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where students are often far more adept and mobile than the people who are
competency (something they already feel familiar with and are not afraid to
fail at) and also by incorporating their prior knowledge (students may love to
write blogs on their myspace, and now they are using the same format to
debate themes from class novels). Furthermore, since the students in our
classrooms will be living in a 21st century future, we can not simply rely on
should the classroom be the only place where the Internet is shunned? While
the old fears still exist, the Internet is no longer unchartered territory we
must protect our students from. Our students are “digital natives,”
reportedly spending an estimated nine hours a week online, with more than
50% of the students on network sites discussing homework and school (Cook
6). If these topics are already part of the dialogue, then schools should take
advantage of the many benefits such sites can offer (Couros 20). The
changing roles of the learning process. From this approach, learning can shift
from student centered to overtly teacher directed and then again just as
guide to co-learner and even direct instructor throughout the process (Huey-
Ling and Orey 60-62). However, there is no place for an authoritarian, rather
Zawilinski and et al. 506). Some teachers are intimidated “by the degree of
control over the learning environment,” that students are allotted (McGrail
10). However, these teachers will only stifle student potential through their
While the old digital divide was focused on the issue of accessibility,
especially for students in urban or rural areas where computer access was
few and far between, a new divide has emerged in recent years. Now the
new digital divide is focused on what educators do with the technology once
they have the access. For many, technology usage stops at the
attained through new tools that are more thoroughly integrated into the
learning process (Vie 10). New technology is very popular and far easier to
are far easier to use and manipulate (Driscoll 9-10). Since this new
that level the playing field in the global economy, [which now] represent the
future jobs and markets grows higher, and teachers should give students as