Week 5: Digital Natives vs. Digital Immigrants

Who are  Digital Natives?  And how do they compare to Digital Immigrants?  Which one of these groups do you fall into?

Marc Prensky's article:  "Digital Natives, Digital Immigrants" (2001) presents a clear outline of the characteristics of each of these classifications.

I am without a doubt a Digital Immigrant.  His article describes the difficulties that "Immigrants" have in adjusting their "norms" to meet the ever-changing needs of the Natives.  As educators, it is our responsibility to meet the needs of our students in the classroom (in terms of the curriculum that we teach), so why is it not our responsibility to meet their needs in ways they can relate to?    Prensky states: "Our students have."

changed radically. Today’s students are no longer the people our educational system

was designed to teach

So my question, why are so many unwilling to change the system?  Is it simply because it would require: time, money, extra-effort, and perhaps continuing education on the part of the educators?  Or, could it be a deeper issue...FEAR?

It is true that there is still a great number of "Digital Immigrants" teaching our "Digital Natives".  It hasn't occured where the "immigrant" population has caught up in numbers to the "native" population to where natives are teaching natives.  There are many senior, experienced teachers who are in the classroom who also happen to be "Digital Immigrants".

So, it is my feeling that the "immigrants" need to adapt to the new environment.  I mean, check out the definition of immigrant itself! "A person who leaves one country to settle permanently in another???
This leads me to believe that "Digital Immigration" means the the "Digital" part is here to stay.  I do realize that people in general for the most part can be afraid of change...but as educators, we should embrace differences and change.  So, guess what, this is going to require W-O-R-K on our part.

In Prensky's article, he says that Immigrants never truly lose their "accent".  (p. 2) For example, a Digital "accent" would be printing emails to read them, having face-to-face meeting instead of using Skype .
There is nothing wrong with this, the problems occurs when the immigrants refuse to incorporate, or transition into the use of technology in their daily lives.  "The single biggest problem facingour Digital Immigrant instructors, who speak an outdated

education today is that

language (that of the pre-digital age), are struggling to teach a population that speaks

an entirely new language."  (Prensky, p. 2)

I have to admit, when I began teaching my first online course with VHS I had never taken an online course, let alone teacher one.  This was a scarey

I feel that I am passing the status of Digital Immigrant...and am becoming a "Permanent Resident"!

Week 3: Portal to Media Literacy

The videos this week have truly confimed and justified my feelings about technology in the classroom.  "Portal to Media Literacy" described how technology and 21st Century Skills can turn a traditional topic into a Global Awareness/World Literacy lesson.  My question, could this have been accomplished without the use of technology?

The survey conducted by the instructor was a little of an eye-opener for me as well...It was interesting to see that students (esp higher-ed) felt that they wanted to learn, loved learning, but were not satisfied with the methods used.  Now, if these students, the ones who WANT to learn were unmotivated, and displeased, I can imagine how students at the High School and Primary levels feel.

I recently read a survey conducted by the University of Minisota "21st Century Students Technology Survey" results and analysis.

P. 29 Begins the analysis of the open-ended questions.  A few of the question answers shocked me.  For example:
Many students use social networking sites (such as Facebook, MySpace, Bebo, Orkut) to keep in touch with friends and acquaintances. If you use such a site, how would you feel about efforts to integrate that site into your academic experience – seeing announcements from your classes in Facebook, for instance? This question was included in the survey because of the recent and very rapid rise in the popularity of social networking sites (SNSs) among college students. That popularity has led many instructors and administrators to wonder how these sites could be leveraged so as to improve students’ academic lives.23The general student attitude toward this proposal is very clear, however:
"No. That would not be ok. Those sites are for pleasure outside of school. I would not want that incorporated."

"Facebook is for fun, family, and friends – not for school."

"I think it would be weird since these sites… are strictly social sites. Not only would I not want to deal with school things on a site that I use to keep up with friends in my personal life, but I would not want instructors to be able to look at my profile. I would be very uncomfortable with this."

"Announcements could be useful, but I wouldn’t necessarily want my professors and classmates to have access to my personal information on those sites. So, if there were some way to separate that, it might work."

QUESTION 23In the past, some students have expressed the concern that their professors do not make good use of educational technology. How could your professors improve their use of educational technology in the classes you have taken? Student responses to this question revealed the tendency among University students, manifested elsewhere in the survey results as well, to see educational technology’s primary function as content delivery. The responses leaned strongly in favor of using technology to provide PowerPoint slides or professors’ lecture notes online for class make-up or exam review: "I think that if a professor uses PowerPoint or other slideshows, that they should put it on WebVista after... when they are going quickly in class, it is amazing to go to WebVista and find the lecture on PowerPoint to get points that i missed or Further themes in the responses included:
• using technology for administrative functions (posting grades and syllabi online)
• never using technology for its own sake
• using technology well (i.e., uncluttered slides, well-organized Web sites, not reading from PowerPoint slides)

