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There were three main points in the “Digital Citizenship in the Curriculum” article that got my attention right away. The first vital point that I noticed was that this article asked the question of what kind of citizens do we have in our 21st-century democracy nowadays. The second important idea that I picked up was that there are certain kinds of digital citizens in our world and they all have to distinguish true and false information from the internet. The last important objective was that there is democratic digital citizenship that exists. “Educators can support strong visions of citizenship by teaching with and about social media.” I have gathered these ideas from this interesting article because they stood out to me and proved to be the most important key points overall.

In the “Digital Citizenship in the Curriculum” article, there are actually three sides to the debate and all sides contain their personal feelings and opinions. The first group is the “personally responsible digital citizens” and they have dominated what is taught in schools. Students are taught to be responsible and productive with their time on the internet, also known as “netizens”. The second group is the “participatory digital citizens” and they examine the power and limitations of social media so that students can leverage platforms from more efficient democratic aims. The third group is the “justice-oriented digital citizens” and they interrogate political, social, and economic structures to fight systemic injustices, such as homelessness or slavery. I enjoy every single one of these types of digital citizens and this variety can provide us with improved technology for the future. “Digital citizenship lessons, curriculums, and programs should pull from all three visions of citizenship.”

This article has an amazing amount of information that brought up a question I was asking myself. Are there any other types of digital citizens within this world and will the variety improve social media and technology for school systems? I believe that variety is always a good thing and it will only help the school systems in the long run.

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There were three main points in the “Assistive Technology for Students with Learning Disabilities” article that struck my eye for numerous reasons. The first vital point that I gathered was that assistive technology ranges from low to high tech. The second important idea was that assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting. The last important objective was that assistive technology requires quality instruction in order to be effective and work. “While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001).” I have collected these points from the article because they stood out to me the most and proved to be the most important.

In the “Assistive Technology for Students with Learning Disabilities” article, there are two sides to this debate and both sides contain their opposing point of views. The one side is the students that are disabled that are learning who are familiar with technology and new ways of gaining new information. “Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).” Students with learning disabilities are open to new opportunities in learning because computer-assisted instruction can provide students with immediate feedback and extra practice. The other side to this article is the older teachers who are not quite familiar with technology but can be open to new ways. “Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.” Teachers are in the process of learning about unfamiliar technology that can help students with learning disabilities. I believe that using technology to help students can only help us in the long run.

This article has an adequate amount of information that brought a question that I was asking myself. Will the teachers that have a difficult time learning new things be able to be flexible in the future if they are willing to help students learn? I believe that these teachers will find a way to adapt because the future is all about change. “Teachers’ use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005).”

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There were three main points in the “Technology Can Make Students More Intellectual” article that stood out to me for numerous reasons. The first important objective that I gathered was needing to have the ability to think independently to be an educated person and there were economic ramifications that go with it. The second vital point was the difference between “just-in-case learning” versus “just-in-time learning” and who has what opinion. The last important idea that I felt was relevant was the combining of “just-in-case learning” and “just-in-time learning” to become transformed for future learning. There was also a few ways that technology can make students more intellectual that was added in the end.

In the “Technology Can Make Students More Intellectual” article, there are two sides of this debate and both sides contain their opposing views that have valuable facts to back up their opinions. The one side is the “just-in-case” learning preference that is used in schools where they believe that they can accomplish objectives in school without technology. They also believe in teaching students something because they might need it later on in life. The other side is the “just-in-time” learning preference that prefers associating with technology use. They have an “informal, hands-on sort...with a more immediate application” and use efficient approaches. Their technology has a certain potential to absolutely rejuvenate traditional liberal arts education. I believe that the “just-in-time” learning is the best choice because it will become the future as well as the combination of the two points of view.

This informational article has a great number of topics and opinions that brought up a question I was asking myself. Will the “just-in-case” learning and “just-in-time” learning preferences ever completely join forces and become the best way to teach children in the future? I believe that they have the opportunity to combine if they are both given ample chances. Christina Yu states, “In the years to come, “just in case” and “just in time” learning will fuse and transform each other.”

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There were three main points in the “Understanding Digitial Kids II: Strategies for Engaging the Digital Generation” article that struck my eye right away. The first important objective is how educators and education need to make a change in themselves for the ever-evolving world of technology. The second vital point that I discovered was that the approach for learning taught by educators needs to be adjusted, so students can access the information and collaborate. The third important idea was bridging the digital divide between educators and students in today’s generation. I have collected these points from the article because they stood out the most and proved to be the most important.

In the “Understanding Digitial Kids II: Strategies for Engaging the Digital Generation” article, there were two sides to this debate and both sides contain their opposite point of views. The one side is the digital learner preference where they prefer technology and have grown up with it all of their lives. The writer discusses how a person with a digital learner preference likes “learning that’s relevant, active, and instantly useful or fun.” For example, these learners receive information quickly from multiple media sources. They also process pictures, sounds, and video before text. Digital learners have instant gratification and love immediate rewards. The other side is the educator preferences where they prefer the old school style of learning and teaching. These type of people want students to work independently rather working together in groups and networking. For example, these educators feel compelled to teach to the curriculum guide and tests. They also have singular processing, which is also known as limited tasks. I believe that it is always important to adapt well to change because the world is constantly moving around us and we need to be able to improvise quickly.

This article had an adequate amount of information and had me questioning a few parts. In particular, I am wondering why this article is written in the point of view of an educator with older preferences. Should the older generation be given some slack because this is all they have ever known? I believe that they should be given some leeway in this situation. The writer states, “Teachers require a real understanding of 21st Century digital culture. They need to be able to use the tools and skills that our students will need to have in the culture of the 21st Century.”

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There were three main points in the “Digital Natives, Digital Immigrants” article that stood out to me. The first important objective was that today’s generation is the first generation to grow up with technology in their lives. The second vital point that I discovered was that there are two separate groups nowadays, the Digital Natives and the Digital Immigrants. They both must find some a solution and change for each other. The last important idea was that Digital Immigrants, who are the teachers, are going to have to adopt new ways if they ever want to get through to the Digital Natives. I gathered these points from the article because they were the most relevant overall.

In the “Digital Natives, Digital Immigrants” article, there were two sides of this debate and both sides have their contrasting views. The one side is the group of today’s generation where they have grown up with electronics and advanced technology and are called the Digital Natives. “Our students today are all ‘native speakers’ of the digital language of computers, video games, and the Internet,” states the writer. For example, this group likes to create new ways to do old things and making things easier. They also adapt to change quite easily and love to use technology for everything they do. The other side is the group of the older generation where they have grown up with barely any technology and watched the world change around them. They are called the Digital Immigrants. For example, this group likes the old ways of teaching, have a hard time changing, and prefer not to use technology. I believe that it is important to accept change if you cannot do anything about it because that quality shows that you are adaptable.

This article was full of information and raised a lot of questions. In particular, I have a question about the ways of the old and if they will ever change. Will the Digital Immigrants ever change their ways, so they can get through to the Digital Natives? This decision is up to the older generation and the willingness of the younger generation to help others with the adaptation of electronics. Marc Prensky declares, “They will succeed in the long run - and their successes will come that much sooner if their administrators support them.”