2.  Is an individual who was born before the existence of digital technology and adopted it to some extent later. Also, this term generally describes people born in the latter 1970s.  Alternatively, if you, like me, cannot figure out an X-Box 360 or Playstation 3, you are likely a digital immigrant!

3.  Is a person who was born after the general implementation of digital technology, and, as a result, has a familiarity with digital technology such as computers, the Internet, mobile phones and MP3s over their whole lives.

5. DIGITAL IMMIGRANTS  We work at conventional speeds.  We do things step-by – step.  We process in a linear fashion.  We read text first.  We are work oriented.  We are used to stand- alone problems or concepts. DIGITAL NATIVES  They process things at “Twitch speed.”  They enjoy random access.  They use parallel processing.  They look at graphics first.  They are play oriented.  They are always connected.

6.  They think and process information fundamentally differently.  They can multitask.  Their thinking patterns have changed.  They socialize and interact with one another in a different way.  Technology is the catalyst for socializing students today in a way that is vastly different from their parents and teachers.

7.  Here are some overwhelming statistics for today’s college graduates. They have:  Spent over 10,000 hours playing video games.  Sent and received over 200,000 emails and instant messages.  Spent over 10,000 hours talking on cell phones.  Watched more than 20,000 hours of TV (a high percentage fast speed MTV).  Viewed over 500,000 commercials.  Spent, at the very most, 5,000 hours of time reading!

8. Frustrated teachers say (or think) things like,  “Students can’t concentrate.”  “My kids have the attention span of a gnat.” which are things that are just not true overall. Although these things may be true in the context of school, most students concentrate just fine on topics and activities that interest them.

9.  Understand them and the way they learn.  Realize that they are different.  Learn their language.  Motivate and engage them.  Most important thing “We need to partner”.

10.  According to Marc Prensky it is: “letting students focus on the part of the learning process that they can do best, and letting teachers focus on the part of the learning process that they can do best”.

11.  “In a partnering pedagogy, using technology is the students’ job. The teachers’ job is to coach and guide the use of technology for effective learning. To do this, teachers need to focus on, and become even more expert at, things that are already part of their job, including asking good questions, providing context, ensuring rigor, and evaluating the quality of students’ work”.

12.  Adapting the materials to their language. (Create video games, videos, songs, computer based activities)  We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.

13.  Video  Audio  Games  Wikis http://johnsonsclassmvps.pbworks.com/ http://johnsonsclassmvps.pbworks.com/  Blogs http://johnsonsblogmvps.blogspot.com/ http://johnsonsblogmvps.blogspot.com/  Podcasts (iTunes, YouTube, Teacher Tube)

14.  A podcast is a series of digital media files (themed audio, multimedia, or video shows) that is released episodically that people can play on demand and subscribe to.

15.  Audio podcasts: Are the most popular kind and are designed for listening. They are easy to make using a free audio- recording software such as audacity or using yodio.com.

16.  Enhanced podcasts: are audio podcasts with images and text. They are most often PowerPoint presentations. To make them you will use PowerPoint and a free web- based file sharing program called author STREAM.

17.  Video podcasts: also called vodcasts, and they are video clips. To make them you will have to use the Windows Movie Maker (usually comes preinstalled on all windows PC’s) and a converter to turn those movies into MPEG-4. There is a free program that is called FormatFactory, and this program also make the videos sharable. Or you can use a flip camera.

18. Plan Record ProducePublish

19.  We can differentiate instruction, communicating messages in visual and audio formats.  We can make learning a mobile activity.  We can share our information online.  We can motivate our students by using and integrating the technology that they crave.

20.  Reading poems and stories.  Delivering the weekly schedule.  Sharing student writing.  Recording book reports.  Doing math lessons step-by-step.  Listing geography terms and definitions.  Worldly wise activities.  Practice pronunciation of words (Spanish).

21.  Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.  Digital Immigrant instructors, who speak an outdated language (that of the pre- digital age), are struggling to teach a population that speaks an entirely new language.

22.  Digital natives. (2007, October 9). In Wikipedia, The Free Encyclopedia. Retrieved 22:58, August 10, 2010, from http://en.wikipedia.org/w/index.php?title=Digital_natives &oldid=163254831 http://en.wikipedia.org/w/index.php?title=Digital_natives &oldid=163254831  Digital Immigrants. (2007, October 2009). In Wikipedia, The Free Encyclopedia. Retrieved 23:00, August 10,2010, From http://en.wikipedia.org/wiki/Digital_nativehttp://en.wikipedia.org/wiki/Digital_native  Prensky, M. (2001, October). Digital natives, digital immigrants. NCB University Press, 9(5), 15.  Prensky, M. (2010). Teaching digital natives partnering for real learning. USA: Corwin  Podcast. (2010, August 9). In Wikipedia, The Free Encyclopedia. Retrieved 22:56, August 10, 2010, from http://en.wikipedia.org/w/index.php?title=Podcast&oldid =377942776 http://en.wikipedia.org/w/index.php?title=Podcast&oldid =377942776