Digital Natives and Residents VS. Digital Immigrants and Visitors

 

 

       In the recent readings for class the topic of discussion is over technology terms that describe the use of technology in one's life.  As David White explains there are terms that represent those who spend a large percentage of their life online, "residents", and those who do not, "visitors."  White states that residents live a life in which the web supports.  That their relationships are driven by the web and socializing, living and self expression are are done through some sort of online source or program. (2008) The other term he uses is to represent those who go online for a specific task such as researching a phone number or to get directions.  These "visitors" use online tools when needed but they do not constantly express themselves online or socialize mainly through online resources.  

       Comparably, Marc Prensky describes these terms to be Digital Natives and Digital Immigrants.  (2001)  The Digital Natives represent those people who are "native speakers" of the language of technology of today.  Those people who have become interested in the digital world at a later point in their lives and participate in some of the aspects of technology are referred to as Digital Immigrants.  When the Digital Immigrant goes onto the internet they are doing it as a secondary thought as apposed to their first option.  (Prensky, 2001)  They are easily distinguished from natives through what Prensky calls the "immigrant accent."  The example he uses is the person who makes a phone call to ask, "Did you receive my email?"  

       In my past two years of teaching I have most often encountered the Digital Immigrant because of the teams I have been on.  I have worked with a teacher with 43 years experience and another with 45 years.  Both of these teachers did not except a new Promethean Board in their classrooms because it was their last year or couple of years before retirement.  Prensky says that Digital Immigrants are not impressed by the new skills of the Digital Natives, nor do they wish to understand the skills. (2001)  The video below is a representation of the other side of the story.  It is so easy to judge and be upset with the older generation as they sit and refuse to adapt to new technologies.  Through my two years of working with these individuals however, I began to try to see it from their point of view.  After teaching for 43 years in the same type of style, how could they possible adapt all of this new technology in their one final year?  I am not saying I completely side with them, but sometimes it is important to at least consider what they may be feeling.  Could this change in their world really be that difficult to handle?

 

             Pensky's Digital Native concept is what I personally experience as the learners of today.  As an elementary teacher, I do find that my students have been born in the era of advanced and constantly improving technology.  The students have multiple devices available to them at one time and typically are operating them all at once.  Pensky believes that as teachers we have to adapt to the new language of our learners. (2001)  I agree with this idea in the sense that we "do not have to change the meaning of what is important, but we do have to go faster."  I believe that the content can stay mostly the same and the way in which we instruct and present information must change.  For example, adapting all of the lessons in the classroom to be used on the SMART board.  The same basal reader can still be used, but graphic organizers can be interactive and stories can be read aloud through the speakers.  
           I find these terms to be valuable in determining the competency of my learners regarding technology.  The only aspect of the terms that I question is how specific we can be about fitting into one category or another.  I truly feel as though people around my age (27) tend to be stuck somewhere in the middle.  I could never claim to be a person who immerses myself in technology and lives a life in the online environment.  However, I do use the computer and online resources for more than banking and searching for information on a topic.  I think I could probably classify myself as being somewhere in the middle, if that is possible.
         The terms of White of the visitor and resident are a more accurate description of people than the Digital Natives and Immigrants because I feel as though some students really do "live" their lives online.  Pensky's points are valid and are extremely important, but in terms of my own personal use of the vocabulary, I will stick to residents and visitors. 


Resources:

miscoehill. (October 27, 2009) YouTube.com.  Retrieved August 26, 2011 from http://www.youtube.com/watch?v=8jMy3kSNRAQ

Prensky, M. (October 2011) Digital natives, digital immigrants. NCB Univeristy Press (Vol 9 No 5).

