Digital Natives and Immigrants

Where is your Digital Green Card? After reading Digitla Natives, Digital Immigrants by Marc Prensky, there are some points worth mentioning. His generalization of the current generation being surrounded and using all manner of technology is a bit simplistic. Instead I would point out there are a multitude of technologies available and their access dictated by environment, cultural, and economic factors. In addition, if a digital natives fluency is a lack of punctuation, correct grammar, and syntax, maybe they could take a few more lessons from the more heavily accented immigrants. Furthermore I would argue this distinction between natives and immigrants is minimized depending on other factors such as the person’s career. For example, one could assume two lawyers would communicate in much the same language whether face to face, electronic text, or video. In contrast, a webpage publisher would use a very different vocabulary set than say a tobacco farmer, making any communication electronic or “analog” very different. Both could be equally proficient in technology use and integration, but they will still speak differently. What has changed since Prensky’s paper is the general assumption all students learn the same way. The integration of technology into the classroom has proven students learn in a variety of ways. A specific example is the use of computer tablets to help students diagnosed with Autism Spectrum Disorder communicate and learn despite non-traditional classroom instruction. It could also be said there is more teacher acceptance of technology in the classroom than previously while they teach legacy and future content. Lastly, there is David White and The University of Oxford and OCLC Research theory on digital visitors and residents. Their research looks at the digital natives and immigrant theory and argues technological adaptability is not generational, but it’s adaptation is based in useful integration into a person’s life. In my opinion this theory is more relevant in today’s day-to-day life with technology than dictating a person’s use of technology based on their age. Developers have focused on making technology easy to use and convenient, thereby reducing the learning curve and increasing the potential for enjoyment, regardless of age.

Digital Life. Ready or Not!

      Getting ready to introduce weekly technology integration into my math and reading classes, I came to some realizations. One, my students level of technology proficiency varies widely. From students who have computers at home to play games and surf the web, to no computer or internet access. The other is the desire to have my students have a fulfilling and safe experience. There is a responsibility to instruct them in ethical digital citizenship. To begin their introduction into digital citizenship, I selected a unit in self image and identity. It includes the unit lessons: Digital Life 102; Students test their knowledge of digital media and talk about the role media plays in their lives. The other is Feelings on Display; Students reflect on the different pressures teens face when it comes to editing, posting, and commenting on photos online. Some of the objectives include:

 Students will be able to …

• learn basic statistics about the current digital landscape. explore the role that media plays in their lives. 
• Reflect on the positive and negative impact digital media have on themselves and on society. 
• Identify examples of teens evaluating one another’s photos online. 
• Compare and contrast attitudes toward boys and girls regarding editing, posting, and commenting on personal photos that are posted on social network sites. 
• Analyze broader gender norms and media messages that may frame the way people use and interpret photos on social network sites. 

Materials will include:

• A copy the Got Media Smarts? Student Handout, one for each student. 
• Preview the video, “Perspectives on Social Media,” and prepare to show it to students. 
• Video discussion handout.

     The lesson primarily involves asking students in three parts how digital media is involved in their lives and what affect it has on it. Some of the questions asked are;

• How big a role does digital media (Internet, texting, video games) play in your life (a little, some, a lot)? 
• Do you connect with others or create things with digital media? 
• What are the positive and not-so-positive aspects of having digital media in your life? 
• Are girls known for posting certain kinds of photos or albums? If so, what kinds? Why do you think that is?

     The second portion includes watching a video and afterwards discussing the pro's and con's to social media. The final portion of the lesson is the assessment of the student's understanding of the material and have them write in their online journal. Here in the sample question, Can you describe one upside an one downside for yourself about living in a digital world? Students should be able to name and explain some of the positive and negative aspects of digital technologies discussed. In my goal to give students more exposure to technology, but having limited time, I would digitize the quizzes and videos so they could viewed on the computer their using. One possible way I would do this is through the using the quiz function in Edmodo. The other thing I might do is extend the lesson time. My students may not be able to finish it in the allotted time, so I would extend it to part of the next instructional day.

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