For the past couple of years I had noticed a change in my students, and even mentioned my observation during a meeting with the administration. The meeting was about how to improve classroom management and student discipline. My students were causing disruptions through not being able to contain their questions. They needed the self gratification of knowing the answer to their question right then, and some students would even become defiant when I pointed out the disruption. The responses I received in the meeting were examples of what other teachers did in their classrooms. The main response was to tell the students to put their hand down and wait, because they need to learn patience and self discipline. However, because of this course I have found a better answer. I have changed my perspective and approach on the way that I give instruction. The article, Real Projects in a Digital World, provides information that students must understand the relevance of instruction, whether it be directions or content. Therefore, giving students a task oriented assignment leads them to answer their own questions about information on the lower levels of bloom’s taxonomy and gain the confidence to seek clarification for higher levels, thus “creating experiences that satisfy diverse learning styles and learner dispositions” (Boss, S & Krauss, J. 2007). The reason for self gratification of knowledge is because “Digital Natives crave interactivity – an immediate response to their each and every action” (Prensky, M. 2001), which has been learned through the experiences in the digital world. Therefore, this class helped me to rationalize changes that I had already observed in my students; and adapt to their needs.
Boss, S., & Krauss, J. (2007). Real projects in a digital world, Principal Leadership, 8(4), 22-26.
Prensky, M. (2001). Digital natives, digital immigrants: Part2. On the Horizon, 9(6), 1-9.
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