Tefko Saracevic Educating the Digital Generation Technology for Educators EDU6700 Sum Linda Yourko, Valerie Blackstone, David Thigpen Goals of This Presentation What is the Digital Generation? Research Controversy How do they learn? What can we do? What is the Digital Generation? Digital Generation, aka... Net Generation / Net Gen - Tapscott, 1998 Digital Natives - Prensky, 2001a Millenials - Howe and Strauss (2000) Digital Learners (preferred differentiation) Generation X, Generation Y, Generation Z Net kids homo zappiens The Net Generation Born roughly after the Distinct new generation natives with characteristics that separate it from the past generations. Extensive contact to technology, particularly the Internet, throughout their upbringing. They are used to employing ICT under all circumstances. Posses a high level of media literacy. Howe & Strauss, 2003 Net Gen Experience Base Ctrl + Alt + Del is as basic as ABC They have never been able to find the return key Computers have always fit in their backpacks They have always had a personal identification number Photographs have always been processed in an hour or less Gas has always been unleaded Bert and Ernie are old enough to be their parents Beloit College, 2003, 2004 What other Technologies can/do they access? Cable or satellite TV Videos, DVDs, CDs, Video games Graphing calculators Cell phones Text messaging, Internet access Digital and/or video camera Calculator, alarm clock, stop watch Distinct ring tones, skins Ipods, MP3 players, phones w/ players Beloit College, 2003, 2004 Digital Native vs. Digital Immigrant Marc Prensky (2001) Persons for whom digital technologies already existed when they were born, and hence had grown up with digital technology also called born digital net generation millenials Individuals who grew up without digital technology and adopted it later Generational differences expressed in technological terms Characteristics of the Net Gen Fast response time Able to respond rapidly and expect responses in return Visual Spatial Skills Perhaps because of their expertise with games they can integrate the virtual with the physical Inductive discovery Learn better through discovery than been told Ability to read visual images Intuitive visual communicators Attention Deployment Able to shift attention rapidly from one task to another Hypertext Minds Ability to leap around and gather information from multiple sources Source: Educating the Net-Gen. Available online Characteristics - binary opposites Sin Bayne & Jen Ross (2007) Digital natives studentfastyoungfuturemulti-taskingimageplayful looking forward digitalaction constant connection Digital immigrants teacher, librarian, parent... slowold past, or legacy logical, serial thinking textserious looking backward analogueknowledgeisolation 10 Net Gen Characteristics Positive fast absorption of information multitaskingnetworking working in teams greater self-confidence and independence higher intelligence openness towards minorities achievement orientation innovation entertainment oriented Negative superficial interests attention disorders speech disorders aggression personality disorders *Most of the Digital Generation apologists note very little of the negative characteristics. Research Controversy Hotly debated - Sample of articles Prensky (2001) introduced the concept & terminology with little evidence Controversy about digital natives Claims Assumptions on the one hand Critiques on the other hand As native speakers of digital language, young people think and process information in an entirely different way from previous generations Because of that they have biological brain changes Generational stereotyping reality: claims/assumptions DO NOT reflect it oversimplified: should be understood in diversity rather than dichotomy Assumes that all young people are wired digital masters who use technology mysteriously No scientific evidence Rejection of simplified concept about digital natives/immigrants Selvyn, N. (2009), McKenzie, J. (2007) Empirical findings on assumptions: Not so! Generational, not purely technical differences Picture of children and young peoples use of new technologies is more complex along: socio-economic status & other social fault lines social class geographygender variety of uses digital divide But term digital natives can be used as a metaphor Implications for Prensky The assumptions underpinning Prenskys rhetoric about a new generation of Digital Native students dont quite hold. The sheer volume of their interaction with their technologically ubiquitous environment They have spent their entire lives using videogames, digital music players, video cams, cell phones and all the other toys and tools of the digital age. Its true for some, Its not true for others Digital Natives + Other Students = Entire Student Body Background of who they are Products of Their Environments Baby Boomers TV generation Typewriters Memos Generation X Video games ComputersNet Gen The Web Mobile devices IM Text Messaging Online communities Who has access? Have ever gone online 92% 95% 80% 61% 67% 62% 57% WhiteAfrican-AmericanHispanic Kaiser Family Foundation, % Internet access at home Use Internet on typical day 57% Ages Internet access at home Access and income Kaiser Family Foundation, 2004 Use Internet on typical day $50K Have ever gone online 96% 94% 95% 66% 72% 84% 54% 71% 57% Ages