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Digital Natives, Digital Immigrants Presentation
by Ashley Rogers Alicia Flores Mayra Mendoza Dorsetta Williams
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According to Prensky Digital Natives -
First generation to grow up with technology. Seek the internet for information first and foremost. Multi-task Function best when networked. Hyper-text Need instant gratification and rewards Prefer graphics rather than text Prefer games over “work” See no worth in the old learning process
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According to Prensky Digital Immigrants -
Not born into the digital generation Struggling or slightly fascinated by the technology era. Have a foot in the past Turn to the internet as a secondary reference Read manuals when in doubt about technology rather than figuring it out on their own Have little appreciation for natives and their skills Are the majority of our teaching population Teach in a slow step-by-step process that cause natives to lose focus
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Neuroplasticity....According to Prensky
The human brain doesn’t physically change based on stimulation it receives from the outside—especially after the age of 3— FALSE!!!! Malleability: Social psychology also provides strong evidence that one’s thinking patterns change depending on one’s experiences. Reorganization takes place only when the animal pays attention to the sensory input and to the task.
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Digital natives: where is the evidence?
There is really no evidence that digital natives can only be people that were born after 1983. You don't have to be born in the last three decades to be considered a digital native. Anyone can be a native as long as they show knowledge and depth of use in regards to technology. We shouldn't change the way we educate children until we have done more research on the topic. Helsper, (2010).
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Digital natives: where is the evidence?
It is “Not yet known what differences (if any) there are in the brain structure of adults and young people who use the Internet and other technologies. Tapscott (1998) argues that a digital native is defined by exposure or experience with technology and not by age group. Helsper, (2010).
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Native Defined Someone who multi-tasks
Has access to a range of new technologies Confident in their use of technologies Uses the Internet as a first port of call for information Born (first generation) Born after 1990 (second generation) Helsper, (2010).
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Nativism Determined by
1. age 2. experience years of using the Internet. 3. breadth of use the number of different activities a person undertakes online. The research shows that “the majority of educators and parent of younger children do use the Internet” “younger people were more likely to use the Internet for entertainment, social networking and diary functions. Helsper, (2010).
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How Technology is Used by Natives
if it's learning related, they tend to search for definitions of words, checking facts, looking for jobs, e-learning, and online courses. More likely to engage in online learning activities. Helsper, (2010).
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Adults can “speak the same language”
Adults can “speak the same language” This article does not support the fact that there are unbridgeable differences between those who can be classified as digital natives or digital immigrants based on age The conclusion is that “debates about change in education change must be based on empirical evidence and not rhetoric.” Helsper, (2010).
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The Digital Natives’ Debate: A Critical Review of the Evidence
1) The term digital natives over generalizes. While technology is embedded in their lives, young people's use and skills are not uniform. True, many learners are now adept at technology but socio-cultural & economic factors should not be overlooked). It may be that there is much variation within the digital native generation as between the generations. Benton et. al., (2006).
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2) Multi-tasking is not a new phenomenon.
There is no evidence that multitasking is a new phenomenon exclusive to digital natives. (Ex. Doing homework in front of the TV simply finds expression in new forms today). Disadvantage: Multitasking may not be as beneficial as it appears, and can result in a loss of concentration and cognitive ‘overload’ as the brain shifts between competing stimuli. Benton et. al., (2006).
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3) Learning styles still vary.
Prensky states that digital natives are marked by a particular learning style that traditional teaching methods no longer can serve. However, research shows that students change their approach to learning depending on their perception of what a task requires and their previous success with a particular approach. Benton et. al., (2006). Benton et. al., (2006).
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Recommendations: More substantial evidence needed that there truly exists a great divide between the digital natives & immigrants. Perspectives of teachers and students should be considered. The natives should not be regarded as “aliens” but also as learners with varying degrees of technological skills. Think of the technological developments as a gradual “evolution” rather than a “revolution” that thrusts us educators into a “panic” mode that requires us to make radical changes in our teaching styles. Benton et. al., (2006).
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The ‘digital native’ and ‘digital immigrant’: a dangerous opposition.
A division in these terms is dangerous to the student teacher relationship Overstates the gap between the generational technology immersion Such a gap may be unconquerable Bayne and Ross, (2007). Benton et. al., (2006). Benton et. al., (2006).
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The ‘digital native’ and ‘digital immigrant’: a dangerous opposition.
The use of technology for social networking does not translate into a desire to obtain an education mediated through technology Students age believe that "if all learning is mediated through technology, its value will diminish." Bayne and Ross, (2007).
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The ‘digital native’ and ‘digital immigrant’: a dangerous opposition.
The teacher is put in a position of being forced to change Change in inevitable in the face of nativism teachers don't question some e-learning paths Violently reject other paths Bayne and Ross, (2007).
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Recommendation Use terms that depict diversity rather than dichotomy
teachers are "digital colonists" because they are creators of many of the networks used by the natives Bayne and Ross, (2007).
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Digital Nativism, Digital Delusions & Digital Deprivation
Arguments against Prensky: Spends little time on differentiation or understanding Those leading the digital surge are quick to exile Presnky’s point of view is harsh and ill informed. He paints digital experience as wonderful and old ways as worthless. McKenzie, 2007
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What about the Research on Violence??
Prensky talks about the advantage of learning by video games without addressing any of the serious negatives associated with the violence and negative consequences. ISU psychologists have recently released a book which has proved the harmful effects of violent video games on kids and youth. “We were surprised to find that exposure to violent video games was a better predictor of the students’ own violent behavior than their gender or their beliefs about violence,” said Anderson
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Prensky's Citings are Questionable
Prensky cites only one author but no books to back his claim, then weasels on the claim with words like "very likely" and "whether or not this is literally true." Prensky quotes Dr. Bruce D. Berry of Baylor College of Medicine out of context and without citing which article or study he speaks about Prensky speaks about a Dr. Bruce: Where does he work? What has he written? We cannot find him, his research or his books.
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The Young Generation of Today Do Not All Function the Same
Prensky Ignores Serious Studies of the Young and Important Data He lumps all young ones together as digital natives There is much more variance within this age group that Prensky claims when it comes to immersion in things digital Users are divided into three categories: light users, medium users, and heavy users
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Does Anyone Really Talk Anymore?
One of the biggest negatives that technology has brought to others attention is face to face communication. Computers, headsets, and cell phones have made it possible for children and parents almost to avoid each other’s company entirely, even when sitting next to each other.
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Resources Helsper, E.J. & Eynon, R. (2010). “Digital natives: Where is the evidence?”. British Educational Research Journal, 36(3), London: Routledge. Bennett, S; Maton, K., & Kevin, L. (2006). The Digital Natives’ Debate: A Critical Review of the Evidence. British Journal of Educational Technology, 39 (5). pp. 775–786. Bayne, Siân and Ross, Jen. (2007). The ‘digital native’ and ‘digital immigrant’: a dangerous opposition. Society for Research into Higher Education. Retrieved from McKenzie, Jamie. (2007). Digital Nativism, Digital Delusions, and Digital Deprivation. Educational Technology Journal. Vol. 17, No.2 Prensky, Marc. (2001), Digital Natives, Digital Immigrants. On the Horizon. Vol. 9, No. 5 Prensky, Mark. (2001). Digital Natives, Digital Immigrans, Part II: Do They Really Think Differently. On the Horizon. Vol. 9, No. 6.
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