Team 1- Chapter 1

Chapter One discusses the need for balance, with regards to technology,  in the lives of both children and the teachers that educate them. We are often bombarded with studies that indicate the amount of time children spend in front of technological devices is doing great harm to them socially and developmentally. Had you thought about the idea of teachers also living unbalanced lives; heavy on traditional instruction, light on digital experiences?  Do you believe this to generally be true? If so, do you believe that teachers who rely on traditional methods are less effective than teachers that utilize current technology? Why or why not? Some may argue that students need traditional teaching practices and "old-school" instruction and activities to foster their imagination and their ability to focus on one task at hand. What is your opinion on this argument?

Team 1 Chapter 3

Chapter 3 discussed the generational differences that have been studied due to the increased influence of technology. In addition, the chapter broke down exactly how children are different in terms of their neuroplasticity (process of ongoing reorganization and restructuring of the brain in response to intense inputs and constant stimulation) and their visual memory/processing skills. The chapter also cited information regarding why schools continue the same process of instruction despite research showing it is no longer working. Do you believe schools are failing children based on their different needs? Also, The chapter discussed how many of the skills children develop based on Digital Bombardment (use of computers, video games, DVD players, cell phones, Ipods/Ipads) go ignored by educators on assessments. Where does the new common core rank in terms of assessment on these skills?

Team 1- Chapter 2

In Chapter 2, Jukes, McCain, and Crockett made some valid points about the problem of the gap that educators are facing. They discussed how it is hard for educators to connect with their students and get them engaged when they are still trying to teach without embracing the digital world. On page 16 it said, "The digital generation has a completely new and different set of skills than the ones we have and value. They don't need to be fixed; rather, we need to use and build on the new skills they bring to the classroom." Do you agree or disagree with this statement? Do you think it is ok for teachers to be "stuck" in the old ways of teaching? By that, I mean teaching without the use of a variety of digital technologies. Think about the way you were taught as a child and how different children grow up today. Shouldn't we embrace the new way of learning? Think about all of the possibilities of growth not only for the student, but also for the teacher. Think about this... what are some ways teachers can learn these new skill sets of the digital generation? Should schools be providing workshops for teachers? (You do not need to answer ALL of my questions but just pick one that you feel the most connection with or something that you want to elaborate on!!)

Team 1- Chapter 4

In chapter 4, Jukes, McCain, and Crockett make several comparisons between digital learners and many educators.  One comparison the authors make is that "Digital learners prefer receiving information quickly from multiple multimedia sources while many educators prefer slow and controlled release of information from limited sources" (pg. 36).  Do you agree or disagree with this statement and why?  Do you believe that digital learning is beneficial for students or does it hinder instruction and why?  As a substitute teacher, I have worked with the "older generation" teachers, as well as the "newer" or younger generation teachers.  Each type of teacher has his/her own style of teaching.  What are your thoughts/opinions of the "older generation" teachers who do not like to use a lot of technology in the classroom and who do not cater to our growing generation of digital learners?  (Please answer at least one of these questions, if not all :))