Internet and the Classroom
Blackmon's article made me seriously consider the use of the Internet in the classroom for the first time. While I'm comfortable with computers and technology, I never really considered how strong an academic tool they can really be. Up until now, I have really not been exposed to technology in the classroom that much. I know that it will be much different for the next generation of college students. The world is shifting its focus from the printed word, to the "virtual" word, and so we must ponder what things like the World Wide Web can and can't do for students.
The first question we need to ponder is, is the Internet really an equal space for all ethnic and socioeconomic groups? The answer is, of course not. As many black students in Blackmon's class explained, the internet, just as the outside world often offers a prejudiced, one-sided view of different ethnic groups. The internet is a "white" space. Everyone is seemingly free to post to it, but it is still "run" by white men in many ways. This problem offers an interesting opportunity though. As Blackmon does, it is good to make students aware of this prejudiced view on the internet. It is good to help them realize what they can do to combat this problem. Firstly, they can work to more clearly define their true identities, outside what the internet says they should be. Secondly, they can become more avid and prolific internet users and writers, who can attempt to combat the bias.
Now, there is the problem of how the internet is not an equal space for people of all different socioeconomic groups. Having come from a middle class school, I had ample access to computers and technology in high school. But students, who go to poorer schools, often do not. This puts them at a great disadvantage when they come to college and are asked to work on the internet and on computers in general. Exposing ALL students to technology, and helping to make it accessible to them, is imperative if we want our students to succeed in this world. Everything is moving toward technology. The question remains though, how do you catch those students up who start off behind? And, how do you not keep perpetuating the gap? Meaning, how can you slow the progress of those who come in with more knowledge enough for the rest of the students to catch up?
The internet, as Blackmon suggests can make students "more critically aware and socially conscious individuals" (98) If we push students as Blackmon does to read the internet as a text, and to critically read it, then they can begin to see how what they read on it affects them. Without this know how, the internet can be dangerous, negatively affecting the identities of those in ethnic groups and maintaining the status quo.
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I haven’t given much thought to the use of internet in classrooms either—particularly not composition classes. I found it intriguing that, according to Blackmon, computer literacy promotes education equality, or an “equal educational playing field,” as she puts it (100). Not everyone has a computer, internet access, or computer skills. Classes like these seem to be a kind of equalizer—away to bridge the technology knowledge gap for students who are less exposed. And, since Blackmon’s class is a freshman-level course, students are gaining these exposure and perspectives early. In my experience, most intro-level writing courses usually incorporate some “research” or typing time in the computer lap, an overview of online resources, and few database searches. Good info, of course. Blackmon’s computer-mediated course, however, made computers and the internet a means to explore community and identity, not just as entertainment or a tool to “find stuff” for term papers.
I have to admit, when I first started the Blackmon article, I thought the students’ assigned readings seemed rather dull. I’m just judging on titles, but Cities, Cultures, Conversations: Readings for Writers or online articles about web evaluation seem like unusual picks for a freshman composition class. But as I continued to read, I realized how the course progressed and related the themes of individual identity, race, and gender to the internet and writing. It’s interesting that her students had “online comfort zones” where they felt more liberated to discuss sensitive issues (95)—which makes the identity-internet connection very valid and valuable. It makes sense, obviously, but the anonymity aspect of the internet has never impacted me in quite the same way.
The internet may not be completely accessible to all groups; however, it can serve as a great equalizer. Many may not have access to the internet in their homes, but more and more, it is becoming available to most American students. It seems that many or most public libraries allow citizens to use the internet. Also, schools are making it more accessible (though, it is true that many run-down, urban schools, which tend to be non-white, are running behind). Still, the internet, once studied and learned, is a tremendous way for students of any ethnicity or background to have a say in what’s going on.
The world, at large, is so dominated by power, money, all kinds of corporate interests – that it seems difficult for the average citizen to really affect change. The internet, though, allows opportunities for this. It gives power back to the people. The relative success of the virtually unknown, former Vermont Governor Howard Dean’s presidential bid in 2004 is an example of the internet empowering the people. (Unfortunately for Dean, the ability to access information immediately, from anywhere, also led to his downfall).
The opportunity to blog, post, rant, and so on, by anyone who has learned to utilize the internet for what it’s worth, gives the young and old, white and black, men and women, poor and rich, goats and sheep, and many others a more equal playing field, in terms of expression. Newt Gingrich called the internet the “wild west of information.” It is so – for now. Corporate powers have managed to monopolize television and radio signals. It will be much more difficult for said powers to control the internet. To some degree, it has already begun to do so. With the nature of the internet, however, it will never be able to fully capitalize on this the way it has with print, airwaves, cable lines, and so forth.
It’s obvious that the internet is not as available to non-white communities, who often possess fewer resources due to a variety of socio-economic factors. However, it is more accessible than any other medium that can reach the American population at large. Its implementation into the classroom for less fortunate students is key to empowering them, and leveling the field. If it is ignored or dismissed, students in these communities will be left behind even more, and might find much more difficulty in ever “catching up.”
The students mentioned said the internet is dominated by white culture. And, for now, it might be. So are all other media outlets in the U.S. But the internet is the new frontier of information, and the cheapest (and often free) way to reach a mass audience. Dismissing it with the other outlets, passes up a great opportunity to empower the powerless, and thus should be stressed in the classroom.
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