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An Ongoing Journey to Foster Urban Students' Online “Public Voices”

An Ongoing Journey to Foster Urban Students' Online “Public Voices”

Nick Lawrence, Joe O'Brien
Copyright: © 2016 |Volume: 4 |Issue: 1 |Pages: 14
ISSN: 2155-6903|EISSN: 2155-6911|EISBN13: 9781466692862|DOI: 10.4018/IJCEE.2016010103
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MLA

Lawrence, Nick, and Joe O'Brien. "An Ongoing Journey to Foster Urban Students' Online “Public Voices”." IJCEE vol.4, no.1 2016: pp.32-45. http://doi.org/10.4018/IJCEE.2016010103

APA

Lawrence, N. & O'Brien, J. (2016). An Ongoing Journey to Foster Urban Students' Online “Public Voices”. International Journal of Cyber Ethics in Education (IJCEE), 4(1), 32-45. http://doi.org/10.4018/IJCEE.2016010103

Chicago

Lawrence, Nick, and Joe O'Brien. "An Ongoing Journey to Foster Urban Students' Online “Public Voices”," International Journal of Cyber Ethics in Education (IJCEE) 4, no.1: 32-45. http://doi.org/10.4018/IJCEE.2016010103

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Abstract

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation” (2012, p. 8). He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement' (Kahne, Lee, & Feezell, 2012).

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