The generation of people that were typical college students when this book was published is called Generation NeXt. (I think the latest generation are called the Millenials.) So; we started with "The Greatest Generation." Well, we didn't start there obviously, but I think that's when we started naming them. Oh, before that was the Silent Generation. I forgot about them; they were just being so docile and quiet. And then the Greatest Generation went and had a whole mess of Baby Boomers (maybe their Greatest Mistake, judging by the author's attitude.) So the Greatest Generation were structured and religious and frugal and the Boomers were self-centered and distrustful of authority and then they went and had 1.2 kids, who are called Generation X; still self-centered and distrustful of authority but less idealistic and more neurotic than the Boomers. Then the Boomers had this really fertile spurt right before it was too late and produced the Generation NeXt. The author feels like this may be the next Greatest Generation, but kind of a postmoderny version of it. The Greatest Generation and their silent forbearers were Modern. The Boomers were kind of a transition into Postmodern and their kids are just straight-up Postmodern.
Taylor puts out some ideas on how to relate to this new generation of students, since they have a different educational style from their Boomer parents. Some of them are:
1.Establishing clear expectations; communicate expectations early and often.
2. Stressing the role of the scientific method in understanding, while also pointing out the potential abuses of science and data.
3. Avoiding unnecessary displays of power and pomposity.
4. Maintaining technological sophistication.
5. Teaching higher up on Bloom's taxonomy.
6. Providing real life application.
7. Providing increased flexibility in course schedules, etc.
8. Working from a customer-service based model.
9. Appreciating diverse viewpoints.
Sometimes I think I was born into the wrong generation; there was some mix-up and I was supposed to have been born into the world of Jane Austen or something, but when I read this article, it was clear to me that I actually fit into this postmodern world. I read all of Taylor's suggestions about relating to postmodern students and my instinct was- duh, who wouldn't demand diverse viewpoints and a customer service based model. The fact that it seemed so obvious to me is further proof that I'm living in the right century. Sometimes I feel old fashioned because I am a "digital immigrant", rather than a "digital native," but according to Taylor's characteristics of the postmodern student, I definitely fit into that mold. Yay! I am just where I am supposed to be.
Wednesday, July 22, 2009
The Myth about Exploding Computers (and Student Competency)
How do we define IT competency? It may be easy to assume that someone is technologically competent if she can use a variety of applications, but perhaps a more complex definition is needed. Oblinger and Hawkins argue that when judging IT competency, we should also consider what the person's IT skills are being used for. Part of IT competency is whether the person has the skills he needs to find the information that he needs, assess its value and interpret it. These questions actually overlap with information literacy. Due to the collaborative nature of the internet, it is more important than ever to make sure that our students are informationally literate. The authors define informational literacy as the ability to: find, evaluate and use information effectively to solve a particular problem or make a decision- whether the information they select comes from a computer, a book, a government agency, a film, or any number of other possible resources." What good is knowing how to use a search engine if you can't detect bias or interpret what you're reading?
The current generation of college students use computers with ease and seem to have an intuitive understanding of how to learn to use software. But the authors pose a really interesting question: Are students competent or just confident? Having no fear is not the same as having knowledge or skill [and I would add, critical thinking skills.]
Response: Okay. I understand that having no fear is not the same as having knowledge or skill. But there's definately an advantage sometimes to having no fear. I see this constantly when people attempt to help me with a computer glitch and they just TRY things. That is something I have not been willing to do. Perhaps it's due, in part, to how computers were when I was learning how to use them. If I remember correctly, when I was "learning" computers, it was much easier to really mess things up. I remember comments like, "I wish you hadn't done that; now it's really messed up." It seems like computers are now more friendly toward user experimentation. But I still have this feeling that computer problems cannot be solved by the likes of me and if I run into a problem, I should just slowly back away from the computer until a competent person comes around to fix what I've "really messed up." (I may have a little baggage...)
Perhaps its not fair to blame earlier technology for my phobias. I also developed strange ideas about cars from watching CHiPS as a kid (okay; now you know how old I am). Somehow, from watching hundreds of car crashes on that show I got the idea that cars are very likely to explode at the slightest provocation and one has about five seconds to get out of the car and jump into the median before one's car explodes into a fireball. So I was kind of a nervous driver at first. But I learned (not through personal experience, thankfully,) that cars do not explode after fender benders; and perhaps its time for me to learn that computers do not explode, either.
