Intentional Technology Use

 One part of this week’s readings that really stood out to me was the idea that platforms like TikTok and Instagram do not just “share” content anymore; they shape what people pay attention to and what becomes popular online. 

Trends move so quickly that it sometimes feels like everyone is constantly consuming, reacting, reposting, and moving on to the next thing almost instantly. I also think we have become so used to instant gratification online that slowing down and focusing deeply can sometimes feel difficult.

I also really liked the discussion of “produsage,” especially the idea that people online are both consumers and creators. The article explained how fans are not just watching content anymore, but actively creating edits, theories, reaction videos, and trends that keep media circulating online. It made me think about how digital spaces today are so interactive compared to older forms of media, where people mostly just consumed content passively.

As a teacher, I think this connects a lot to what we see in classrooms, too. Many students are very comfortable using technology socially, but still need support with focus, critical thinking, and meaningful use of technology for learning. At the same time, I do think technology can create engaging and creative learning opportunities when it is used intentionally. One quote that really stayed with me was the idea that “visibility becomes a strategic performance calibrated to platform infrastructures and the attention economy” (Asuncion, 2026). That line feels especially relevant today because so much of online culture revolves around staying visible, relevant, and constantly engaged.

Asuncion, A. R. (2026). Platform affordances, produsage, and the attention economy: From Red (Taylor’s Version) to The Life of a Showgirl. The Manuscript: Journal of Taylor Swift Studies