Digital Natives, Digital Digital Natives, Digital ImmigrantsImmigrants

Marc Prensky Digital Natives Digital Immigrants ©2001 • Our students have changed radically. Our students have changed radically.

Today’s students are no longer the people Today’s students are no longer the people our educational system was designed to our educational system was designed to teach. teach.

• They represent the first generations to They represent the first generations to grow up with technology.grow up with technology.

• Today’s average college grads have spent Today’s average college grads have spent less than 5,000 hours of their lives reading, less than 5,000 hours of their lives reading, but over 10,000 hours playing video games. but over 10,000 hours playing video games. Computer games, email, the Internet, cell Computer games, email, the Internet, cell phones and instant messaging are integral phones and instant messaging are integral parts of their lives. parts of their lives.

Digital Natives, Digital Digital Natives, Digital ImmigrantsImmigrants

Marc Prensky Digital Natives Digital Immigrants ©2001 • What should we call these “new” students of What should we call these “new” students of

today? today? Digital NativesDigital Natives

• So what does that make the rest of us who So what does that make the rest of us who were not born into the digital world but have, were not born into the digital world but have,

adopted technology? adopted technology? Digital ImmigrantsDigital Immigrants..

Digital NativeDigital Native Digital ImmigrantDigital Immigrant

Digital Natives, Digital Digital Natives, Digital ImmigrantsImmigrants

Marc Prensky Digital Natives Digital Immigrants ©2001 • Digital Immigrant instructors, who speak Digital Immigrant instructors, who speak

an outdated language (that of the pre-an outdated language (that of the pre-digital age), are struggling to teach a digital age), are struggling to teach a population that speaks an entirely new population that speaks an entirely new language. language.

• Digital Immigrant teachers assume that Digital Immigrant teachers assume that learners are the same as they have learners are the same as they have always been, and that the same methods always been, and that the same methods that worked for the teachers when they that worked for the teachers when they were students will work for their were students will work for their students now. students now.

• But that assumption is no longer valid. But that assumption is no longer valid.

Introducing the Digital Introducing the Digital WorldWorld

• As educators, we need to be thinking about As educators, we need to be thinking about how to teach in the language of the Digital how to teach in the language of the Digital Natives. Natives.

• The first involves a major translation and The first involves a major translation and change of methodology.change of methodology.

• The second involves new content and The second involves new content and thinking. thinking.

• So we have to invent; adapting materials to So we have to invent; adapting materials to the language of Digital Nativesthe language of Digital Natives

Creative CommonsCreative Commons• Creative Commons (Creative Commons (http://creativecommons.org

) is a nonprofit organization providing free legal mechanisms for learners inside and outside schools to share and remix content.

• A creative commons environment allows for A creative commons environment allows for

an expanded range of creative work to be an expanded range of creative work to be available for others to legally build upon available for others to legally build upon and share. and share.

Creative CommonsCreative Commons• Once the Creative Commons domain has Once the Creative Commons domain has

been developed it will enable content been developed it will enable content creators to grant rights to the exclusive creators to grant rights to the exclusive domain through open content licensing domain through open content licensing terms. terms.

• External links with elements digital External links with elements digital content library can be used as live events content library can be used as live events as they are tied to a presentation to bring as they are tied to a presentation to bring depth and dimension to a lesson. depth and dimension to a lesson.

Digital LibrariesDigital Libraries• Teachers and students who create, digital Teachers and students who create, digital

activities can then be engaged in an important role activities can then be engaged in an important role in demonstrating the practical and effective uses in demonstrating the practical and effective uses of interactive technology resources in both of interactive technology resources in both teaching and learning. teaching and learning.

• For teachers, digital For teachers, digital content libraries will content libraries will offer access to a broad offer access to a broad array of combining array of combining interdisciplinary content interdisciplinary content into a complete into a complete seamless learning seamless learning experience. experience.

Introducing Project Based Introducing Project Based LearningLearning

• No longer will content be segmented and No longer will content be segmented and delivered in multiple strands, but can now delivered in multiple strands, but can now be combined into projects that will expand be combined into projects that will expand the learning opportunities for all students. the learning opportunities for all students.

