Online Media and English Arts: My Experience

Being born in 1999, I've never known a world without technology: by the time I was 5, my family had a household computer. Once middle school came around, SmartBoards replaced projectors. In high school, I had my first smartphone. All these changes seemed so new and exciting for my peers and I, but our schools struggled to keep up with the ever-evolving media. Each year brought new technology, new programs, and new headaches. Many teachers struggled with the shift and felt they were falling behind. Others, however, flourished. They saw the positives that came with new tech - they saw the future. 

My Own Experience:

I was introduced to the World Wide Web at 4 years old. I didn't have the thick, blue-case iPads that many toddlers have nowadays, but instead, a large box-like computer. This machine was found at the local library - not on a desk at home, or in a backpack, or in a pocket. The functions of the computer were majorly limited. There was not much you could do with it, unless you wanted to wait ten minutes for one site. The transformation from a monster-of-a-machine to our everyday life source began, in my eyes, at 10 years old. 

2010 was the first year we had laptops in the classroom. This was also the year I joined my first social media platform: Facebook. We had used the laptops for basic classwork - researching, writing, playing cool math games. The real learning started when we would hunch over our computers and open up social sites. Even though I had created a Facebook profile, I spent a lot of time on Poptropica - a combination of interactive problem-solving stories and small social rooms. When I became bored of the games, I would join a server and chat with people across the world. Nothing major ever came from the friendships I made on Poptropica, but it opened my world to online relationships and sparked my skills in social media. 

Facebook, Instagram, and Tumblr were the ones who started the snowball-descent. At first, I had been very hesitant to post anything, but after gaining likes and comments, I couldn't stop. I wanted to show the world who Olivia Parker was and what she could do. Looking back at some of the pictures I took or the posts I made, I laugh. They are cringey and weird - but they showcase something important: my maturity and comfort in sharing online media. I started with liking posts, sharing videos, and taking cute pictures with friends before moving onto larger works. I began curating Polymore outfits, editing Rage memes, and writing fiction on Quotev. I then moved onto video-chatting on Omegle, Kik-ing strangers, and HousePartying with friends. The online world became another way for me to create friendships and to express myself in a way I couldn't in person. 

As an adult, I may occasionally partake in some of my childhood endeavors (I sometimes read terrible, grammatically incorrect, spelling-error ridden stories on Quotev), but I've mostly moved on. Now, my online habits have taken a mature turn. I write poetry, short stories, and novels on Word before I share them to Facebook. I publish short podcasts on Anchor. I catch up with high school friends on Snapchat. I'm no longer too worried about what others think of my online appearance, but I make sure to maintain a professional look. When I'm not creating works or chatting with friends, I follow the news. I no longer find myself watching TV to hear of the world's happenings - I look to social media. And just as I find my news on social media, I take a stand on it there as well. I may do something small, such as write a post about the upcoming elections. Or, I may do something large, like devote a whole series to the Black Lives Matter movement. There are medium times, as well: a GoFundMe for a family that lost their home, a MealTrain for a sick mother, VirtualVolunteer for the struggling homeless shelter, etc. There is so much that I have experienced online that can be, and has been, transferred into the classroom.

Education and Online Media - Asset or Evil:

Online media in the classroom has been the great debate for some odd years, now. Some argue that the web will create lazy work while others believe in the individuality of it. The truth is - like many other disputes - the answer is grey. Online media is beneficial, but it can also be harmful. It's at an in-between. 

My own educational experience with technology has been mostly positive. We played many engaging games on the SmartBoard, but we also learned to quickly find information we needed from online databases. Everything moved fast. Because the pace was so swift, I would sometimes feel as though I needed to do something to catch up - so I would cheat. This is not something I am proud of, but many of us felt we had to resort to academic dishonesty to stay aligned with our classwork. Ultimately, online media had it's perks, but it also had it's downfalls. 

The Upside (ELA Specific):

So, what works with online media?

There are a lot of positives to using online media for English in urban settings. Many urban schools have fallen behind in comparison to their suburban counterparts. Some children excel in certain areas while others flourish in a different aspect. When resources and methods are limited, children will stay in the same position. However, with the introduction of online media, children can work at their own pace. Computers and other technology allow for much more individuality than a traditional classroom. One child can work on unit 6 of math work while another gets some extra help on unit 2. In other words, the children that are struggling with their work can receive the assistance they need and the children that are exceeding can continue on. In addition to the pace of work, online media can be tailored to the child's personality, like, and learning styles. Timmy may prefer to listen to lectures and take notes, whereas Damian prefers videos and scripts. 

DeJaynes and CurmiHall introduce another important perk of online media: Interest. The traditional way of learning has become boring to children. Hours of sitting in a room being talked at has put off many. Online media has brought about something new. Students are now the ones who are in charge of their education. They can prepare their own research. They can form their own topics. They can teach their own work. Teachers have become more of a guide, or a mentor. With this new dynamic comes improved learning. Children have a better understanding when they are teaching others about their work. 

The Downside (ELA Specific):

Where does online media fail?

There are, unfortunately, a few ways that online media fail. The major reason for this is resources - money to be specific. Many urban schools fall into areas that are below the poverty line. They do not receive much funding and parents cannot contribute, as they are struggling with their own money. Basic materials are already depleted in many schools, it would be nearly impossible to have a supply of expensive technology for each student. Even if the tech was not 1:1, it would be difficult to raise the money for a computer room. Suppose the school was able to obtain computers - there are heavy costs that come with maintaining and repairing them, as well. It is an endless circle of money that a school cannot afford.

Another problem that comes with online media is slacking-off. Many children (and this included myself) cannot resist the urge to become off task. The internet has so many different sites to offer that can easily lure a child away from work. This temptation becomes even easier if they do not want to do their work in the first place. Blocking sites can help prevent some of this, but there are still many ways to get around to entertaining sites. If a habit of these activities form, students will fall behind.

The Answer:

There is none. Online media works for certain conditions, and it doesn't for others. Finding a perfect balance between technology use and traditional classwork is, for the time being, the best environment for students.