For digital natives, the students in high schools, middle schools and even elementary schools, the use of technology is second nature. Digital natives need face-paced visual and auditory stimulation to peak their interest and allow learning to seep into their brain.
Digital natives have a short attention span, as digital immigrants often believe. They are used to multi-tasking and receiving information quickly. Digital immigrants tend to teach things in a step-by-step basis which digital natives from boring.
One article that stands out is Digital Natives, Digital Immigrants by Marc Prensky (Prensky, 2001) copyright 2001. I found it interesting that digital immigrants tend to teach using ordered tasks, written instructions and learning objectives whereas digital natives would learn better with a computer game that was fast-paced and had allowed random access.
Prensky discussed in his article that many if not all subjects could be geared toward successfully teaching digital natives with a little work and a willingness to change our way of teaching methodologies.
The textbook points out that digital natives’ parents are realizing the importance of utilizing emerging technologies in the classrooms and insisting that teachers incorporate technology into their curriculum. (Shelly, Gunter, & Gunter, 2010) They are seeing the need for their children to have the best exposure to technology in school because it will help them succeed in their future. If we think technology is all around us now image what will be available in our elementary schools’ children when they are our age. The possibilities are endless.
We, as digital immigrants must not only get onboard with using technology in our curriculum but we must find a way to become captains of technology in the classroom. This is not just for our students but also for us; we need to find it important to continue our learning as well. The price we pay for convenience could be too high.
Digital natives have a short attention span, as digital immigrants often believe. They are used to multi-tasking and receiving information quickly. Digital immigrants tend to teach things in a step-by-step basis which digital natives from boring.
One article that stands out is Digital Natives, Digital Immigrants by Marc Prensky (Prensky, 2001) copyright 2001. I found it interesting that digital immigrants tend to teach using ordered tasks, written instructions and learning objectives whereas digital natives would learn better with a computer game that was fast-paced and had allowed random access.
Prensky discussed in his article that many if not all subjects could be geared toward successfully teaching digital natives with a little work and a willingness to change our way of teaching methodologies.
The textbook points out that digital natives’ parents are realizing the importance of utilizing emerging technologies in the classrooms and insisting that teachers incorporate technology into their curriculum. (Shelly, Gunter, & Gunter, 2010) They are seeing the need for their children to have the best exposure to technology in school because it will help them succeed in their future. If we think technology is all around us now image what will be available in our elementary schools’ children when they are our age. The possibilities are endless.
We, as digital immigrants must not only get onboard with using technology in our curriculum but we must find a way to become captains of technology in the classroom. This is not just for our students but also for us; we need to find it important to continue our learning as well. The price we pay for convenience could be too high.
Works Cited
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon , 9 (5).
Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2010). Teachers Discovering Computers Integrating Technology and Digital Media in the Classroom. In G. B. Shelly, G. A. Gunter, R. E. Gunter, & P. Conrad (Ed.), Teachers Discovering Computers Integrating Technology and Digital Media in the Classroom. Boston, MA, 02210.
I enjoyed reading your perspective on the question posed. And, I was delighted to see your reference to a wonderful article; Digital Natives, Digital Immigrants by Marc Prensky (Prensky, 2001) copyright 2001. As a classically educated Digital Immigrant myself that’s coming back into the classroom from a 13-year hiatus, I plan on bringing as many of these tools with me as I can.
ReplyDeleteHaving two school-aged daughters that are Digital Natives, I’ve seen first hand how the two types can interact and learn from each other. While I’ve traditionally taught lessons in a step-by-step basis, which my daughters certainly find boring, they’ve been able to help me integrate more Digital Native type technology in my everyday life. For example, using my iPod Touch! ;-)
And I couldn’t agree with you more concerning the use of technology in the classroom. Students and educators alike need to be exposed to technology in school, so that they both can be successful in their futures.
I thoroughly enjoyed your response, and one of your last points; “We, as digital immigrants must not only get onboard with using technology in our curriculum but we must find a way to become captains of technology in the classroom.” Teachers truly must become “captains” of the use of technology in their classrooms, so they can lead their students on a fantastic voyage into their futures!
Chrystal,
ReplyDeleteI completely agree with your comment about the importance of students being exposed to technology in the classroom. This is so true. With the advance in technology from year to year it is vital for students to understand and have experience using these tools because it will help with their success in the future. Thinking back from when I was in elementary school til now, there is a big change in the use of technology. It will only continue change over time, so it is important that we as educators prepare our students for this change.