Week 4: Digital Spaces Map

The New Metaphor

The digital spaces work this week was incredibly interesting.  Building my map was a fascinating exercise.  As someone who has made regular use of Prensky’s “immigrant/native” metaphor, I found White’s rethinking of the differences between people’s’ internet use far more nuanced.  In that it more accurately describes the various ways people use the internet by identifying multiple types and contexts for online interactions, it is ultimately a more helpful metaphor as well.  White’s metaphor succeeds through his identification of a continuum of use, which takes the way we talk about online usage out of the realms of generational differences and binary oppositions.  And while it might not completely remove notions of identity based on internet use, the visitor/resident metaphor does allow us to think about online identities without the freighted connotations that terms like “immigrant” and “native” carry.  Describing a continuum of use between the poles of “visitor” and “resident” presents internet usage in terms of dynamic, frictionless, and intentional participation anywhere along that continuum according to a user’s needs or desires in a given moment.  Taking it two-dimensional by adding the “personal/institutional” axis ensures that practically anyone can positively locate themselves in this metaphor.

Surprise!  Surprise!

I love maps.  I love maps of all kinds.  Ancient maps.  Atlases.  Globes.  Curriculum maps.  Mind maps.  And now I have a new one to pour over, the digital spaces map.  This map allowed me to visualize my own cyber contexts, the online tools I use, and the places on the internet where I reside and visit.  And while raising a slight challenge above to notions of identity, this exercise has revealed, in no uncertain terms, aspects of my identity.  I was quite surprised by the extent to which I “live” as a resident of the internet.  As I set out to draft my map, I predicted it to be weighted far more on the visitor side given the hallmark of our visitor-like actions not leaving traces or “footprints” of our having been online.  But it would appear that I leave a few more “tracks” in the cyber-sand than I originally imagined.  For having been born into the old country of Analog, it would appear I have readily embraced my adopted country of The Internet.

My map of internet use. Clearly I am more resident than visitor, and quite surprised by this outcome. Source: D. van Dyke

 

A First Draft

At this point, I would view the first pass at my online usage map as a draft.  (In part, because I would like to create one that is not as “old school” as this is with its paper, Sharpies, and colored pencils.)  In a second draft I’d likely slide everything on the “resident” side a bit more towards the center.  While I am decidedly more resident than I initially suspected, I’m not that far to the right.  Some of the positioning was due to needing to fit everything on the page such that it could all be seen.  I would also like to find a place for search, as White discussed in the video of his own map.

Future Drafts and Uses

I think it would be a very interesting exercise to do as a reflective exercise with a faculty and to do repeatedly over time.  What an interesting tool for reflection:  How does my online use change over time?  Does that change mark some kind of evolution?  How does my online presence map onto phases in my life?  In my instructional practices?  What might it suggest for my professional development?  My role as a coach? How might de-compartmentalization streamline my online presence?  Is de-compartmentalization desirable?  In what areas might compartmentalization benefit my online experiences?  How would I use this with my students and to what ends?  Etc.

To Wrap

Again, this week’s assignments have been mind-blowers in multiple ways.  My thoughts over the past few days keep returning to how in a couple short decades digital technology has so utterly transformed our world.  That realization makes the work of getting our students learning digitally and acting in terms of digital and global citizenship seem more important than ever.  All from a simple map?  Yeah, all from a simple map.

Entry #1: Thinking on Hoadley & Salmon & Kelly Ch. 1.

January 13, 2017

The inaugural entry!

And since it is the inaugural entry, I thought I’d play around with Padlet as an adjunct space for additional metacognitive nuggets.  Check it out for a “context” video as well as a quick visual on how different the technology — and thus, no doubt, the thinking —  of grad school is since last I was here.  I’m not sure if these items exactly count as metacognition.  But they’re at least a little fun to ponder!

Through both readings I found my thinking and learning being stimulated and reinforced by emotional responses, contextual relationships, and connections to previous experiences.  

I became a bit nostalgic reading again about Vygotsky & Dewey & Thorndike.  I was a bit of a geek when it came to the philosophy of education in my very first undergrad ed course.  It’s been so long since I’ve read them and yet they still hold up.  While I can very easily dive into details when the time calls for it, global thinking is my default mode.  I can see the big picture and then zoom into the details when the time comes.  Knowing this, I ought to remember to hold these scholars much closer than I usually do when I get bogged down in the weeds of daily practice.  Their thinking fascinates and humbles me.  So brilliant.  Their big ideas and big picture perspectives provide me useful paths through those weeds.

From this higher perspective, I saw pretty quickly what I believe are a few connections this course will make.  An attempt at a quick summary:

As Hoadley summarized Vygotsky, et al., technology is an artifact of culture.  We live at a time that is defined by the development and ubiquity of computer technology.  Computers, mobile, social media are having a huge impact on our culture.  As such, these tools of the culture are changing the way we think, learn and interact.

The concept of the adaptive expert, on the other hand, is a useful one on the road towards making a shift in how we teach using these technologies, especially contrasted with that of the relative expert.  I see so many teachers and administrators either actively resist or benignly — if it is possible any more to describe it as such — neglect the incorporation of digital and mobile technologies.  I have seen students penalized for merely possessing a cell phone.  So in order to engage students who, outside of school, are so immersed in these technologies of (their) digital culture, schools need to develop more adaptive thinking in their teachers for its use.  Educators need to break out of the mere efficiencies of routine expertise in order to create learning spaces that allow 21st century students to think, process information, and interact with others in the ways the technology with which they have grown up have influenced their thinking.  I believe that shift is the one to spark curiosity and a joy in learning again that is lacking in so many of our students.

Concept mapping, then, is a tool to push teachers into a more adaptive stance.  When in the hands of reflective teachers and strong coaches, they can reveal levels of understanding, confusion, misunderstanding, evolving thinking.  In as much as they map how teachers are thinking about a concept, they are also instruments for metacognition.  I am most intrigued by the notion of  using concept maps as a way of engaging in unit/lesson planning.  Finally, all these characteristics make concept maps useful formative assessments. Mapping allows teachers to probe and explore their thinking, wrestle with their anxieties on the path to the adaptive expertise they need to incorporate digital technologies as the now necessary tools of teaching and learning.

Considering the contexts in which I work and my examination of the course materials so far, these are a few of the more global connections I am making through these first readings.  I think I’ll hold of of analysis and assessment for another entry.