Lets first start this blog post with a quick video

History often reminds us that what we consider a novel idea has likely been pondered centuries before. Ancient Greek philosophers, for example, wrestled with fundamental questions of identity, knowledge, and presence—concepts that remain relevant as we adapt to new forms of teaching in a participatory, digital world. This evolving culture of participation challenges and inspires us to rethink what it means to connect, learn, and teach.

Starting university during the COVID-19 pandemic, I experienced a unique shift: most of my classes were on Zoom, a medium where students frequently chose to remain faceless, leaving professors speaking to black screens. This experience reflects a deeper tension in our digital interactions. It is intriguing to consider Wesch’s video, where a young woman holds up a mirror, revealing that her conversation is directed at “The Webcam,” rather than a visible person or community. The quote, “Everyone is watching, but no one is there,” captures this feeling of absence within apparent presence. In many ways, our medium—the internet and digital platforms—transforms the way we see ourselves and each other, shaping our interactions in ways that go beyond mere communication.

If we draw on Marshall McLuhan’s famous assertion, “the medium is the message,” we realize that our online world does more than facilitate communication; it defines and redefines it. The internet, as our chosen medium, carries not just content but a version of ourselves. When we interact through screens, the very nature of our “presence” changes: we become digital representations of ourselves, mediated by webcams, avatars, or text. This shift doesn’t just affect how we communicate it fundamentally shapes how we perceive connection, engagement, and even learning.

In the context of future teaching, this understanding of “the medium as the message” calls for an intentional approach to digital pedagogy. Simply replicating face-to-face instruction online doesn’t harness the potential of the digital medium. Instead, we can use this medium to foster new forms of interaction, where students actively shape their virtual environment. Participation in a digital classroom isn’t limited to speaking up; it includes managing digital presence thoughtfully, engaging in discussion through multiple mediums (text, audio, video), and collaborating in shared digital spaces that encourage genuine connection. The culture of participation asks educators to help students cultivate an online presence that is as intentional as it is authentic. Schools, too, must evolve to reflect this new participatory culture. We’re moving away from one-directional instruction toward an approach where students contribute, collaborate, and engage critically with digital content. Rather than viewing technology as a barrier, we can harness it to make learning more interactive and personal. Just as ancient philosophers engaged with ideas that questioned the boundaries of human experience, our task in education is to guide students through this digital reality—helping them build skills in digital literacy, ethical engagement, and mindful participation.

Ultimately, balancing the challenges and opportunities of this digital reality requires acknowledging that the internet—and all digital platforms—are not neutral carriers of information. They shape our sense of self, our relationships, and our understanding of the world. By teaching students to be mindful of how they present themselves, question sources critically, and contribute thoughtfully, we empower them to navigate a world where their “medium” will often be digital and the “message” will often be themselves. Embracing this approach allows us to prepare students not only to consume content but to shape it, contributing responsibly to a complex, connected world.

Rob