Transcript
Page 1: Digital Natives,  Digital Immigrants

Teaching Today’s Generation

Page 2: Digital Natives,  Digital Immigrants

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

Page 3: Digital Natives,  Digital Immigrants

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

Page 4: Digital Natives,  Digital Immigrants

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 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

Page 5: Digital Natives,  Digital Immigrants

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

Page 6: Digital Natives,  Digital Immigrants

Alternative ModelsDigital 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

Page 7: Digital Natives,  Digital Immigrants

Mind ShiftMethodology: Need to learn to communicate

in the language of their students.Content: Legacy and Future

Legacy – Traditional curriculumFuture – Digital and technological

curriculum

Page 8: Digital Natives,  Digital Immigrants

Changing Brains, Changing MindsNeuroplasticity – 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 developmentDifferent culture = different thinkingDifferent areas of the brain are larger and

more developed than others based on the amount of repeated experience

Page 9: Digital Natives,  Digital Immigrants

Digital Game Based LearningThey are bored by today’s 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 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 equallyMany times blends strategy with action and role

playing “Digital Game-Based Learning…” by Richard Van Eck

Page 10: Digital Natives,  Digital Immigrants

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 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 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

Page 11: Digital Natives,  Digital Immigrants

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

Page 12: Digital Natives,  Digital Immigrants

Research AgainstResearch Characterizing the relationship between age

computer experience and literacy.

“Digital natives, digital immigrants…” R. Dobson Guo

Page 13: Digital Natives,  Digital Immigrants

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

Page 14: Digital Natives,  Digital Immigrants

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

Page 15: Digital Natives,  Digital Immigrants

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 connotationConstructs of the digital world: Can it be defined

by what is included vs. excluded?

The ‘digital native’ and ‘digital immigrant’ by Bayne & Ross

Page 16: Digital Natives,  Digital Immigrants

VanSlyke’s 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.

Page 17: Digital Natives,  Digital Immigrants

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.

Page 18: Digital Natives,  Digital Immigrants

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.

Page 19: Digital Natives,  Digital Immigrants

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


Recommended