As an educator, I have the opportunity to analyze and synthesize new media theory from a unique perspective.

I offer the ability to enhance the learning environment for my students and their passion in education through innovative media theories and applications; in turn, new media theory offers to me a flourishing avenue of academic scholars who strive to comprehend the implications of new media on our democratic society as well as on a global scale. While I have matured in my study of new media theory, there is always much to be discovered in this exciting field. I believe in the critical importance of continual personal learning regarding new media theory in order that I evolve my own professional development as an instructor to better create generations who are able to effectively use these technologies to critically examine the world around them and make a positive contribution to our democratic society. Upon my initial study of the subject, I found myself increasingly able to relate to the theories of Sir Ken Robinson. In his TED discussion, he references the argument that in fact, most people are unhappy with their lives because they are unhappy with their career choices. This social theory resonated in particular with me. I had initially been one of those undergraduate students who sought the career that would make an abundance of money; growing up lower-middle class with parents who oftentimes had to work several jobs at a time to make ends meet, I was determined to avoid the same situation. After a semester as a Pre-Law student, I sat down with my advisor who asked me to give an education course a chance in my second semester. I did so and it changed my life-- arguably it changed many lives. I am not the teacher with an abundance of publicly-recognized awards, but I have changed the lives of my students by encouraging them to explore their true identities and educational paths as well as supporting them every step of the way--not simply when they occupy the four walls of my classroom. As we dive deeper into the classroom, we are made to understand that education is fluid and ever-evolving. As technology permeates virtually every aspect of our modern lives, we find generations who are relying more and more on these advances for social and academic support. However, as Baym notes, computers are not the only form of technology that can be utilized. As educators, we have vast opportunities to utilize various forms of technological advances such as podcasts, wikis, even establishing eportfolios with our own students to assist them in their further academic pursuits. The richness of our work in implementing technology comes with the sharing of differing theories and forms of technological communication within our classrooms. Of course, with technology comes the threats of students perusing dangerous material online as well as the issue of students spending the majority of their time in virtual worlds such as Second Life. Initially, I argued that perhaps we are all guilty of developing our own real-life avatars to others in the world depending on what aspect of our personality we wish to emphasize, an argument similar to that of Dr. Boellstroffs theory; however, I take a strong stance of discouraging any young person to partake in this type of virtual world even if used for educational purposes. It is imperative that students learn the majority of their social and communication skills in-person rather than through a computer screen as most of communication is comprised of nonverbal cues.

While Ahn indicates that, in fact, youth use these technologies to develop relationships, interact with friends, and learn new skills (Ahn, 2011, p. 1435) 1, there is little to no way of establishing a communication as one can do in person. However, I will contend that online virtual learning communities can truly supplement a students education working in tandem with the traditional learning environment. An ideal example of this practice is the efforts made and success seen by Khans mass market of YouTube videos used to supplement math instruction. In this sense, I agree with Mitra regarding the positive role these types of virtual learning communities can play in a students life--both academically and socially as they interact with their peers on different interfaces. In addition, Cohens work explains Googles initiative to make pieces of literature free in an online community; this practice expands the opportunity for students to read and, with the proper encouragement to do so, has a myriad of positive effects on their classical literature exposure and learning discussions. While academically a student can derive meaning from online resources, it is also crucial that we as teachers remind them of, as Barlow deems, their digital footprint that they leave behind. The fact is that our digital footprint, while uniquely created by us as individuals, no longer belong to us in the truest sense once we publish online and, as of now, there are truly very few efficient methods in place to ensure that this is a reality for any of our postings. This is the nature of our digital footprint; we create it but we cannot control (for the most part) how or where our footprint is accessed and spread. As young people, students need to be reminded of this in our classrooms. Technology is truly an incredible facet of our society; innovations such as Google Glass and the concept of the next generation of movie theaters will be a cognitive experience rather than a tangible reality, allow our democratic society to progress forward and, in turn, make a positive impact on the world around us such as through global media educational opportunities as referenced in Kumars work. However, as with any new methodology, the full results have not proven themselves completely yet regarding the uses of technology to supplement education. We must be mindful of our opportunities to enhance the academic and social growth of our young people, but cautious of relying too much on innovation.

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Effect of Social Network Sites on Adolescents Social and Academic Development: Current Theories and Controversies (2011)