White, D. (July 23, 2008) Not “natives and immigrants” but visitors and residents. Retrieved from http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/ 

wolffwrtf09. (November 3, 2009) YouTube.com. Retrieved August 24, 2011 from http://www.youtube.com/watch?v=umVcWiRzTNI

Screen Capture Exploration

          After working this week with a new tool that I had never encountered, I had to talk about it.  It was so interesting to prepare what was an assignment and presentation, but realize in the end how much I was enjoying myself.  As with most assignments I have encountered this semester of my graduate program, I come away with learning something.  This concept is quite amazing because I consider myself to be lucky.  I am fortunate to be exposed to great tools and programs that I have never seen.  While being required to produce presentations and assignments I am learning about products I can continue to use throughout my teaching career. 
         That being said, this week I explored Screencast-O-Matic. [www.screencastomatic.com]  I used this program to create a very simple "how to" instructional clip.  The website is free, incredibly easy to use, and has endless possibilities.  Once you sign in a large box will appear and the program will be running in the background of your computer.  I liked that I was able to continue going through my email and clicking back and forth to different windows while still having the program open.  When I was finally ready to record my video I simply pressed Option + P to start and to pause.  At that point if I decided to pause and look through a different resource I could continue to do so without disrupting my video in progress.  I have attached my video here for viewing to show the end product.  I cannot say enough about the easiness of using this program and how wonderful the end product came out to be.  The video is a simple and quick instruction of how to upload photos to the iMovie program.  Hope you enjoy. 

          In regards to this program's usefulness in relation to what I am learning in my class, this tool would be very appropriate!  In Clark, Nguyen, and Sweller's "Efficiency In Learning" the importance of developing programs that are not loaded with an excessive amount of complex material.  The learners need to have directions presented to them in a clear, concise manner in order to balance their mental load.  I believe this program offers a way to reduce extraneous cognitive load through the use of visual and auditory presentation.  (Clark, Nguyen, & Sweller, 2006)  According to their research, the use of audio to explain is more efficient than when text is used.  Additionally, visuals benefit from an audio explanation because the cognitive load is reduced.  The learner does not have to look at the diagram or animation while at the same time reading text.  The learner is able to listen while the description is being given.  This screen capture tool has endless possibilities as I said, but a few examples of its use that come to mind are, explanation of using a website, describing an animation of a topic specific to a course, or detailed description of how to use a computer program required for a class project. 
          I believe this program is worth exploring and has benefits true to what I am learning in my coursework this semester.  This program can be used with any computer document, online website or tool that comes on the computer.  I would even say that students are able to use this program with little guidance.  I am already planning when I can use it in my classroom this school year. 

"How do we learn to teach in ways in which we never learned to learn?"

          

          My learner is unique, creative, intelligent and special.  I learned from Erica Goldson and her incredible YouTube sensation speech that they are dreamers who like to explore and invent new concepts.  They think of bright ideas and strive to be different.  I have to remember that my students have changed since I was in grade school and that each one is not the same.  They strive for “creativity rather than futile activity and for potential versus memorization.”  (Goldson, 2010)  They are constantly changing and learning through so many different forms of technology. 

         They are about expression, multitasking, and the next best thing.  As Katherinne Savitt states, technology is not something they think about except for the updates and new products. She believes in their AADD in relation to the number of engaging materials that are placed in front of the students.  I believe that my students’ behaviors the last few years do reflect this description, at least on some level.  The students want an answer, they want the correct one, and they want it as quickly as possible.

         My students “lives in a wold of instant gratification. Speed Demons thrive on acceleration and next, next, next.” (Lyon, 2010)  They are so used to getting things quickly.  When they want to know how to fix their bike they simply Google it or look it up on YouTube.  Within a minute they have written instructions or a how-to video at their disposal.  This however brings up another point entirely.  Are we as a society becoming too reliant on Google?  Is it making us less intelligent?  My learners having instant and immediate access to answers causes me to think about the opinions stated by Jonah Lehrer.  “If we know that a fact is only a Google away, then we’re not going to waste precious synaptic space on it. Better to let a server remember.”  I believe this is such a true reflection of the thoughts of my students today.  Personally, the decision has not been made in my head as to whether or not this is a concept that will be detrimental to the intelligence of my students in the future.  I have to believe that students will then be able to spend more time doing something more beneficial than learning, memorizing, and storing the steps of how to fix their bike. 

