Unconsciously incompetent --> consciously
incompetent --> consciously competent --> unconsciously competent
This concept struck a chord with me. There's so much I know I don't know, and I'm certain there's far more that I DON'T know I don't know. Unconscious incompetence is often a happy place, but it isn't all that fulfilling. While it can at times be crippling, conscious incompetence is the first step to actually learning something new.
"Embrace change!"
Whilst I love ICT, I must say it's hard to get close to something that's constantly wriggling out of your grasp. The ICT landscape is unbelievably fluid. My conscious incompetence bucket is usually brimful, and it can be tempting to metaphorically empty it out and ignore it. This is unproductive and the bucket will fill up again anyway. Really, conscious incompetence is probably best used as a prompt to explore the unfamiliar. For me, for a while, this mostly involves adding more things to the bucket, but gradually my inability translates into ability. I'd like to say it's a great feeling, but once I master something in the ICT world I quickly cease to notice it. Something I'm realising is that in situations where you are unconsciously competent, you may not remember that other people don't always know what you know. You need to put yourself in their shoes and slow down if you want to help them catch up.
Digital natives and digital immigrants?
Around the world, situations vary greatly, but in Australia it's obvious that ICT has dramatically impacted our life experiences. Prensky (2001) suggests that extended use of new technology can at least alter our thought patterns, if not the actual physical structure of our brains. If this is so, the implications for teachers are huge, because if we approach our students without taking this into consideration, we risk isolating and disengaging them. Digital literacy, it seems, can be compared to any other type of literacy - having 'native' and 'immigrant' speakers with varying levels of fluency.
Prensky makes a bold (and, I believe, controversial) claim that students of today are 'digital natives' (2001, p. 1). Within Western society, there are many families that cannot afford (or choose not) to own items like computers and game consoles. Even with those students who do make regular use of ICTs, there is no guarantee that their experience is extensive or particularly educational (Margaryan & Littlejohn, 2008). In my own limited experience I have sat beside students at computers and struggled to meet them at their individual levels - to realise that not all of them know what a link is, or how to right-click. It is important to never make assumptions about who your learners are. There are no shortcuts in this regard. To know your learners you can't read a book and leave it at that - you must meet them where they are and interact with them. I think this understanding is fast becoming central to my teaching 'philosophy'.
References
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved from
This concept struck a chord with me. There's so much I know I don't know, and I'm certain there's far more that I DON'T know I don't know. Unconscious incompetence is often a happy place, but it isn't all that fulfilling. While it can at times be crippling, conscious incompetence is the first step to actually learning something new.
"Embrace change!"
Whilst I love ICT, I must say it's hard to get close to something that's constantly wriggling out of your grasp. The ICT landscape is unbelievably fluid. My conscious incompetence bucket is usually brimful, and it can be tempting to metaphorically empty it out and ignore it. This is unproductive and the bucket will fill up again anyway. Really, conscious incompetence is probably best used as a prompt to explore the unfamiliar. For me, for a while, this mostly involves adding more things to the bucket, but gradually my inability translates into ability. I'd like to say it's a great feeling, but once I master something in the ICT world I quickly cease to notice it. Something I'm realising is that in situations where you are unconsciously competent, you may not remember that other people don't always know what you know. You need to put yourself in their shoes and slow down if you want to help them catch up.
Digital natives and digital immigrants?
Around the world, situations vary greatly, but in Australia it's obvious that ICT has dramatically impacted our life experiences. Prensky (2001) suggests that extended use of new technology can at least alter our thought patterns, if not the actual physical structure of our brains. If this is so, the implications for teachers are huge, because if we approach our students without taking this into consideration, we risk isolating and disengaging them. Digital literacy, it seems, can be compared to any other type of literacy - having 'native' and 'immigrant' speakers with varying levels of fluency.
Prensky makes a bold (and, I believe, controversial) claim that students of today are 'digital natives' (2001, p. 1). Within Western society, there are many families that cannot afford (or choose not) to own items like computers and game consoles. Even with those students who do make regular use of ICTs, there is no guarantee that their experience is extensive or particularly educational (Margaryan & Littlejohn, 2008). In my own limited experience I have sat beside students at computers and struggled to meet them at their individual levels - to realise that not all of them know what a link is, or how to right-click. It is important to never make assumptions about who your learners are. There are no shortcuts in this regard. To know your learners you can't read a book and leave it at that - you must meet them where they are and interact with them. I think this understanding is fast becoming central to my teaching 'philosophy'.
References
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved from
http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
I agree Tiana, regarding Prensky's claim that students today are digital natives.
ReplyDeleteI have had limited experiences working with students at a computer, but what I've drawn from this is that if students have a basic foundation of knowledge regarding a device/program/software, students are generally capable, using visual cues and/or investigating themselves, how to work and use the program. Again this is a limited view on my behalf and probably continuing with the course will allow me to see how capable students are or are not with ICT.
Anyway just wanted to do a discussion and try post something on someones page and you were the lucky girl :P
I totally agree with your first statement about being unconsciously incompetent. It was rather confronting that I will never/very rarely be in the unconsciously competent.
ReplyDeleteSarah, you're unconsciously competent in ways you don't even realise (well.. that's why it's unconscious lol). ICT is its own set of challenges and hurdles though. Recognising your personal ICT challenges is the first step to becoming competent so don't worry :)
ReplyDeleteStef, that's a good point - the way people can transfer knowledge from, say, one program to another, or from basic use of a program to more complex use. It's awesome, and it's probably easier for kids to pick up than adults.