Developing An Appreciation For Digital Culture

By Peta
The workplace and systems of work that educators are preparing their students for is changing. Ensuring that students are able to competently participate in future work requires that teachers recognize the importance of their enrolment within digital culture and the changes to traditional concepts of knowledge that are evident (Snyder, 2007; Weinberger, 2011).

Teachers who access reflective conversations collegially may recognize the benefits of extending these conversations beyond the walls of the school (Becker, 1984), tapping into the collaborative opportunities that social networking provides (Dole, 2005; Freiermuth, 2002; Gibbons, 2010; Hutchison & Colwell, 2012; Leonard, Withers, & Sherblom, 2011; Pegg & Panizzon, 2011; Sheehy, 2009). The culture of learning within the institution of the school can be beneficial in assisting teachers to overcome constraints of time (Carr & Chambers, 2006), frustration and the learning curve that occurs for teachers who embrace the opportunity of learning collaboratively online within the digital culture (Chen & Tseng, 2012; Sheehy, 2009). Learning the rules that are associated with this new culture is supported through their collaborative engagement.

For teachers, participating in collaborative conversations online guides the development of pedagogy to build connections for students, enabling a critical understanding of their involvement within digital culture (Hutchison & Colwell, 2012; Siemens, 2005). Understanding is developed through active participation coupled with challenging the traditional notions of how we educate and what knowledge is most important (Weinberger, 2011). Developing the skills through participation benefits the effective development of learning experiences for students own involvement in digital culture.

References

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