From my reading it seems to me that a Digital Native is a person who is familiar with the use of technology. It is as familiar to them as their native language, and they can use it or learn to use it easily. They are exposed to it as children and adapt to its uses as new technologies come to the market (Prensky, 2001). A digital immigrant is a new learner of technology. It is like a second language to them and is mastered with more effort. The two terms do not only apply to generational differences, but how each uses technology (Helsper & Eynon, 2009). Even within each category there are subdivisions “based on breadth of use, experience, self-efficacy and education” (Helsper & Eynon, 2009).
While there are no current studies done on the brains of teenagers physiologically (Helsper & Eynon, 2009), experience in the traditional way of teaching, shows that students learn better if taught by methods that they consider fun, i.e. Playing games, showing visuals, or singing songs. Since the advent of technology, the use of interactive games, graphics, and sounds can become so real that the student actually experiences the learning. This experience internalizes that learning and at the same time makes it fun and engaging. If the student is exposed to this form of perceiving, learning and socializing (Networking, or playing internet games with friends), that is rich and lively in presentation, then naturally he/she will be bored or disengaged when learning without it. This generation expects to access and be presented with information whatever, whenever, and wherever (WWW) they choose (Rosen, 2011). Technology has changed how we can capture the attention of our audience or learner.
Educational environments should adapt and motivate learners, but there are many ways to use technology and not all schools have the monitory means to provide technology in every classroom. Teachers will have to be creative in how and when to use the technology. Not every class subject is suited for games, but some kind of interactive software should be used to make the subject more interesting. Practice of learning concepts and design of software is important (Prensky, 2001). Math classes for instance, could use software which can be accessed even at home, where the student gets instant feedback on homework or quizzes, and if they master a concept their next assignment will be more challenging. Biology classes could use U-tube videos to show how DNA is replicated instead of just showing diagrams. Keep in mind that “They like to parallel process and multitask. They prefer their graphics before their text rather than the opposite” (Prensky, 2001).
Using creative ways to incorporate technology in the classroom should help prevent a digital disconnect between students and traditional schooling. Students are still going to have to learn the basics of subjects like math, reading, science and social studies. They are still going to have to memorize things like the times tables, and facts in science and social studies, but how they understand the concepts and apply these facts in testing and real world scenarios can be made clearer by application of the many tools in technology. We should keep in mind “the foundational belief that new technologies are nothing more than tools that can be used to teach the kinds of old-school skills that have been important in the academic and social growth of all children, regardless of what generation they were born in” (Ferriter, 2010).
References
Helsper, E. (2011, January). Digital Natives: Where is the evidence?. LSE Research Journal, 37, 1-18.
Prensky, M. (2001, December). Digital Natives, Digital Imigrants, Part II Do they really think differntly?. On the Horizon, 9, 6.
APA formatting by Ferriter, W. M., & Garry, A. (2010). Teaching the igeneration: 5 easy ways to introduce essential skills with web 2.0 tools. Bloomington, IN: Solution Tree Press.
Go to this link to see how a fellow teacher can help another.
http://www.xtranormal.com/watch/12922373/helping-a-fellow-teacher"
I liked the quote about digital natives - "This generation expects to access and be presented with information whatever, whenever, and wherever (WWW) they choose." This is very true. If information is presented in a way they don't want - such as through a lecture by a teacher at school - they'll most likely tune it out. But if that same information was presented through a website that allows the student to access it whenever s/he wanted and allowed the student to interact with the website and information, s/he'll probably take in more of the information.
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