So I guess if some students are confident but not competent, then at least they are confident; and that's a decidedly good thing. Informational literacy can be taught, but confidence- maybe not so much.
Oblinger, D. and Hawkins, B. (2007). "The Myth about Student Comptency." In: Computers in Education, 12th Edition. Annual Editions.
The current generation of college students use computers with ease and seem to have an intuitive understanding of how to learn to use software. But the authors pose a really interesting question: Are students competent or just confident? Having no fear is not the same as having knowledge or skill [and I would add, critical thinking skills.]
Response: Okay. I understand that having no fear is not the same as having knowledge or skill. But there's definately an advantage sometimes to having no fear. I see this constantly when people attempt to help me with a computer glitch and they just TRY things. That is something I have not been willing to do. Perhaps it's due, in part, to how computers were when I was learning how to use them. If I remember correctly, when I was "learning" computers, it was much easier to really mess things up. I remember comments like, "I wish you hadn't done that; now it's really messed up." It seems like computers are now more friendly toward user experimentation. But I still have this feeling that computer problems cannot be solved by the likes of me and if I run into a problem, I should just slowly back away from the computer until a competent person comes around to fix what I've "really messed up." (I may have a little baggage...)
Perhaps its not fair to blame earlier technology for my phobias. I also developed strange ideas about cars from watching CHiPS as a kid (okay; now you know how old I am). Somehow, from watching hundreds of car crashes on that show I got the idea that cars are very likely to explode at the slightest provocation and one has about five seconds to get out of the car and jump into the median before one's car explodes into a fireball. So I was kind of a nervous driver at first. But I learned (not through personal experience, thankfully,) that cars do not explode after fender benders; and perhaps its time for me to learn that computers do not explode, either.
So I guess if some students are confident but not competent, then at least they are confident; and that's a decidedly good thing. Informational literacy can be taught, but confidence- maybe not so much.
Oblinger, D. and Hawkins, B. (2007). "The Myth about Student Comptency." In: Computers in Education, 12th Edition. Annual Editions.
Assessment in the Virtual Classroom
How are online classrooms assessed? The defintion of assessment in this article by Xin Ling and Kim Creasy is "all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning." So online courses, like their traditional classroom counterparts, need assessment to improve both teaching and learning. The authors point out a distinction between assessment of learning and assessment for learning. Ideally, capable teachers are assessing students to find the gaps in their learning and helping students to self-monitor and understand their own learning. Teachers, in both traditional and online programs should provide assessment that: promotes peer learning and assessment, provides consistent and thorough feedback, teaches the student to self-assess, and enables students to monitor their progress.
Professors conducting online courses note some problems with virtual learning and assessment. It is harder to identify students who are really engaged, since there is an absence of non-verbal cues, and it is much harder to identify cheating. Another particular challenge is disentangling a student's writing ability from her total academic ability. That is not as much an issue in traditional classrooms. The authors noted that one of the things that can alleviate these challenges is for professors to spend more time getting to know their online students.
Professors also noted benefits of online learning. One benefit that deserves particular mention is that the professor's role shifts from that of an "expert" to one of a moderator, when students are forced to become more proactive in their own learning. Many professors feel that online education has a special ability to move students toward learner autonomy and students constructing their own knowledge based on their own experiences.
Response:
I really like the idea of online classrooms. Despite my lack of techonological proficiency, I have always enjoyed using Blackboard. I like the way it captures conversations and I like the flexibility of being able to work from home. I wouldn't mind taking some classes that are entirely through Blackboard. I also feel the need to become a more self-directed learner and move toward constructing my own knowledge, rather that absorbing everything from the authority standing in front of the class. It sounds like more online classes could be a good fit for me.
Liang, X. and Creasy, K. (2007). "Classroom Assessment in Web-Based Instructional Enviornment: Instructors' Experience." in Computers in Education, 12th Edition. Annual Editions.
Professors conducting online courses note some problems with virtual learning and assessment. It is harder to identify students who are really engaged, since there is an absence of non-verbal cues, and it is much harder to identify cheating. Another particular challenge is disentangling a student's writing ability from her total academic ability. That is not as much an issue in traditional classrooms. The authors noted that one of the things that can alleviate these challenges is for professors to spend more time getting to know their online students.
