Technology and Identity

Thinking about integrating technology in mindful and purposive ways is, I grant, an important agenda item for the 21^st Century educator. Reading and reflecting on the articles assigned for this week, however, emphasized for me not the technologies available to me but the students who will be in my classroom. I appreciate how the acts and importance of reflection described by Boss dovetail nicely with the emotionally intellectual act of digital storytelling addressed in Educause’s pamphlet: both address the conscious creation of opportunities for students to explore and construct their own voices and identities.

Identity development is a primary concern for the maturing youngster and is often expressed through spoken and written work/word. As a child ascends in grades, he hopefully becomes a more conscious architect of his persona. He hopefully comes to a better understanding of himself, his family, his culture and background while simultaneously gaining exposure to and knowledge of academic content. Thus, can he integrate his experiences with his world and create personal meaning that is both grounded and dynamic. These articles have shown me how technology can facilitate this process in ways that are responsive to diverse learners with diverse needs. Storytelling and blogging are a means to an end – technological vehicles that can bring our students closer to developing a personal literacy, an understanding of themselves.

As a social worker and an educator, I appreciate the potential inherent in these technological means to promote not only an appreciation of students as social-emotional (as well as intellectual) beings but also as means by which to pursue the holistic growth and development of those students. I have often considered technology as lifeless and diminishing – as something that buffers and stands between people. It is, in consequence, very educational for me to think about technology as a means of unifying people and of fostering self-discovery.