Teaching Todays Generation

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 NativeUsed to instantaneity of information Like to parallel process and multi taskRandom access as opposed to a processThrive on instant gratification and frequent rewardsPrefer games to serious workLittle patience for lecturesCrave interactivity and have shorter attention spans for old ways of learningLost the ability to reflect

Characteristics of a Digital Immigrant TeacherDont believe that students can learn by watching TV or listening to musicThink learning can or shouldnt be funTurn to internet second instead of firstTeach slowly, step-by-step, one thing at a timeBelieve in tell-test instructionSpeaks from an out dated languageWould rather teach from traditional methods

Behaviors Digital NativeDigital ImmigrantGoogle on the internetPop in a CD or installer wizardThe more the merrierPick up a newspaper book or journalRead the manualStep by StepDigital Culture: Immigrants and Tourists Cheri A Toledo

Alternative Models

Digital reclusive model need to function, not a choiceDigital refugee model unwillingly forced to use technology, prefers paperDigital immigrant model willingly uses technologyDigital native model chooses to use technologyDigital explorer model uses technology to push the envelope, seeks new toolsDigital innovator model adapts and changesDigital addict model dependent on technology, goes through withdrawalDigital tourist model One still reluctant to purchase a a computer

Digital Culture: Immigrants and Tourists by Cheri Toledo

Mind ShiftMethodology: Need to learn to communicate in the language of their students.Content: Legacy and Future Legacy Traditional curriculumFuture Digital and technological curriculum

Changing Brains, Changing MindsNeuroplasticity brain structures reorganize based on continual input received over a period of timeMalleability ones thinking pattern changes depending on ones experiencesDifferent experiences = different developmentDifferent culture = different thinkingDifferent areas of the brain are larger and more developed than others based on the amount of repeated experience

Digital Game Based LearningThey are bored by todays traditional classroom and are needing something to capture their attentionNeed to be well designed, well desired games and produce learning Not simple drill and kill Combined creatively with real contentAn increase in popularity of gamesGames make use of the principle of play as an instructional strategy. Games bring cognitive disequilibrium and resolution to content standards.Address educational and entertainment equallyMany times blends strategy with action and role playing

Digital Game-Based Learning by Richard Van Eck

Research in FavorWill we realize the potential that DGBL has to revolutionize how students learn?Increased popularity of games produces increased interest in skills on those gamesResearch 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 sakeIntegrating media by alignment with instruction shows more of a difference in resultsEducators 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 Characterizing the relationship between age computer experience and literacy.Digital natives, digital immigrants R. Dobson Guo

Research AgainstResults 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 marketedImmigrant term is a metaphor with an underlying negative connotationConstructs of the digital world: Can it be defined by what is included vs. excluded?

The digital native and digital immigrant by Bayne & Ross

VanSlykes DisagreementsWe 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.

VanSlykes Disagreements ContinuedThe 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.

ConclusionThis 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.

ReferencesBayne, 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.pdfGuo, 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.htmVan Eck, R. (2006). Digital game-based learning: Its 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