Microsoft releases their Innovative Teacher Network

Article:Devaney, Laura. (2008, January 23). Microsoft launches online teacher network. eSchool News. Retrieved January 27, 2008, from http://www.eschoolnews.com/news/top-news/index.cfm?print&i=51777;_hbguid=1fc9f28d-e682-4ad7-b1b9-69b274c94ce4

Summary: Microsoft launched a new online forum, the Innovative Teacher’s Network (ITN), for teachers and administrators to discuss how to effectively incorporate technology into the classroom. The ITN is the newest addition to Microsoft’s Partners in Learning (PiL) initiative, which provides educators with the information, resources, and training needed to incorporate technology into the classroom in such a way that allows students to reach their full potential. The ITN is currently the world’s largest professional development community for educators, connecting nearly one million educators worldwide. Educators can collaborate with other educators who have similar interests by creating communities and starting discussions within the network.

Response: After looking into the ITN website itself, I found that membership is free to the public and members can easily personalize their sites. The network also provides opportunities for peer coaching, including coaching sessions, web lessons, as well as coaching tools and chronicles. The network also provides links to software for use by teachers and students in the classroom. Microsoft has incorporated a Digital Literacy Curriculum that teaches and assesses basic computer skills and concepts. You can also easily create communities, link to colleagues, share documents, and create task lists. Overall, this seems like an excellent resource for teachers looking to enhance student and teacher learning.

My View: After further researching this topic, I learned that there is a similar teacher network called Classroom 2.0. Critics claim ITN is an imitation of Classroom 2.0. Supporters of Classroom 2.0 worry that the original will not be able to keep up with similar products by Microsoft and other large companies. I feel that a teacher network, regardless of its provider, could help teachers searching for instructional tips and tricks or solutions to classroom problems. Teachers can collaborate with one another to gain a better insight into problems occurring in the classroom. I think this would be especially helpful for teachers in smaller school settings, where the departments are smaller and as a result teachers often do not have access to peers teaching similar courses.

Questions: How does Classroom 2.0 stand up to Microsoft’s Innovative Teacher Network? How do I know which teacher network is right for me? As education students, how do we get involved in forum discussions on websites like ITN?

Torn between two sides: Digital Natives vs. Digital Immigrants

Marc Prensky suggests that there is a decline in education in the United States due to a radical change in students. The education system in place was not designed to teach students born in this digital age.

The term digital native is used to represent those generations that have grown up with this new technology. Today's students have grown up playing video games and using computers, CD (or MP3 players), DVD players, video cameras, digital cameras, cell phones, etc. Many youngsters prefer communication with their friends via text messaging or instant messaging than a traditional phone call. As a result of their technological upbringing, today's students' thought patterns are different from previous generations.

Prensky has coined the term Digital Immigrants to refer to those people who were not born into the digital world, but have adopted some or many aspects of the new technology. Digital Immigrants, unlike Digital Natives, often turn to this technology as a second resort. A few years ago, my grandmother bought her first computer. When one of us grandchildren visit her, she asks us to give her mini-lessons. Her stance is it's never too late to learn. It may take her longer to pick up on the latest technology than it would her grandchildren, but with the help of her grandchildren she is now able to word process, communicate via e-mail, and play online games.

Digital Immigrant instructors struggle to teach their students who are Digital Natives. As previously mentioned, these students think fundamentally different. Digital Natives are comfortable with processing information rapidly and multi-tasking. I, just as many students my age, have little patience for direct instruction (particularly long lectures) and multiple-choice tests, which are methods traditionally used by teachers of the Digital Immigrant generations.

Teachers need to learn to make connections with their students and communicate with them in the fashion of this new digital age. Educators need to develop Digital Native methodologies for all subjects across the grade levels.

As a "digital native" myself, I find value in the ability to find information quickly. The Internet makes a wealth of information readily available. I often "Google" information first before turning to an alternative resource. Though my family did not buy a personal computer until I was eight years old and in the third grade, I have been exposed to computers at school on some level since my time at the computer lab in kindergarten.

Though I would be classified as a digital native by the definition that Marc Prensky provides, I feel strong ties with the Digital Immigrants. I wonder whether we should consider adding levels of "digital nativity." My family was one of the last in our neighborhood to purchase a CD or DVD player, which was while I was in middle school. Until I had my own CD player, the only music I listened to was the radio station my mother or father listened to in the car or the music I heard at a friend's house or in school. My parents did not subscribe to cable television, and as children, my brother and I were not permitted to play video games and were limited to about one hour of educational television per week. I did not buy my first personal computer until I left for college. As a result, I know very little about popular culture and have less technological experience than some of my peers.

For instance, my experience with technology sharply contrasts with that of my boyfriend or many of my close friends. My boyfriend, Rob, is 10 years older than me. He received his first computer, a Commodore Pet, when he was four or five (in 1978 or 1979) and has had a personal computer ever since. Because his first computer had limited programs, he started programming in a computer language called Basic at a pretty early age. As a result of his experiences with technology at an earlier age and the greater complexity with which he was introduced to such technology, he has a much better understanding of computers and picks up on new technology much faster than I ever could. Overall, I feel the difference between a digital native and a digital immigrant has less to do with age but more to do with the age of integration with technology.

PBS has created a forum discussion called "Growing Up Online," which focuses on topics similar to this article. I have not had the chance to look into it in depth yet, but I thought some of you may find it interesting.