Professors also noted benefits of online learning. One benefit that deserves particular mention is that the professor's role shifts from that of an "expert" to one of a moderator, when students are forced to become more proactive in their own learning. Many professors feel that online education has a special ability to move students toward learner autonomy and students constructing their own knowledge based on their own experiences.
Response:
I really like the idea of online classrooms. Despite my lack of techonological proficiency, I have always enjoyed using Blackboard. I like the way it captures conversations and I like the flexibility of being able to work from home. I wouldn't mind taking some classes that are entirely through Blackboard. I also feel the need to become a more self-directed learner and move toward constructing my own knowledge, rather that absorbing everything from the authority standing in front of the class. It sounds like more online classes could be a good fit for me.
Liang, X. and Creasy, K. (2007). "Classroom Assessment in Web-Based Instructional Enviornment: Instructors' Experience." in Computers in Education, 12th Edition. Annual Editions.
The Virtual Revolution
According to this article by Randall Greenway and Gregg Vanourek, distance education has been around since the 1890's. Today with the capabilities and prevalence of the internet, distance education has become much more viable and widely available. Although they share many characteristics, there is no standard method of online education. They are even called by different names in different places: e-schools, online schools, cyber schools, etc. Some of them are charter schools, some are designed for home schoolers and some are public schools.
The authors identify six variables of these online schools:
1. comprehensiveness- whether the program is supplemental or complete
2. reach - how far geographically the program extends (is it a district or national program?)
3. type- home, public, private, charter, magnet, homeschool
4. location- at school, at home, a public space, or a combination
5. delivery- synchronous or asynchronus
6. control- run by the district, the state, a private agency, university, etc
Most schools have elements of traditional brick-and mortar schools: daily attendance, report cards, grades, parent involvement, teachers. And virtually all online schooling students take their state's standardized tests. Many students participate in their school district's extracurricular programs. Despite these similarities and overlaps with traditional schooling, there are several advantages of online schooling. Students who are academically at-risk can catch up without the classroom distractions surrounding them. Students who are academically gifted and/or highly motivated can work at their own pace and more easily avoid busywork. Online schools are a good fit for those who move or travel frequently (such as military families,) those who have intensive athletic regimens, child actors, and children of rural families who are underserved by their (not-too-local) school district.
Of course, there are those for whom online schooling may not be a good fit: students with limited parent involvement, those with motivational problems, visual impairments or other severe disabilities, and those who do not have reliable access to the internet.
The authors feel that online schooling is promising, but various programs cannot be lumped into one group. When we compare online schooling to traditional schooling, we have to keep in mind the quality of the instruction, the curriculum being offered and what kind of virtual school it is.
Response:
The article mentions that online schools are just another model of schooling; They won't replace classrooms or teachers. I'm thinking that it may be fun to get involved with a virtual school. I used to know some people who traveled around the world in their sailboat with their two boys; I mean, they lived on their sailboat. Of course, their kids had to do some kind of correspondence school. But if online schooling is a good fit for kids sailing around the world, then perhaps it could also be a good fit for teachers sailing around the world . . .
Taken from: Greenway, R. and Vanourek, G. (2007). "The Virtual Revolution". In Computers in Education, 12th Edition. Annual Editions.
The authors identify six variables of these online schools:
1. comprehensiveness- whether the program is supplemental or complete
2. reach - how far geographically the program extends (is it a district or national program?)
3. type- home, public, private, charter, magnet, homeschool
4. location- at school, at home, a public space, or a combination
5. delivery- synchronous or asynchronus
6. control- run by the district, the state, a private agency, university, etc
Most schools have elements of traditional brick-and mortar schools: daily attendance, report cards, grades, parent involvement, teachers. And virtually all online schooling students take their state's standardized tests. Many students participate in their school district's extracurricular programs. Despite these similarities and overlaps with traditional schooling, there are several advantages of online schooling. Students who are academically at-risk can catch up without the classroom distractions surrounding them. Students who are academically gifted and/or highly motivated can work at their own pace and more easily avoid busywork. Online schools are a good fit for those who move or travel frequently (such as military families,) those who have intensive athletic regimens, child actors, and children of rural families who are underserved by their (not-too-local) school district.
Of course, there are those for whom online schooling may not be a good fit: students with limited parent involvement, those with motivational problems, visual impairments or other severe disabilities, and those who do not have reliable access to the internet.