Project Based Project Based LearningLearning

Project-based learning is a model for Project-based learning is a model for classroom activity that shifts away classroom activity that shifts away from the classroom practices of short, from the classroom practices of short, isolated, teacher-centered lessons and isolated, teacher-centered lessons and instead emphasizes learning activities instead emphasizes learning activities that are long-term, interdisciplinary, that are long-term, interdisciplinary, student-centered, and integrated with student-centered, and integrated with real world issues and practices.real world issues and practices.

Project-Based Learning Project-Based Learning ComponentsComponents • Content Standards – Content Standards – Content BuildingContent Building• Multimedia Integration - Multimedia Integration - ToolsTools• Student Direction – Student Direction – Story BoardStory Board• Collaboration – Collaboration – VirtualVirtual• Real World Connection - Real World Connection -

InterdisciplinaryInterdisciplinary• Extended Time Frame – Extended Time Frame – ALT ExpansionALT Expansion• Assessment - Assessment - On Going & MultipleOn Going & Multiple

Multimedia IntegrationMultimedia Integration• The multimedia component gives The multimedia component gives

students opportunities to use various students opportunities to use various technologies effectively as tools in technologies effectively as tools in the planning, development, or the planning, development, or presentation of their projects. presentation of their projects. Technology can easily become the Technology can easily become the main focus of a given project, the real main focus of a given project, the real strength of the multimedia strength of the multimedia component lies in its integration with component lies in its integration with the subject curriculum and its the subject curriculum and its authentic use in the production authentic use in the production process. process.

Content StandardsContent Standards

Establishing Establishing PurposePurpose

Establishing Establishing PurposePurpose

Selecting Selecting Content Content

StandardsStandards

Selecting Selecting Content Content

StandardsStandards

Defining Defining Methods of Methods of AssessmentAssessment

Defining Defining Methods of Methods of AssessmentAssessment

Developing Developing Learning TaskLearning Task

Developing Developing Learning TaskLearning Task

Student DirectionStudent Direction

Project Based LessonProject Based LessonProject Based LessonProject Based Lesson

Outlining Outlining ContentContent

Developing A Developing A NarrativeNarrative

Outlining Outlining ContentContent

Developing A Developing A NarrativeNarrative

Selecting Selecting and and

Applying Applying TechnologyTechnology

Selecting Selecting and and

Applying Applying TechnologyTechnology

CollaborationCollaboration• This component gives students the This component gives students the

opportunity to learn collaborative skills, opportunity to learn collaborative skills, such as group decision-making, relying on such as group decision-making, relying on the work of peers, integrating peer and the work of peers, integrating peer and mentor feedback, providing thoughtful mentor feedback, providing thoughtful feedback to peers, and working with feedback to peers, and working with others as student researchers. others as student researchers.

Real World ConnectionReal World ConnectionThe Interdisciplinary The Interdisciplinary

LessonLesson

Use Standar

ds to Identify Outcom

es

Select a Universal Theme

Use Curriculum Web

To Organize Content

And Align Skills

Step One Step One OutcomesOutcomes

Step Two Step Two ThemeTheme

Step ThreeStep ThreeSkillsSkills

Step FourStep FourResourcesResources

Use Search

Features And

Create Media

Resource

Folders

Step FiveStep FiveLesson DesignLesson Design

Develop A

Lesson Plan &

Create A Lesson

Academic Learning TimeAcademic Learning Time

AT = Allocated TimeAT = Allocated Time ATAT

ETETET = Engaged TimeET = Engaged Time

TROTROTRO = Time TRO = Time Related Related OutcomeOutcome

LSRLSR

MSRMSR

HSRHSRALT = Academic ALT = Academic Learning TimeLearning Time

ALTALT

AssessmentAssessment• assessment is an ongoing process• documenting that learningdocumenting that learning• teacher assessmentteacher assessment• peer assessment, peer assessment, • self-assessment, self-assessment, • reflectionreflection• Assessment practices should be Assessment practices should be

inclusive and well understood by inclusive and well understood by students, allowing them opportunities students, allowing them opportunities to participate in the process in ways to participate in the process in ways not typically supported by more not typically supported by more traditional teacher-centered lessons. traditional teacher-centered lessons.

Assessment ResourcesAssessment Resources

• http://pblmm.k12.ca.us/PBLGuide/http://pblmm.k12.ca.us/PBLGuide/WhyPBL.htmlWhyPBL.html

• http://pblmm.k12.ca.us/http://pblmm.k12.ca.us/

• http://www.edutopia.org/http://www.edutopia.org/instructional-modulesinstructional-modules