How does it affect learning? How technology has shaped their view of the world They want it NOW NOW They want it IN COLOR IN COLORIN COLOR They want INTERACTIONS INTERACTIONS They are used to MULTITASKING MULTITASKING They expect YOU (the instructor) to understand the technology understand the technology understand the technology They may not know how it works They want it NOW They expect technology to be UBIQUITOUS Instant access to course materials Fast-loading graphics Instant feedback response Assignment/quiz grading Instant answers Google, Wikipedia, other online resources GoogleWikipediaGoogleWikipedia Instant access to student services Online registration Online grades They want it in color PowerPoint presentations With all the bells and whistles Graphics (i.e. Flash animations) Videos, DVDs, Video games Interactive learning materials They want INTERACTIONS They communicate with peers frequently using, text messaging, instant messaging, cell phones, chat rooms Friends and associates Online friends Complete strangers Classmates They are used to MULTITASKING They dont sit quietly to do homework Can do homework, surf the net, IM friends, chat on the phone, and watch TV all at the same time They respond well to the use of more than one mode of delivery at a time Neuroplasticity- their brains are flexible because theyve been flexed Use more than one method of delivery to enhance retention They expect YOU to understand the technology They never experienced life before computers They used it in high school, if not sooner They are fast learners when it comes to figuring out how to use technology but They may not understand how it works Rely on others for troubleshooting If something doesnt work, they will hit the PANIC button (SEND) andyou for help Todays Learners Digitally literate Mobile Always on ExperientialSocial Multitasking while online Grunwald, Percentage Base: Kids Listen to radio while online Watch TV while online Talk on phone while online Visit a site mentioned by someone on the phone Send IM to person youre talking to Visit website seen on TV Visit website heard on radio Student in-class preferences Kvavik, Limited IT Moderate IT No IT Extensive IT Online Percentage Age vs. online preferences Dziuban, Percentage 60 Mature 63% Boomer 55% Gen X 38% Net Gen 26% Students who were very satisfied with Web-based or mixed mode learning by generation In high schools Cradle-to-grave use of e-portfolios Not expert users; laptop as a tool Sense of entitlement to Internet access; any interruption is a violation of their rights Prefer Internet research to library research Are exposed to problem-based learning, collaboration and computers in the classroom Backon, et al. 2003 Teens web use 100% use the Internet to seek information on colleges, careers and jobs 74% of teens use IM as a major communication vehicle vs. 44% of online adults 54% of students (grades 7-12) know more IM screen names than home phone numbers The Internet is a primary communication tool 81%friends and relatives 70% use instant messaging to keep in touch 56% prefer the Internet to the telephone What can we do? Challenges presented by the Net Generation We were not of the Net Generation Our high school/college experiences were very different Classrooms and workspaces may not meet the needs of the Net Generation Technology-enhanced, informal classrooms and workspaces Technology changes rapidly Lifelong learning a must Balance between the old and new Roberts, 2004 Be engaging: challenge us; ask questions; show that you are excited about the subject Be responsive: voice/ ; office hours still matter Be seen: wed like to see you and get to know you outside of class Set boundaries: tell us when youre available Use real world, relevant examples Not everything needs to be on the Web Adding not replacing Roberts, 2004 Face-to-face Online Social networks Blended communication Face-to-face classroom tips PowerPoint-enhanced lectures With sound and animation Rearrange classroom to facilitate collaborative learning and the use of technology Active learning Supplement online Post gradebook, PowerPoints, other materials from class Teaching online tips Net generation prefer web-enhanced or hybrid courses to totally online Learn the technology Take a few courses Learn the student perspective Take a few online courses Stay connected through frequent communication with students Respond tos Timely feedback and grading Provide online tutorials to show how to use the technology used in the course Benefits of Recognizing Digital Learners For the deaf and hearing impaired Abilene Christian University has dramatically changed student learning by requiring an iphone or ipod touch for each student Another school used students ipods to help students understand themes in literature. Biblical Integration 1 Peter 5:5 - In the same way, you who are younger, submit yourselves to your elders. All of you, clothe yourselves with humility toward one another, because, God opposes the proud but shows favor to the humble. Ephesians 5:21- Submit to one another out of reverence for Christ. Each student is and individual and a member of a community Teachers have something to learn from their students Submit to students' learning needs Also, God has given us the creativity and the intellect to share God's Truth through a variety of methods and with a variety of tools Questions???