Teaching Digital Diligence: Writing My Way Toward (More) Intentional Technology Use in English Language Arts

Image of darkened silhouettes sitting in front of a screen. Photo by Adrien Olichon on Unsplash

As the change in calendar is likely to do for all of us during these first days of the new year, I am looking back (and ahead) at an unfulfilled goal from 2019, and thinking about what I need to do to get back on track with a book project that I first shouted out last July: Digital Diligence. My work on the book has stalled, and this semester affords me a bit more flexibility to write, so I begin here.

As I noted in that post last summer, I define digital diligence as an intentional and alert stance that individuals employ when using technology (apps, websites, software, and devices) for connected reading and digital writing, characterized by empathy, purpose, and persistence. This is clunky, and needs reworking. Yet, it is what I have for now, and it is the core argument of the book, which will be designed as a professional resource for teachers of English language arts.

I want to explore the idea that we, as teachers of literacy, need to interrogate the ways in which our students are using — and are being described by others, including the news media, as using — their devices. Or, to play on the common trope, we should consider the ways in which our technologies are using us and work to help our students push back against these models. The past few years have been dominated by stories of device addiction, a loss of privacy, and (continued) lack of thoughtful technology integration into teaching and learning. What I hope to do, then, is use this book project as a way to re-center the conversations about students’ uses of technology in a more proactive, purposeful manner.

For instance, we often see headlines about technology addiction and the negative influences that social media, smartphones, and gaming are having on our (and our students’ lives). Also, in preparing my materials for promotion, I revisited the 2017 supplement to Pediatrics, focusing on “Children, Adolescents and Screens: What We Know and What We Need To Learn,” in which I co-authored an article. The titles of the articles alone, in addition to the arguments made in them, are all still pertinent. Yet, they all tend to skew toward negative connotations and a fear-based approach to exploring the topic. Even a search on this New Year’s Day for “technology addiction” has yielded a number of recent articles, including a year-end NYTimes piece from Kara Swisher noting that “a lot of tech is still addictive, and digital hate will continue to travel halfway around the world before the truth gets out of bed.”

I don’t deny that these challenges are real (I face them myself, and with my own teenage children). Nor do I deny that there are significant problems with educational technology, as Audrey Watters’ summary of the past 10 years worth of failed ed tech shows us. There have been, are right now, and will continue to be many, many problems with all things related to ed tech.

Yet, I do want to push the conversation about how teachers teach with these technologies (as well as how students can create and learn with them) into a slightly different direction this year. Whether we say we are beginning the third decade of the twenty-first century or closing out the second decade, the simple fact is that we can’t ignore teaching a more active (and activist?) stance of digital citizenship/literacy in our schools. As noted above, a stance of digital diligence will continue to push our thinking, helping other educators become more aware of the ways in which we talk about and, in turn, teach toward a more robust view of educational technology in our classrooms.

Thus, to motivate myself to work on the project, to stay focused, and to gain insight from colleagues, I have decided that I must create and share a brief blog post about one key concept from the book each week for the next few weeks. I need to do this to stay on target with my writing, and I might as well share some of my thinking along the way in hopes that it can foster a broader conversation.

In talking with some colleagues over the holidays, I had thought about doing these as “live” video sessions on FB or YouTube, yet I know that my schedule is likely to remain busy in the weeks ahead and, instead, I will commit to a regular goal of producing one blog post per week, and seeking feedback. I will see how this works through January, and then move forward from there. 

To that end, this is entry one of this digital diligence web series. Nothing fancy here, just some initial thoughts on what I mean by “digital diligence” and how I hope to explore this concept more in the weeks and months ahead. I am always seeking feedback from colleagues, and if you are willing to try some of these ideas in your classroom and provide some feedback on what you and your students experienced when using the technologies and lessons, I would greatly appreciate it.


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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Photo by Adrien Olichon on Unsplash

Author: Troy Hicks

Dr. Troy Hicks is a professor of English and education at Central Michigan University. He directs both the Chippewa River Writing Project and the Master of Arts in Educational Technology degree program. A former middle school teacher, Dr. Hicks has authored numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age. Follow him on Twitter: @hickstro

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