Introduction
Throughout the course of human history, technology has been ever evolving and influencing our daily lives. During the 18th century came the exponential growth of technology which began with the Industrial Revolution. From that pivotal point in history onward, we as a species, have collectively invented a multitude of innovations that have shaped our modern society. Technology including the invention of the printing press, telegraph, automobile, television, and computer have greatly affected our society at large and continue to shape and reshape the way we function within our own means. It is therefore important for us as educators at the Junior level to understand how this affects our teaching practices.
Pleszkiewicz explains (2009)
Within the last few decades, North American culture has become even
more engulfed by advancements in the ever-evolving field of technology.
The technological age has reshaped the manner in which we, as a society,
understand and approach our daily routines. The surge begins during
childhood with customary exposure to television, computers, video games,
and most notably the vast world available via the Internet. Put into
perspective, the computer, once a rare commodity, has now become a
staple in the lives of many North Americans. Technological domination is
not simply contained in personal routine, but rather permeates the public
of the classroom and redefines the hierarchy of academic value. (p. 3)
Understanding what Pleszkiewicz (2009) refers to as the technological saturation into the daily lives of North Americans is important when designing and planning effective classroom lessons and activities aimed to stimulate student learning in our modern world. As educators at the Junior level we must consider and plan our curriculum to include explorations of knowledge through this increasingly important and accessible technological lens. Not only is it critical we understand the value of guided educational instruction utilizing the Internet, but we must also understand how to utilize this resources effectively.
References:
Johnson, G. M. (2010). Internet Use and Child Development: Validation of the ecological techno-subsystem. Educational Technology & Society, 13 (1), 176-185.
Pleszkiewicz, T. (2009). Art to Empower: Designing and implementing a contemporary visual culture art education curriculum for urban elementary institutions with implications for classroom practice. IDEALS. http://uofi-primo.hosted.exlibrisgroup.com
Pleszkiewicz explains (2009)
Within the last few decades, North American culture has become even
more engulfed by advancements in the ever-evolving field of technology.
The technological age has reshaped the manner in which we, as a society,
understand and approach our daily routines. The surge begins during
childhood with customary exposure to television, computers, video games,
and most notably the vast world available via the Internet. Put into
perspective, the computer, once a rare commodity, has now become a
staple in the lives of many North Americans. Technological domination is
not simply contained in personal routine, but rather permeates the public
of the classroom and redefines the hierarchy of academic value. (p. 3)
Understanding what Pleszkiewicz (2009) refers to as the technological saturation into the daily lives of North Americans is important when designing and planning effective classroom lessons and activities aimed to stimulate student learning in our modern world. As educators at the Junior level we must consider and plan our curriculum to include explorations of knowledge through this increasingly important and accessible technological lens. Not only is it critical we understand the value of guided educational instruction utilizing the Internet, but we must also understand how to utilize this resources effectively.
References:
Johnson, G. M. (2010). Internet Use and Child Development: Validation of the ecological techno-subsystem. Educational Technology & Society, 13 (1), 176-185.
Pleszkiewicz, T. (2009). Art to Empower: Designing and implementing a contemporary visual culture art education curriculum for urban elementary institutions with implications for classroom practice. IDEALS. http://uofi-primo.hosted.exlibrisgroup.com