Presentation on theme: "Teaching Today’s Generation. Definitions Digital Native, n. : A technology user under the age of 30, who was born into the digital world. Digital Immigrant,"— Presentation transcript:
Definitions Digital Native, n. : A technology user under the age of 30, who was born into the digital world. Digital Immigrant, n. : A technology user, usually over the age of 30, who was not born into the digital world. “Digital Culture: Immigrants and Tourists…” Cheri A Toledo
Characteristics of a Digital Native Used to instantaneity of information Like to parallel process and multi task Random access as opposed to a process Thrive on instant gratification and frequent rewards Prefer games to serious work Little patience for lectures Crave interactivity and have shorter attention spans for old ways of learning Lost the ability to reflect
Characteristics of a Digital Immigrant Teacher Don’t believe that students can learn by watching TV or listening to music Think learning can or shouldn’t be fun Turn to internet second instead of first Teach slowly, step-by-step, one thing at a time Believe in tell-test instruction Speaks from an “out dated” language Would rather teach from traditional methods
Behaviors Digital Native Digital Immigrant Google on the internet Pop in a CD or installer wizard “The more the merrier” Pick up a newspaper book or journal Read the manual “Step by Step” “Digital Culture: Immigrants and Tourists…” Cheri A Toledo
Alternative Models Digital reclusive model – need to function, not a choice Digital refugee model – unwillingly forced to use technology, prefers paper Digital immigrant model – willingly uses technology Digital native model – chooses to use technology Digital explorer model – uses technology to push the envelope, seeks new tools Digital innovator model– adapts and changes Digital addict model – dependent on technology, goes through withdrawal Digital tourist model – One still reluctant to purchase a a computer “Digital Culture: Immigrants and Tourists…” by Cheri Toledo
Mind Shift Methodology: Need to learn to communicate in the language of their students. Content: Legacy and Future Legacy – Traditional curriculum Future – Digital and technological curriculum
Changing Brains, Changing Minds Neuroplasticity – brain structures reorganize based on continual input received over a period of time Malleability – one’s thinking pattern changes depending on one’s experiences Different experiences = different development Different culture = different thinking Different areas of the brain are larger and more developed than others based on the amount of repeated experience
Digital Game Based Learning They are bored by today’s traditional classroom and are needing something to capture their attention Need to be well designed, well desired games and produce learning Not simple drill and kill Combined creatively with real content An increase in popularity of games “Games make use of the principle of play as an instructional strategy.” Games bring cognitive disequilibrium and resolution to content standards. Address’ educational and entertainment equally Many times blends strategy with action and role playing “ Digital Game-Based Learning…” by Richard Van Eck
Research in Favor “Will we realize the potential that DGBL has to revolutionize how students learn?” Increased popularity of games produces increased interest in skills on those games Research that is against is “mistaking technology use for technology integration” - if the technology does not align, then do not use - poor results when just using any game with no proven positive results just for gaming sake Integrating media by alignment with instruction shows more of a difference in results “Educators are now moving toward technology integration, pre- service teacher training, emphasizing alignment of the curriculum with the technology.” “Digital Game-Based Learning…” by Richard Van Eck
Research in Favor Cont. Immigrants have a type of accent to the digital natives. As traditional immigrants, digital immigrants need to be acclimated to the behaviors and nuances. Digital Immigrants need to be immersed in the digital age. Teachers who decide to immerse themselves in the digital world will find they have less of an accent. Therefore will be more effective. “Digital Culture: Immigrants and Tourists…” Cheri A Toledo
Research Against Research conducted from a multi-site study of 2,000 pre-service teachers between 2001 and 2004 showed no statistically significant difference with regard to information and communication technology among different age groups for either pre-program or post- program surveys. Pre-service teachers arrived in the program with varying levels of ICT competency, ranged from 20-60 years old, and were mostly female. Research Characterizing the relationship between age computer experience and literacy. “Digital natives, digital immigrants…” R. Dobson Guo
Research Against Results of Four different Hypotheses: Age and Perceptions of ICT Competencies-It showed there was no statistical difference between the four age groups but there was a statistically significant difference between the age groups when the N/A group (group did not provide age information) was included. Interaction of Age and ICT Score-The distribution of scores was parallel indicating that all the groups of teachers had higher ICT scores at the end of the program; however, there was a statistically significant difference between the N/A Group and the age groups. The Digital Divide-There was no indication of significant differences between the age group 20-24 (digital natives) and the group over 25 (digital immigrants). Interaction of Age (Digital Divide), Pre- and Post-Program ICT Scores- There was no statistically significant interaction between age and program change in the tests. “Digital natives, digital immigrants…” R. Dobson Guo
Research Against Qualitative evidence observed in different environments since this study shows support for these findings that there is no difference in effective use of technology teaching in pre- and in-service teachers born after 1980 and those born before. This study suggests that the differences between digital natives and digital immigrants have been exaggerated. “Digital natives, digital immigrants…” R. Dobson Guo
Research Against Cont. Hierarchy of terms in ‘digital native’ discourse: subordinate (immigrant) vs. dominant (student) ‘Student needs’ are market-driven and marketed ‘Immigrant’ term is a metaphor with an underlying negative connotation Constructs of the digital world: Can it be defined by what is included vs. excluded? The ‘digital native’ and ‘digital immigrant’ by Bayne & Ross
VanSlyke’s Disagreements We are harming students by de-emphasizing “legacy” content. We should be placing an even greater emphasis on critical thinking and research skills. Not all students fit the stereotype that Prensky has created. Can a computer game adapt its lessons to meet the following diversities? Some students have disabilities. Some students are not interested in computer games. Some students do not have computers at home.
VanSlyke’s Disagreements Continued… The computer does not make an effective teacher. The computer is only a tool, and the learner and the teacher are the mediators. Not all technology-assisted learning needs to be presented in the typical Digital Native format to be heard or understood by a Digital Native. They are capable of using processes that Digital Immigrants are familiar with. Example – Video game discussion groups.
Conclusion This topic has been frequently discussed; it is important to remember that these terms digital immigrant and digital native are metaphors and not a fact. There is persuasive research supporting both sides.
References Bayne, S., Ross, J. (2007). The ‘digital native’ and ‘digital immigrant’: A dangerous opposition. Presented at the Annual Conference of the Society for Research into Higher Education. Retrieved June 15, 2009, from http://www.malts.ed.ac.uk/staff/sian/natives_final.pdf Guo, R., Dobson, T., & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235-254. Retrieved June15, 2009, from ERIC database. Toledo, C. (2007). Digital culture: Immigrants and tourists, responding to the natives’ drumbeat. International Journal of Teaching and Learning in Higher Education, 19(1), 84-92. Retrieved June 15, 2009, from hhtp:/www.isetl.org/ijtlhe/ VanSlyke, T. (2003). Digital natives, digital immigrants: Some thoughts from the generation gap. The Techonology Source. Retrieved June 15, 2009, from http:/depd.wisc.eduhtml/TSarticlesDigital%20Natives.htm Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are restless. EDUCASE Review, (41)2. Retrieved June 15, 2009, from http://www.autzones.com/din6000/textes/semaine12/Eck(2006).pdf