Teachers and the Networked Students of the 21st Century

In her video clip entitled, “The Networked Student,” Drexler (2008) identifies characteristics of a “networked student” and the role of the teacher in the 21^st century educational environment. The so-called network students term refers to today’s students who are immersed in the constantly changing technology. In fact, most aspects of today’s students’ lives are bombarded by the sound, texts, and images which are facilitated and communicated through the technology on a daily basis. In this regard, their educational environment and learning, in general, have not been immune from the technology’s strong influence.

Indeed, the Internet and the Web have gradually been redefining education, just as they have “transformed modern businesses and today’s society” (Shelly, Gunter, & Gunter, 2010, p. 97). Moreover, “By providing a variety of learning tools, the Internet and the Web are transforming the way teachers instruct and the way students learn…” (Shelly et al., 2010, p. 95). In fact, all aspects of our educational institutions have been now transformed by the Internet and the Web. From this perspective, many indicate that “the Web will become an integral part of our education, revolutionizing the way students learn…,” (Shelly et al., 2010, p. 96) and so its integration in the curriculum and classroom has become a necessity. In this regard, determining aspects of such a successful integration is gradually becoming the core issue.

To determine the essential aspects of such integration, it is important to fully understand the characteristics of today’s networked students—in which case, the “connectivism” theory plays an important role. Connectivism is a learning theory which “presumes that learning occurs as part of social networks of many diverse connections and ties” (Drexler, 2008). It is important to note that in this learning theory, tools (e.g., the technology) are not “as important as the connections made possible by them” (Drexler, 2008). Indeed such expanded and improved connections play an important role in the  learning-centered classroom—for in such environment, learning is the central focus. (For more on the learning-centered institution, see here.)

In this regard, one may argue that, in this 21^st century classroom, having a teacher may not be necessary. Not quite! Indeed, in this new classroom environment, teachers play an important role—not a central role, but more of a guide or facilitating role. It is also important to note that along with the students, teachers are an integral part of the current educational system. Therefore, in making such a transition smoothly and successfully, considering teachers’ needs and views may prove to be vital.

The characteristics of the 21^st century students have evolved to become the so-called networked students. Although this evolution has forced many changes in the current classroom environment, much more changes in the curricula are necessary to maximize today’s students’ learning outcomes. Such a transformation is inevitable. But, do we have the will to make this transition intelligently, fully, and smoothly yet in a cost effective and timely manner?

References

Drexler, W. (2008).  The networked student. Retrieved September 15, 2010, from http://www.youtube.com/watch?v=XwM4ieFOotA.

Shelly, G. B., Gunter, G. A., Gunter, R. E. (2010). Integrating technology and digital media in the classroom. (6th ed.). Boston: Course Technology.