My understanding of the digital world has grown from only using social media and mobile devices for leisure, to learning that we are surrounded by digital technology. Digital technologies have redefined what it was to live, study and work in the world (Selwyn, 2012, p. 1). Something I initially thought we could chose to participate in or not when in fact there is no escaping it. A new world exists that is more connected and less divided than ever before. I now understand just how significant an impact digital technology has brought to the world. We are now able to overcome global distance and through the use of mobile technology can change our sense of time and space (Selwyn, 2012, p. 2). The “Cloud” has extended the concept of being surround by technology even further, invoking a vision of digital power that exists around us regardless of our geographical location (Selwyn, 2012, p. 2). The impact of living in a digital world has altered every aspect of our lives, including societal, economic and cultural change (Selwyn, 2012, p. 2).
Reading more accurately into what it means to participate and engage with the digital world, I have realized just how broad that world is. Research taught me that well-adjusted people spend more time involved in social interaction and activities, however in the digital world we now live in the notion of connectedness and the definition of friendship is changing radically (Greengard, 2011, p.17). Through these changes, human interaction is increasingly happening through digital devices. Web pages, online games, search engines, virtual worlds, social media, Internet, e-mail, smart phones, MP-3 players, and digital cameras (Belk 2013), to name a few. Today, with such a myriad of digital technologies, the possibility for ‘self-extension’ that is, to be socially recognized (Cushing, 2011), has never been so extensive.
Aspiring to become an Early Childhood Educator requires that I embrace the digital world in my teaching philosophy. By developing a digital pedagogy (Howell, 2012, p. 5), I now understand that technology more than a tool in the classroom, however, changes how and what children learn (Howell, 2012, p.5).
Cushing, A. (2012) Self extension and the desire to preserve digital possessions. Proceedings of the American Society for Information Science and Technology. Vol 48(1). Retrieved from: http://onlinelibrary.wiley.com.dbgw.lis.curtin.edu.au/doi/10.1002/meet.2011.14504801304/epdf
Greengard, S. (2011) Living in a Digital World. Association for Computing Machinery. Communications of the ACM. Vol 54(10). Retrieved from: http://delivery.acm.org.dbgw.lis.curtin.edu.au/10.1145/2010000/2001277/p17-greengard.pdf?ip=126.96.36.199&id=2001277&acc=PUBLIC&key=65D80644F295BC0D%2E6CA6BDED5A69796F%2E4D4702B0C3E38B35%2E4D4702B0C3E38B35&CFID=592697412&CFTOKEN=10774141&__acm__=1458290657_6e8e48b8076cdbed5ab7c4a90b3a3ff0
Howell, J. (2012) Teaching with ICT: Digital pedagogies for collaboration and creativity. Oxford University Press. Australia and New Zealand.
Selwyn, N. (2012) Education in a digital world: Global perspectives on technology and education. Hoboken. Taylor and Francis. Retrieved from: http://reader.eblib.com.au.dbgw.lis.curtin.edu.au/(S(mp0mw4luz1hpwkq4udg0wiev))/Reader.aspx?p=1016089&o=94&u=IYd%2byl0uJ3%2f68%2btdVCP3mg%3d%3d&t=1458289043&h=FE73AAE897EC51DF2B588ED2883B5C5186B7AFB3&s=23632070&ut=240&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1#