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Digital Immigrants Teaching the Natives
Transcript of Digital Immigrants Teaching the Natives
Fee, Haas, Lundell, and Schmahl How can digital immigrants teach the natives in their own language? How do Digital natives learn best? How do digital immigrants teach? How can digital immigrants prepare
digital natives to compete globally
in this knowledge economy? What can digital immigrants learn from digital natives? Digital immigrants were not born into the digital world. They have adopted aspects of technology and therefore still "speak with an accent." They also carry their pre-conceptions and cultural
conditioning with them (p. 200) Our group believes that there is
an entire generation of digital immigrants who are willing and excited to learn the native language. But their initial thoughts when planning lessons will never be of technology, but through training and forced habit, they will learn to adapt to the natives in order to better serve them. Digital natives are able to think outside the box when it comes to how to use software and technology. They are creative and develop ideas and ways to make technology fit their needs.
Digital Natives can help digital immigrants understand that there is always going to be something new developed. Some digital immigrants get comfortable with certain software and are too stubborn to change when something new comes along.
Digital natives can give their perspective of technology and help digital immigrants become more fluid in its uses in the classroom. This will help the digital immigrant reach more people. Digital Natives can teach Digital Immigrants how to have fun using technology in the classroom but not lose its effectiveness.
Digital Immigrants can learn that technology is ever changing and that learning new technology is not going to happen overnight.
Digital Natives can help digital immigrants understand that using and understanding technology takes exploration and trial and error. By engaging students with a variety of instructional technology tools giving more opportunity for deeper thinking. (Jacobs, 2009, p. 209)
By using technology wisely to convey content more powerfully and efficiently. (Scherer, 2011)
By teach natives to critically evaluate information sources and to understand how to search for, and find, relevant information. “ (Minks, 2008)
By not using technology for the sake of technology ‘For example, Mark Bauerlein (p. 28) warns that the meaning of complex texts will elude students whose brains and hands become accustomed to digital distractions. "We should continue to experiment with educational technology, but we should also preserve a crucial place for unwired, unplugged, and unconnected learning," he writes.’ (Scherer, 2011) References
Henke, K. G. (2008). Leadership in the 21st century: The new visionary administrator. Project Tomorrow. www.tomorrow.org.
Jacobs, H. (2010). Curriculum 21: essential education for a changing world. Alexandria, Virginia: ASCD.
Minks, g. (2008, May 15). The Big Question: Are there learning design differences for Digital Natives? [Web log post]. Retrieved from http://gminks.edublogs.org/2008/05/15/the-big-question-are-there-learning-design-differences-for-digital-natives/
Sherer, M. (2011, Feb.). Teaching Screenagers: Screenagers: Making the Connections. Educational Leadership ASCD. 68(5) Retrieved June 9, 2011, from http://ascd.org/publications/educational-leadership/feb11/vol68/num05/Screenagers@-Making-the-Connections.aspx Digital Natives are fluent in the language of technology (Curr 21)
Prefer to learn using technology
Digital Natives use technology in all aspects of their everyday life.
Have information at their fingertips
Therefore many digital natives feel it is not necessary to memorize information, but rather how to find the information.
They take technology for granted to a certain extent Digital Natives learn by doing
Prefer hands on experience and trail by error
Today’s curriculum methods are irrelevant to digital natives way of learning (Curr p199)
This causes students to feel detached from lessons because it does not apply to their life styles With a new vision of survival skills for the 21st century, including
creativity and innovation; critical thinking and problem solving; and communication and collaboration (Jacobs, 2009, p. 212)
By focusing curriculum on processes and skills over facts, applying knowledge over gathering knowledge (2009, p. 208)
By making learning relevant to digital natives’ future careers in the workplace.