         

 

         In the last three years on the north shore of the city my learners have come from homes with great wealth and opportunity.  They are surrounded by iPads, iPods, flat screen tvs, and the latest updates.  They are well aware of the tech world in regards to expensive equipment and tools that make their lives more entertaining and easier.  It is a constant challenge to surprise or impress students who have practically everything. 

         Compared to how I learned, my students are very different.  I can remember going to the library and searching through a giant piece of furniture for little cards to find a book.  I can remember having a small computer in the back of the room (sometimes) in which you could insert a hard disk and save your Storybook Weaver file.  Things are far different now as my students have Promethean and Smart boards in almost every classroom.  They are able to come up to the “board,” now white instead of black, and move images around to demonstrate their learning.  The craziest thing about the different between my learners and I is that I graduated high school less than ten years ago. 

          I do not believe that comfort with technology is necessarily the same as proficiency with technology.  Comfortability with technology can lie in the sheer exposure students have had to different technology items.  How often they use these items can create a feeling of confidence in use of newer technologies.  I do however believe that students are not proficient just because they are comfortable.  With the endless possibilities that come with different tech tools, I know that some students excel far more than others in their use of the tools.  Some students learn and engage in challenging experiences while others stick to what they know. 

         The methods that work best with my learners are those that are engaging.  They will provide the students with an opportunity to explore, reflect, and create during the learning process.  Students are able to produce a product of what they have learned in ways that best suit their diverse needs.  The assessments are reflective of their skill level and abilities no matter what the subject.  The barriers that exist with my students in regards to these methods of learning specifically reflect the district in which I used to teach.  The ideals and philosophy of a district will guide and sometimes restrain a teacher from doing what they believe is the best method.   When a district believes that the old way is the best way then new styles of learning based on inquiry will not succeed.  To overcome such barriers a change of school may be necessary. 

         Another barrier I have faced is one I described above.  When my students have the very best, newest, and most wonderful items available on the market, how do I compete?  Is it even possible for me to seem exciting and the material I am teaching to feel worthwhile to them compare to what they have at home?  I have yet to understand how to best overcome that particular barrier.  The best I have come up with so far is to completely revamp the curriculum I have been given to relate tot eh students.  I was given a Promethean Board, so I was going to use it.  I took every single lesson and problem in the text and translated it to an interactive and entertaining game, video, or image.  This was a true success!

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Resources:

benjioben. (n.d.)  Most Intelligent Student.  [Video]. Retrieved August 10, 2011 from http://www.youtube.com/watch?v=B_TpkteNK9k

Brown, Dan. (February 22, 2010) An Open Letter to Educators.  Retrieved August 9, 2011 from http://www.youtube.com/watch?v=P2PGGeTOA4

Goldson, Erica. (August 5, 2010) Valedictorian Speaks Out Against Schooling. [Video]. Retrieved August 9, 2011 from http://www.youtube.com/watch?v=9M4tdMsg3ts

jstd4. (n.d.) Pay Attention. [Video]. Retrieved August 10, 2011 from http://www.youtube.com/watch?v=aEFKfXiCbLw

Lehrer, Jonah. (July, 15, 2011). Is Google Ruining Your Memory? The Frontal Cortex. Retrieved August 10, 2011 from http://www.wired.com/wiredscience/2011/07/is-google-ruining-your-memory/

Lyon, Ethan. (February 23, 2010). Examining Generation Z: Stats, Demographics, Segments, Predictions. Sparxoo. Retrieved from http://sparxoo.com/2010/02/23/examining-generation-z-stats-demographics-segments-predictions/

O’Reilly Media (n.d) Web 2.0 Summit 2010.  Katherine Savitt "Gen Z: The Age of the Curator". [Video]. Retrieved August 9, 2011 from http://www.youtube.com/watch?v=ZfqF1r7LBCA