"Think of creative ways to include... audio, visual materials and use Moodle to improve and facilitate communication among students."
"PowerPoints are NOT effective when there is nothing but words covering a slide."
"We are all in college, and we all know how to read. Professors should never read their slides to us."
"By only using it [educational technology] if it’s USEFUL. Don’t just use technology to be using it."
"Education technology is good - in moderation. Many professors lean WAY too heavily on PowerPoint presentations and when someone
After reviewing their analysis and results, here is what I have summarized.  Students don't always want you to use the tools that they value as entertaining and use outside of school in their learning experience.  What I got from this was like, "you were ruining their fun".  It is ok for them to have technology as entertainment, we don't have to take everything away from them.  They know they can use it to communicate around the world, why force them?

Also, don't use technology just for the sake of using it.  This goes back to a previous posting.  As an educator, it is our job to know our audience.  It is our job to know our curriculum.  It should also now become our job to use technology responsibly.  Not just for the sake of using it.  We need to pick the right tool for the right lesson.

A great way to do that...Professional Development.  We entered the profession of education, hopefully because we like learning...so why not learn something...?
stops them to ask a question, they get frantic because now they are behind on their slides. I think PowerPoints make class structure sometimes too rigid and don’t allow for as much creativity or flexibility that is necessary in classrooms to facilitate learning."
to review for tests."

PBS: Digital Media

How and why should we embrace the changes we are facing in education?  According to the PBS video students of today need 21st Century tools to survive in the 21st Century world.  Students need a range of skills, not just "survival in the workplace".  It is our duty as educators to direct student learning to shape a "World Experience", not just a classroom experience.

This video explored several institutions that focus on such a philosophy.  These schools presented an untraditional, system-based, and problem-solving approach to learning.  The institution that stood out, was the Science Leadership in Philadephia.  The teachers discussed their approach to what would normally be a "traditional" lesson.  There was a strong statement made by one of the educators, that if students are producing work that they know will be presented beyond the teacher, then they will tend to put more effort into it.  If they realize that their product goes beyond their classroom walls, then they will have more pride in their work.

The closing statements of the video, really stuck with me...

Technology must be a part of what you do.  However, you must find the right method for the project and tools necessary.  Don't just use technology for the sake of using it.

Also,  things are bound to go wrong with the use of technology.  You are bound to hit roadblocks.  However, students are more likely to help themselves and each other to overcome those roadblocks, this becomes part of their learning process.

Week 3: Shifting Ground with Web 2.0

Is there really a need for Web 2.0 in the classroom?  What was wrong with the way "we" learned things?  Afterall...we are doing ok for ourselves aren't we?

This is the argument of many who can't seem to buy into this new technology of Web 2.0.  And, I have to admit, they do have a good argument.  I do seem to do pretty well for myself.  I have my multiplication tables memorized.  I do write well enough to get my point across, and I do know how to read and communicate with others.  By the way, Web 2.0 didn't exist, in fact Web 1.0 was just being born!  So, what's wrong with the "traditional classroom" as opposed to online learning and using technology instead of face-to-face (lecture) methods?

There are advantages and disadvantages to both.  Online Vs. Classroom outlines a few, and believe me it is not for everyone.  But, those who are for web 2.0 and the non-traditional methods will argue that variety can only enhance the learning process.  Afterall, not everyone learns the same. 

In my opinion, those who are against "variety", are just plain lazy.  Dylan, is one example why variety in learning is something that needs to be explored.  "I'm not sure I would know my alphabet if I didn't have technology".  Is this really true?  Would Dylan have become one of those children "left behind"?

The overall message I got from this week's readings and videos is best taken from the "Portal to Media Literacy" video:  "Students need to be uploading the world, not downloading". 

This meaning that as educators, we need to provide our students with practical uses for our students of the tools that they use for their daily entertainment.  We need to show them that these tools can engage them in learning how to become better citizens and be competitve in a global society.  However, it is our job to find that balance of f-2-f learning with the techology.  We need to understand and realize that technolgy can and should be secondary at times.  We must know when it is better to collaborate face-to-face, experiment, discover, discuss, and problem-solve in a traditional way and blend it with the use of technology.  Not an easy task to say the least.

For many educators, it could be the "fear" of lettimg go in their classrooms.  The non-traditional classroom and using technology requires the educator to be confident in themselves and have faith in their students.  Things can and most likely will go wrong in the class, but you will be surprised to see that students usually help each other overcome any roadblocks they cross while using new technologies.

Week 2: The Best Things in Life ARE Free

Web 2.0-What's the big deal?  Is it necessary?  Is it here to stay?  Is this the new education "buzz word"?  What's all the hype?

