Blog Journal 2

    As someone born at the beginning of the technological and social media boom, Microsoft Word was a key part of my primary and secondary education. Typing classes were offered, and computers were commonly used in schools. Eventually, we were taught how to navigate Microsoft applications. However, as I moved into higher education, I found that I preferred Google Docs. Its minimalist, clean interface appealed to me, while Microsoft Office, with its many tools and functions, requires more effort to learn. This complexity is likely why there are adult classes to teach Microsoft skills, and why proficiency in these programs is often a requirement for jobs.

    The “Facilitator” standard resonates with me the most because students need guidance from educators to effectively use technology and reach their potential. A key aspect of this standard that differs from my own education is encouraging students to use design processes and computational thinking to solve problems. This generation has the opportunity to develop new thinking methods to explore and resolve issues, which is a departure from the more rigid thinking frameworks of the early 2000s.

    I fully agree with the label “digital native” for today’s youth. They are the first generation to be born into a world of constant technology, which gives them a digital advantage. They can navigate the digital landscape, communicate efficiently, and contribute to society in positive ways with proper guidance. On the other hand, “digital immigrants,” or those born before the 2000s, are increasingly disconnected from the digital world, which can hinder their social mobility and contributions. To bridge this gap, many teachers are now required to undergo digital training to better facilitate learning for “digital native” students.