Who am I? (a teacher's dilemma)
It is interesting to see how Prensky (2011) reflects on his earlier writing from 2001. He addresses critics of his earlier concepts and develops a new idea of Digital Wisdom ("Digital Wisdom and Homo Sapiens Digital", 2011). He made a distinction between Digital Immigrants and Digital Natives, describing the former as those who "adapt to their environment, but always retain, to some degree, their "accent", that is their foot in the past." (Prensky, 2001). For the metaphors "natives", "immigrant" and "accent" he was praised by some and criticised by others.
Prensky (2011) agrees that being a Digital Native is not so much about capabilities or knowledge of digital stuff. Whether you were born in 1984 or in 2004, these things need to be learnt in one way or another. The distinction, he claims further, is more about culture. It is about younger generation being comfortable with using digital technology. It is about the fact that they believe in its ease, usefulness and entertaining features. It is something they can master in no time providing they choose to do so. He also asserts that this distinction should not be seen as something that divides people, but rather as something that brings people together, as the opportunity to learn from each other.
Digital Natives receive and process information fast in a multitasking manner. However, multitasking is not a new phenomenon specific only to Digital Natives (Bennett, Maton and Kervin, 2008). As much as I believe that we can learn successfully while occasionally watching TV or listening to music, I have my doubts about successful acquisition of knowledge when subjected to constant distractions of the internet.
I also resent the idea that everything has to be learnt through (computer) games. Prensky (2011) states that Digital Natives prefer games because they offer almost immediate gratification. But according to Bennet at al. (2010), interactivity universal to computer games does not necessarily ensures learning. It does, however, offers possibilities of engaging and motivating students to learn.
Bennet at al. (2010) also criticise Prensky for not recognizing cognitive differences in developmental stages related to age, and these need to be considered, especially the development of short-term memory. As children grow, they are able to scan information quicker due to the increasing capacity of short-term memory.
The question remains: who am I? Digital Immigrant (because of my age)? Digital Native (because I feel comfortable using various technological tools even though I might be slower in learning them)? Or maybe an almost Digital Citizen (because I know how to use digital technology in a safe, responsible, however not always effective, way)? I definitely feel that each day I learn more and more and that the best way for me to learn is to teach others (collaboration). I always try to stay a few steps ahead of my students and find new and engaging ways of introducing mundane tasks. And every day I am reminded: what works for some does not necessarily work for others. But hasn't it always been that way? As teachers, we need to know the limitations of our students, and at the same time present them with great possibilities that the world of technology offers.
References:
Bennett, S., Maton, K. and Kervin, L. 2008. The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), pp.775-786.
Prensky, M. 2011. Digital wisdom and homo sapiens digital. In: Thomas, M. ed. Deconstructing of Digital natives: Young People, Technology and the New Literacies. New York and London: Routledge, pp. 15 - 29
Prensky (2011) agrees that being a Digital Native is not so much about capabilities or knowledge of digital stuff. Whether you were born in 1984 or in 2004, these things need to be learnt in one way or another. The distinction, he claims further, is more about culture. It is about younger generation being comfortable with using digital technology. It is about the fact that they believe in its ease, usefulness and entertaining features. It is something they can master in no time providing they choose to do so. He also asserts that this distinction should not be seen as something that divides people, but rather as something that brings people together, as the opportunity to learn from each other.
Digital Natives receive and process information fast in a multitasking manner. However, multitasking is not a new phenomenon specific only to Digital Natives (Bennett, Maton and Kervin, 2008). As much as I believe that we can learn successfully while occasionally watching TV or listening to music, I have my doubts about successful acquisition of knowledge when subjected to constant distractions of the internet.
I also resent the idea that everything has to be learnt through (computer) games. Prensky (2011) states that Digital Natives prefer games because they offer almost immediate gratification. But according to Bennet at al. (2010), interactivity universal to computer games does not necessarily ensures learning. It does, however, offers possibilities of engaging and motivating students to learn.
Bennet at al. (2010) also criticise Prensky for not recognizing cognitive differences in developmental stages related to age, and these need to be considered, especially the development of short-term memory. As children grow, they are able to scan information quicker due to the increasing capacity of short-term memory.
The question remains: who am I? Digital Immigrant (because of my age)? Digital Native (because I feel comfortable using various technological tools even though I might be slower in learning them)? Or maybe an almost Digital Citizen (because I know how to use digital technology in a safe, responsible, however not always effective, way)? I definitely feel that each day I learn more and more and that the best way for me to learn is to teach others (collaboration). I always try to stay a few steps ahead of my students and find new and engaging ways of introducing mundane tasks. And every day I am reminded: what works for some does not necessarily work for others. But hasn't it always been that way? As teachers, we need to know the limitations of our students, and at the same time present them with great possibilities that the world of technology offers.
References:
Bennett, S., Maton, K. and Kervin, L. 2008. The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), pp.775-786.
Prensky, M. 2011. Digital wisdom and homo sapiens digital. In: Thomas, M. ed. Deconstructing of Digital natives: Young People, Technology and the New Literacies. New York and London: Routledge, pp. 15 - 29
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