As educators, it is important to be aware of new trends, methods, and styles of teaching and learning.  It is probably one of the most frustrating part of our job.  In my opinion, a GOOD educator is a lifelong learner.  An educator who takes the time to better them self, to learn the new methods of instruction, and ways to reach all students is one who truly values their profession and understands how their actions can affect those they are in front of on a daily basis, year after year.

But, how do we know what "trends" are here to stay.  What is worth our valuable time?  When is it safe to say something new will be around for a while?

Remember the "New Math"?  As a mathematics educator, I am always a little leery of changes to curriculum and teaching styles....when, or will we ever see another "New Math"?  As educators, our time is valuable, and if we are going to educate ourselves, and spend countless hours, and in many cases, some of our hard-earned money, on Professional Development, how do we know what is worth our time?

So, Web 2.0, and the 21st Century Classroom...What is it all about?  What was wrong with Web 1.0?  How can educators incorporate it successfully?  How do educators get school boards/districts on board for support?  Why bother?

Let's face it, technology is here to stay, and it is ever-changing, and our students will need technology to survive.  These "digital natives" will have to rely on technology in their daily lives. "We can no longer claim that the US educational results are unparalleled.  Student around the world outperform American students on assessments that measure 21st century skills.  Today's teachers need better tolls to address this growing problem". "Competition is changing internationally".  "Workplace, jobs, and skill demands are changing." ("New Tools, New Schools", p. 17,18)  By the way..it is also what students want...

"The old way of doing things is presentation-driven...what makes the difference is preparing students with 21st century skills using a flexible approach rather than teaching just what will be tested."  ("New Tools, New Schools", p.21)

"One of the exciting aspect of Web 2.0 tolls is that they are free programs that could replace traditional application suites for which schools ordinarily must pay." (New Tools... p.23)  During the many elective courses I have taken for my program, I was introduced to a countless number of tools, but how does one keep them organized?  It can be overwhelming.  Delicious and Diigo can be of some help, but the mass amount of information and tools can make your head spin.

http://cooltoolsforschools.wikispaces.com/ is a neat site that I found that houses many of the educational web2.0 used by educators.  Sites similar to these that organise and house tools are another great way to keep organized.

There are also many networking sites for educators where we can collaborate and share ideas and tools that have, or have not been successful in the classroom.  An example of this, EdWeb allows educators to connect and create PLC's.  These, FREE networks and FREE webinars can help us tremendously keep up with the changing time.

There is no excuse.  As I often say to my students, you have a great advantage, you literally have the world at your fingertips.  Take control of your learning.  I like to practice what I preach...The training educators need to help our students survive, and succeed is also at our fingertips...and most of the time...it is FREE!

Week 2: Digital Footprint

Image:
http://darcymoore.files.wordpress.com/2010/06/digital-footprint.jpg

Did you ever google yourself?  I have often heard students during class, and colleagues at workshops discussing what they have found out about themselves by googling their name, yet after all of the classes I have completed on web 2.0, internet safety, your digital footprint, blah, blah, blah, I had never bothered.  I figured, I know all about me...well... Bernadette Fash..boy do I NOT know you! 

I was amazed to find out how many "hits" I do have. Some I did know about, for example, the information regarding my school district email and positions I have in the district on our district website, but most of the other information, things that have happened in my life (for the good, thank God) I didn't realize were "public knowledge".

For example: 
I created  a twitter account that I have since "dropped" and not used hardly once..Twitter and to my dismay, there are a few people "following me" there that I had no idea about..

One of the most interesting ones that I discovered was I was featured on "Rate My Teacher"...I guess I wasn't too upset...

Then, of course there is facebook, too many details for there...

Needless to say, I was shocked on how much info was out there about me...nothing inappropriate...that I have found, but a little disturbing on how easy it is for people to leave their "footprint", or have someone leave it for you...Article 1, Article 2.  Again, nothing earth-shattering, but it's out there, and Article 2 I didn't even know about!  Even though these findings for me are harmless, who is to say that one day I do come across information about me that isn't true?  How do you prevent "bad footprints" from happening to you?  You can take caution yourself, but who protects you from others putting your name out there?  Just another thing to lose sleep over?

As you can see this blog has been around for a bit...actually I was initially using edublogs, but I recently switched over for another course I was taking, and you can see...I am not much of a blogger.  I basically did it as a requirement for the courses.  I can't seem to find it in me, or the time to sit here on a regular basis and post my thoughts for the world to read...

As I begin my final course in my Master's Program through PSU, I am looking forward to re-visitng why I began this journey in the first place.  What has attracted me to this course so far, just by reading the syllabus and requirements and getting the chance to see previous student work, is the application aspect.  I am not much of a reader or writer, so needless to say the psychology and methods part of my program were a struggle.  I am looking forward to finishing what I started with my beginning electives, that is changing the way my students learn, helping myself and even my colleagues change the way we teach/reach our students.  Enhancing my lessons and activities and creating a true 21st Century classroom/learning environment.