The authors feel that online schooling is promising, but various programs cannot be lumped into one group. When we compare online schooling to traditional schooling, we have to keep in mind the quality of the instruction, the curriculum being offered and what kind of virtual school it is.
Response:
The article mentions that online schools are just another model of schooling; They won't replace classrooms or teachers. I'm thinking that it may be fun to get involved with a virtual school. I used to know some people who traveled around the world in their sailboat with their two boys; I mean, they lived on their sailboat. Of course, their kids had to do some kind of correspondence school. But if online schooling is a good fit for kids sailing around the world, then perhaps it could also be a good fit for teachers sailing around the world . . .
Taken from: Greenway, R. and Vanourek, G. (2007). "The Virtual Revolution". In Computers in Education, 12th Edition. Annual Editions.
Monday, July 13, 2009
How are Teachers Using Computers in the Classroom?
As most of us probably know, the vast majority of teachers have computers in the classroom. But what are they using them for? According to an article by Melinda McCannon and Tina Crews, most teachers are simply using them for adminstrative tasks, rather than integrating them into the curriculum. Naturally, the less competent teachers are with computers, the less willing and able they are to use them to teach in their content areas. There are staff development courses designed to elevate teachers' computer skills, but teachers tend to gravitate toward the classes that focus on word processing skills and spreadsheet software, that are primarily used for administrative tasks, such as keeping track of grades and writing letters to parents. One of the barriers to teachers' ability to effectively use computers in their instruction is anxiety. Limited computer competence leads to high anxiety, which negatively affects instruction. The authors agree that more computer training is necessary. But there are other considerations that keep teachers from fully integrating technology into their instruction. Teachers cite reasons such as: not having enough computers in the classroom, not being given incentives to use computers more, and the inconvenience of some of the courses offered. In addition to more computers in the classroom and more staff computer classes, the authors recommend tapping the computer strengths of the new, more computer-literate generation of teachers entering the field to model good computer use for their less sophisticated peers.
Response: I think I will need a lot more computer training before I am comfortable using computers for more than word processing. In addition to staff development courses, I definately plan on turning to my younger peers for help, much as I do in our IT class! I expect that my students will be able to show me how to perform many computer-related tasks, and rather than undermining my authority, it may be a good teaching experience for them (as long as it doesn't take up any significant class time.)
Response: I think I will need a lot more computer training before I am comfortable using computers for more than word processing. In addition to staff development courses, I definately plan on turning to my younger peers for help, much as I do in our IT class! I expect that my students will be able to show me how to perform many computer-related tasks, and rather than undermining my authority, it may be a good teaching experience for them (as long as it doesn't take up any significant class time.)
Tuesday, July 7, 2009
New Students Different From Old Students!
Not that this is news to anyone, but the author would like to point out that there are some generational differences out there. Apparently, Boomers are different from Gen-Xers and Millenials. In her article, Diana Oblinger points out that many college students are older, some part of the Baby Boom generation. They differ not only in their ability to remember where they were when they heard the news about JFK, but they actually think differently from the typical college students today (who will have to settle for being able to remember where they were when they heard the news about Michael Jackson.) The current generation also apparently likes good customer service. Oblinger includes the research of Jason Frand, who describes ten typical attributes of the information-age mindset:
1. Computers aren't "technology;" they're just -there; an assumed part of life. Perhaps "technology" is the newer, more exciting stuff that we line up for at five in the morning after Thanksgiving to get a better deal on.
2. The internet is better than t.v. because it is more interactive and you can use it to socialize. (But the generation being born now will have to be told what T.V. was, right?)
3. "Doing" is more important than knowing. Because the half-life of information is so short, it has sort of become devalued. Results are more important than facts. "Doing the dishes", is not as important to the current generation as knowing, though. I'm just saying.
4. Learning is more about trial and error (video game model) than good, old fashioned logic. Apparently losing represents learning. (I'm afraid I may be a Boomer at heart.)
5. Multitasking is a way of life. Even as I write this, I am finishing a Gilligan's Island Marathon and hiring a hitman online.
6. Typing is preferred to handwriting.
7. Staying Connected is essential. Duh. And, in my own opinion, documenting everything that happens while connected is a kind of weird offshoot of that.
8. The lines between consumer and creator are blurring.
9. There is zero tolerance for delays. WHY HAVEN'T YOU FINISHED READING THIS YET?!
So the mandate for teaching the students of the future is clear: Experiential digitally connected learning FASTER, FASTER, FASTER!
