Recent research proposes that most often learning can be maximized when participants are interacting with each other in a cooperative framework, also know as socially mediated learning. Social learning is vital when navigating the ever-changing technologies currently used for information and communication. The variety of types of information available and the technologies used to access them are expanding faster than teachers can embrace them. As a graphic design instructor in a computer lab with 26 students, I am keenly aware that many of the students in the class possess an in-depth understanding of the internet and its navigation, and that the total umber of hours spent in front of a computer far exceeds my own. Each of them has had unique experiences in solving the problems ranging from "How do I find what I need?" to "If I download that file can I access it?" Additionally, those hours undoubtedly have involved technical troubleshooting issues, as well--again, unique to each user.
Thus, the teacher’s responsibility becomes one of effectively organizing learning experiences that match up students familiar with different methods of accessing information, or different new literacies. Part of that will involve taking the time to identify each student's experience level and type. In the end, utilizing this strategy will help to facilitate sharing this knowledge among members of the entire classroom, including the teacher.
Works Cited:
Leu, Donald J., Deborah Diadium Leu, and Julie Coiro. Teaching with the Internet K-12: New Literacies for New Times, 4th ed. Norwood, MA: Christopher-Gordon Publishers, Inc., 2004.
