Prensky, M. (2001). Digital natives, digital immigrants – Part II: Do they really think differently? On the Horizon, 9(6). Retrieved fromhttp://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
McKenzie, J. (2007). Digital nativism: Digital delusions and digital deprivation. From Now On, 17(2). Retrieved fromhttp://fno.org/nov07/nativism.html
Reeves, T.C. (2008). Do generational differences matter in instructional design? Online discussion presentation to Instructional Technology Forum from January 22-25, 2008 at http://it.coe.uga.edu/itforum/Paper104/ReevesITForumJan08.pdf
I am to write a blog post based on the following prompt:
As educational technologists, what did you take away from these generational differences readings?
I believe that today's learning is different than the way that I learned, but not necessarily the way described in the readings. In Prensky's article, he states "Digital Natives are used to receiving information really fast." As an Intervention Specialist, I find this statement to be false. I have spoke with the past Intervention Specialist that was in my position for 25 years. Her students and my students both need material presented to them slowly, step by step, and one thing at a time. Just because students grow up with video games and technology does not mean that they learn best from those resources. On the flip side, I am considered a digital immigrant and believe that I have many of the digital immigrant accents. I love technology and enjoy using it, but I demonstrate many accents. For example, I like to have a printed document even when I have access to it electronically, I bring co-workers to my classroom to show them new resources instead of just telling them about them, and I often call my co-workers after emailing them a list of websites they can use in their classrooms.
So, my main take away from the readings is that today's learners are learning differently but necessarily the way the readings are saying. I need to have evidence to prove to me that today's learners are learner these specific ways. For example, digital natives like multi-tasking, graphics, and prefer games. I believe they do enjoy looking at graphics rather than reading text but is that because they lack reading skills? They like to multi-task but are they being productive? Lastly, they prefer games, but is that because they are comfortable with playing games?
How would you handle a colleague who bought into the notion of digital natives?
If a colleague brought the notion of digital natives to my attention, I would embrace it. However, my colleague would need to provide evidence to me. I would ask the following questions: How do you know that they learn this way? Can you provide multiple lesson and assessment examples? What makes you believe there is such thing called digital natives?
I agree that the missing piece is evidence. Some (not all!) of Prensky's ideas resonated with me and I understand where he's coming from, but would definitely be stronger when backed with empirical proof.
ReplyDeleteWhat are some of Prensky's ideas that resonate with you?
DeleteI like how you point out the lack of evidence. I agree that just because these students are from a different generation, doesn't mean they learn differently. My belief is that you have to get to know your class each year and find out their interests. You have to cater to the individual needs of your class each year, not just because they are part of a different generation.
ReplyDeleteI agree with you Amy. Each school year, each group of students, and each student is different. It is always important to know their interests to engage them in learning.
DeleteI agree that without evidence it is hard to agree with the first reading and thinking that the different generations learn differently. I also think that students like to use graphics and games, but who doesn't?! I think students before technology was readily available would prefer to learn that way also, regardless of the reason.
ReplyDeleteI know of many adults that are "digital immigrants" that would have loved learning through graphics and games rather than just reading texts.
DeleteI, too, think that educational leaders need to advocate for research-based changes. I question teachers and administrators who are a little to quick to embrace the latest trend without asking, "And where is the evidence that this works better than how we're currently teaching it?" In short, I appreciate your skeptical nature and think it serves you well as a teacher.
DeleteI am very fortunate to be working in a school district where the administrators are always looking for research based material.
DeleteI think it is great that you point out that the population you work with still needs things broken down and presented slowly even though they are what would be considered digital natives. It is obvious that education is changing, and I embrace technology, but without evidence to back the claims Prensky makes I find it hard to accept that modern students can only learn in fast-paced technology heavy ways.
ReplyDeleteI agree that it is hard to accept that students learn best in the fast paced technology world. As an Intervention Specialist, I co-teach in the regular classrooms. I have noticed many students, that are not identified, also need material given to them at a slower pace. So, these students also struggle in this fast paced technology world.
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