Response: I liked this article. Like the article digital natives (see below,) it provides a nice scaffold for things I had kind of already noticed.
Source: Oblinger, D. "Boomers and Gen-Xers Millenials: Understanding the New Students." In: Computers in Education; 12th Edition. Annual Editions. (2007)
1. Computers aren't "technology;" they're just -there; an assumed part of life. Perhaps "technology" is the newer, more exciting stuff that we line up for at five in the morning after Thanksgiving to get a better deal on.
2. The internet is better than t.v. because it is more interactive and you can use it to socialize. (But the generation being born now will have to be told what T.V. was, right?)
3. "Doing" is more important than knowing. Because the half-life of information is so short, it has sort of become devalued. Results are more important than facts. "Doing the dishes", is not as important to the current generation as knowing, though. I'm just saying.
4. Learning is more about trial and error (video game model) than good, old fashioned logic. Apparently losing represents learning. (I'm afraid I may be a Boomer at heart.)
5. Multitasking is a way of life. Even as I write this, I am finishing a Gilligan's Island Marathon and hiring a hitman online.
6. Typing is preferred to handwriting.
7. Staying Connected is essential. Duh. And, in my own opinion, documenting everything that happens while connected is a kind of weird offshoot of that.
8. The lines between consumer and creator are blurring.
9. There is zero tolerance for delays. WHY HAVEN'T YOU FINISHED READING THIS YET?!
So the mandate for teaching the students of the future is clear: Experiential digitally connected learning FASTER, FASTER, FASTER!
Response: I liked this article. Like the article digital natives (see below,) it provides a nice scaffold for things I had kind of already noticed.
Source: Oblinger, D. "Boomers and Gen-Xers Millenials: Understanding the New Students." In: Computers in Education; 12th Edition. Annual Editions. (2007)
Monday, July 6, 2009
Integrating Technology into the Educational Process
The basic idea of this article is to persuade educators to aim for the use of curriculum-driven software, as opposed to software driven curriculum. Educational software needs to be evaluated in light of what curricular goals it helps to meet. As educators, we need to be thinking of technology as another tool for students to learn content, rather than "teaching computers" as a subject unto itself. The author, Marianne Handler, notes that the goal here is to make the software as invisible as possible.
The author cites research which identifies five "lifelong learning outcomes of importance for today's students":
1. The ability to be a self-directed learner
2. The ability to be a collaborative worker
3. The ability to be a complex thinker
4. The ability to be a quality producer
5. The ability to be a community contributor
In addition to making sure that the technology we use is in service of the content we are teaching, it may be helpful to think of how the technology we bring into the classroom can aid in achieving these lifelong learning outcomes.
In an age of digital immigrants teaching digital natives, there is probably no need to convince students that technology is helpful to them as learners, but Handler points out that students need to understand that the teacher values the technology-based activity and sees it as part of the curriculum as well as part of the learning process. She points out that it is vital to provide the time and support necessary for teachers to experiment with and master the technologies to be used in the classroom.
My reaction: This main idea of this article is pretty hard to argue with: technology is a tool to teach content and thinking skills; the subjects we teach are not just there to provide new applications for software. I liked Handler's statement that the goal is to make the software invisible as much as possible. In our IT class we switch between Mac and PC computers frequently as we work on different projects. Perhaps in a computer lab where science is being taught, for instance, students could also switch between Mac and PC computers. They will learn the differences as they work on their projects (with help from knowledgeable instructors, of course.) That would be a different sort of thing from having a computer class with a PC unit and a Mac unit.
Source: Handler, M. "Integrating Technology into the Instructional Process: Good Practice Guides the Way." In: Computers in Education; 12th Edition. Annual Editions (2007).
The author cites research which identifies five "lifelong learning outcomes of importance for today's students":
1. The ability to be a self-directed learner
2. The ability to be a collaborative worker
3. The ability to be a complex thinker
4. The ability to be a quality producer
5. The ability to be a community contributor
In addition to making sure that the technology we use is in service of the content we are teaching, it may be helpful to think of how the technology we bring into the classroom can aid in achieving these lifelong learning outcomes.
In an age of digital immigrants teaching digital natives, there is probably no need to convince students that technology is helpful to them as learners, but Handler points out that students need to understand that the teacher values the technology-based activity and sees it as part of the curriculum as well as part of the learning process. She points out that it is vital to provide the time and support necessary for teachers to experiment with and master the technologies to be used in the classroom.
