Blog 6

Why should teachers care about Digital Literacy and childhood in the Digital Age?

Technology offers extraordinary opportunities for all of society, particularly children. The extensive influence of technology has introduction a generation of young individuals, known as ‘Digital Natives’. The term ‘Digital Native’, refers to a growing generation of individuals born after the 1980’s, whose access to networked digital technologies and the skills in which to use such technologies, are extremely advanced (Palfrey and Gasser, 2008). Palfrey & Gasser, 2008 explore the attitudes, habits and competencies of these digital natives, through balanced and opposing perspectives, in the exploration and increased development of technology use within our digital world.  

Specifically, (Palfrey & Gasser, 2008) acknowledge that Digital Natives ideas about safety are different from those of their parents and grandparents. There is a generational digital divide between parents and children, which means that many parents do not feel empowered to manage risks in the digital world, in the same way that they do in the real world (Byron, 2008). It is therefore the crucial role of the teacher to acknowledge the development and integration of ‘digital Literacy’, as valuable practice within education. Here, aspects of technology can be explored and e-safety practice exemplified, to ensure that children are approaching and using technologies without harm, but within creative and valuable contexts. As (Futurelab, 2010) states; digital literacy is the ‘sawyness’ that allows young people to participate meaningfully and safely, as digital technology becomes ever more pervasive in society. Palfrey & Gasser (2008) reiterate the important role of educators, stating that teachers are among those that are of the front line of educating and re-educating children, and therefore have the biggest responsibility and role in assuring that only the good is harnessed from this digital age. However, they also acknowledge that many teachers have cut themselves off from their digital natives because of language and cultural barriers (Palfrey & Gasser, 2008). Equally, teacher’s fear that the skills that they have imparted over time are becoming obsolete, and that the pedagogy of our educational system cannot keep up with the changes in the digital landscape, and here the resistance to utilise digital literacy lies.  

In view of these concerns, it has been considered that in order to seek a resolution to this and in order for schools to adapt to the habits and the abilities of these digital natives, educators must primarily accept that the mode of learning is changing rapidly. It is believed that schools must find ways of acknowledging new literacies or risk perpetuating an outdated curriculum which offers little connection with children’s present or future links (Gee, 2004; Goodwyn, 2000; Pahl & Rowsell, 2005).

However, Palfrey & Gasser, 2008 equally see a clear and valuable way of overcoming such barriers, believing that rather than cutting themselves off from developing and leaning about digital technologies, teachers should embrace and allow themselves to be guided and taught about this new digital age by the children themselves. As Palfrey & Gasser advocates, ‘there is an enormous amount we can learn from what is engaging digital natives, and we should apply that learning to efforts to rethink curricular’. Palfrey and Gasser, 2008 extend their perspective stating; ‘one could even imagine ways to work digital natives into helping teachers learn to teach more effectively using their knowledge of specific technology. Creating a learning contexts where children are the experts, who hold the skills and information to teach and guide the teacher, will engage, motivate and value children, as well as allowing the teacher to be exposed to what the child are capable of when use technology. Equally it will remove some of the teacher’s stigma about teaching as well as to be exposed and observe the advantages that digital literacy brings to learning.  

Byron, T. (2008) Safer Children in a Digital World – The Report of the Byron Review.   Nottingham: DCSF

FutureLab. (2010) Digital Literacy across the Curriculum. [pdf] Available from:http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf (Accessed: 20/02/14)

Gee, J, (2004) Situated Language and Learning: A critique of Traditional Schooling. London:Routledge

Goodwyn, A. (2000) English in the Digital Age: Information and Communications Technology and the Teaching of English. London: Cassell

Pahl, K. & Rowsell. (2005) Literacy and Education: Understanding the New Literacy Studies in the Classroom. London: Paul Chapman Publishing.

Palfrey, J. & Gasser, U. (2008) Born Digital. Understanding the first generation of digital natives New York: Basic Books.