can have on young people.  A survey conducted in the UK in 2005 found that two thirds of children aged between 2 and 12 years old watched television unsupervised (Palmer, 2006).This already shocking statistic will have increased drastically within the last 9 years, leading to the majority of today’s children engaging with technology without parental supervision.  In 2010 the average American child had witnessed around 100,000 acts of violence and 8,000 murders from watching television and playing computer games (Palmer, 2006). This statistic alone is enough to cause great concern within the teaching profession, as psychologists point out watching this kind of violence can have detrimental effects on children’s perception and behaviour (Palmer, 2006). Children who have access to this graphic material are much more likely to become aggressive, and also be desensitised to the pain and suffering of others –  which could be one of the causes of the increase in bullying within Primary Schools (Palmer, 2006). 

Within the text, Palmer expresses concerns that early exposure to television could be having a possible involvement with the high number of children that are being diagnosed with ADHD (Palmer, 2006). This is one of many alarming points within the Palmer text that should evoke change within teachers. I believe that all teachers should equip the children in their class with a love of the outside and of aspects of life that aren't technology fuelled.  My view is alike to Palmer’s when she says that children need genuine human contact and to experience and learn about the world first hand – not through a computer or television screen (Palmer, 2006).

From my own experience working with young  children I found that some are in contact with technology from the second they leave school until the moment they go to bed. I therefore feel that school should not only be developing children’s digital literacy but also providing alternatives to technology so that children don’t end up ‘making media their automatic default activity’ (Palmer, 2006; p4).  Palmer also said that children ‘learn by doing, not watching’ (Palmer, 2006; p2) and this can influence the way that teacher’s use technology within their classrooms.  From my visit to Shirley Warren school the main focus of the day’s work was that children learnt in exactly this way. Children had full control of the technology and how they used it – and I whole heartedly believe that this is the best way for children to learn rather than passively taking in information. 

 

Bibliography

Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children and What We Can Do About It  London:Orien

Martin, A. (2005) ‘DigEuLit – a European Framework for Digital Literacy: a Progress Report’ Journal of eLiteracy 1 (1) pp. 130-136