My reaction: This main idea of this article is pretty hard to argue with: technology is a tool to teach content and thinking skills; the subjects we teach are not just there to provide new applications for software. I liked Handler's statement that the goal is to make the software invisible as much as possible. In our IT class we switch between Mac and PC computers frequently as we work on different projects. Perhaps in a computer lab where science is being taught, for instance, students could also switch between Mac and PC computers. They will learn the differences as they work on their projects (with help from knowledgeable instructors, of course.) That would be a different sort of thing from having a computer class with a PC unit and a Mac unit.
Source: Handler, M. "Integrating Technology into the Instructional Process: Good Practice Guides the Way." In: Computers in Education; 12th Edition. Annual Editions (2007).
Using IM as an Educational Tool
Lih-Ching Chen Wang and William Beasley's article on using IM (instant messaging) as a format for structured class discussion was full of good ideas. The authors describe their experience using it in an online learning course, but it sounds like it has a lot of possibilities for campus education, too. Even in a traditional classroom, structured debates could be held at a pre-agreed upon day and time. It would also be useful to meet "fifth-hour" requirements that so many classes have. What really appeals to me about this idea is having a written record of what everyone "said." Here are some other benefits to using IM in a course:
1. There is a written record of all conversations.
2. It gives people time to choose their words carefully.
3. It can be done on the weekend, or if the professor is out of town.
4. Students can be pulling in other materials found on the internet during the conversation and immediately sharing them with other students.
5. Students retain a high degree of control over the discussion.
6. Participants can enter into private side-conversations with other students or the professor (the authors list this feature as both a positive and a negative).
7. can free students from the traditional, passive role of knowledge recipient and can shift the professor into a facilitating role.
There are some drawbacks, of course:
1. It requires everyone to have reliable access to technology and a reliable internet connection.
2. IM discussions allow many to "speak" at once, which can result in "flooding," in which one's screen fills with too many different threads to respond to all at once. This can be intimidating for novice users.
3. There is limited ability to express emotion, which severely limits non-verbal communication
4. The professor can be sidetracked too often by having to help students troubleshoot technology or software problems.
Response:
Overall, I found this article to be very helpful and full of good ideas. Although I have limited experience using IM, I can think of a number of helpful applications. It might be a nice way to help students at home, especially if they knew that I am usually on my computer at a certain hour every night. Students might also be able to help tutor each other or do group work at home if they could get everyone online at the same time. Perhaps college students who would like a chance to help tutor high schoolers but don't have time or reliable transportation to drive back and forth to different schools could be available online for at certain times. So I have lots of ideas that sound very appealing- time for me to learn more about IM, right?
Chen Weng, L. and Beasley, W. "Type II Technology Applications in Teacher Education; Using Instant Messenger to Implement Structured Online Class Discussions." In Computers in Education, 12th Edition. Annual Editions. (2007).
1. There is a written record of all conversations.
2. It gives people time to choose their words carefully.
3. It can be done on the weekend, or if the professor is out of town.
4. Students can be pulling in other materials found on the internet during the conversation and immediately sharing them with other students.
5. Students retain a high degree of control over the discussion.
6. Participants can enter into private side-conversations with other students or the professor (the authors list this feature as both a positive and a negative).
7. can free students from the traditional, passive role of knowledge recipient and can shift the professor into a facilitating role.
There are some drawbacks, of course:
1. It requires everyone to have reliable access to technology and a reliable internet connection.
2. IM discussions allow many to "speak" at once, which can result in "flooding," in which one's screen fills with too many different threads to respond to all at once. This can be intimidating for novice users.
3. There is limited ability to express emotion, which severely limits non-verbal communication
4. The professor can be sidetracked too often by having to help students troubleshoot technology or software problems.
Response:
Overall, I found this article to be very helpful and full of good ideas. Although I have limited experience using IM, I can think of a number of helpful applications. It might be a nice way to help students at home, especially if they knew that I am usually on my computer at a certain hour every night. Students might also be able to help tutor each other or do group work at home if they could get everyone online at the same time. Perhaps college students who would like a chance to help tutor high schoolers but don't have time or reliable transportation to drive back and forth to different schools could be available online for at certain times. So I have lots of ideas that sound very appealing- time for me to learn more about IM, right?
Chen Weng, L. and Beasley, W. "Type II Technology Applications in Teacher Education; Using Instant Messenger to Implement Structured Online Class Discussions." In Computers in Education, 12th Edition. Annual Editions. (2007).
Friday, July 3, 2009
Digital Natives, Digital Immigrants
Digital Natives, Digital Immigrants
The arrival and rapid dissemination of digital technology has created a big discontinuity between the students who are in high school and college now and those who grew up before the eighties. Today's students "think and process information fundamentally differently from their predecessors," according to Marc Prensky in his article "Digital Natives, Digital Immigrants." Prensky calls the generation that is now in high school and college "digital natives," because they are "native speakers" of the digital language of technology. Compared to them, those of us who did not grow up using the internet and texting are "digital immigrants."
In an educational context, how are digital natives different from digital immigrants? They prefer random access (like hypertext) to traditional texts. They like to parallel process and multi-task. They function best when networked, and they are used to receiving information really, really fast.
Digital immigrants, on the other hand, use technology with tell-tale signs that Prensky calls an "immigrant accent." An example of this would be calling someone to tell them that you emailed them.
The problem with this cultural difference is that digital natives are being taught by digital immigrants and it is a disconnect between the generations that involves not just ways of learning, but values about what is worth learning. One of the interesting questions that educators are wrestling with is: Should digital native students learn the old ways and old content, or should digital immigrant teachers learn the new? Prensky argues that teachers need to learn to communicate in the language and style of their students. While not changing the meaning of what's imortant or what we mean by good thinking skills, we are going to have to teach these things faster, with more random access, etc.
One of the reasons I really enjoyed this article is that Prensky gave a conceptual framework and terminology to a distinction that I have been painfully aware of. I am probably what Prensky would call a digital immigrant, even though others in my generation may be digital natives. I think I may have been born on the border of that generational line; even though, through years of resisting technology, I think more like my predecessors. It's a little daunting to think of teaching children who use technology more adeptly and intuitively than I do; in a way, they speak a different language from me. I am getting practice at dealing with this disparity, though; I have a son who I lean on sometimes to "find" things for me that I've lost in my files, troubleshoot problems, etc. I guess in terms of digital natives and immigrants, I would say that he's "translating" for me.
Source:
Prensky, M. (2007). "Digital Natives, Digital Immigrants." In Computers in Education, 12th Edition. Annual Editions.
The arrival and rapid dissemination of digital technology has created a big discontinuity between the students who are in high school and college now and those who grew up before the eighties. Today's students "think and process information fundamentally differently from their predecessors," according to Marc Prensky in his article "Digital Natives, Digital Immigrants." Prensky calls the generation that is now in high school and college "digital natives," because they are "native speakers" of the digital language of technology. Compared to them, those of us who did not grow up using the internet and texting are "digital immigrants."
In an educational context, how are digital natives different from digital immigrants? They prefer random access (like hypertext) to traditional texts. They like to parallel process and multi-task. They function best when networked, and they are used to receiving information really, really fast.
Digital immigrants, on the other hand, use technology with tell-tale signs that Prensky calls an "immigrant accent." An example of this would be calling someone to tell them that you emailed them.
The problem with this cultural difference is that digital natives are being taught by digital immigrants and it is a disconnect between the generations that involves not just ways of learning, but values about what is worth learning. One of the interesting questions that educators are wrestling with is: Should digital native students learn the old ways and old content, or should digital immigrant teachers learn the new? Prensky argues that teachers need to learn to communicate in the language and style of their students. While not changing the meaning of what's imortant or what we mean by good thinking skills, we are going to have to teach these things faster, with more random access, etc.
One of the reasons I really enjoyed this article is that Prensky gave a conceptual framework and terminology to a distinction that I have been painfully aware of. I am probably what Prensky would call a digital immigrant, even though others in my generation may be digital natives. I think I may have been born on the border of that generational line; even though, through years of resisting technology, I think more like my predecessors. It's a little daunting to think of teaching children who use technology more adeptly and intuitively than I do; in a way, they speak a different language from me. I am getting practice at dealing with this disparity, though; I have a son who I lean on sometimes to "find" things for me that I've lost in my files, troubleshoot problems, etc. I guess in terms of digital natives and immigrants, I would say that he's "translating" for me.
Source:
Prensky, M. (2007). "Digital Natives, Digital Immigrants." In Computers in Education, 12th Edition. Annual Editions.
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