Digital Natives, Digital Immigrants - Notes
by Marc PrenskyThe article starts off by saying how this generations students are completely different to previous students in the past and states that this is because of the arrival of the internet in the last decades of the 20th century. It carries on by stating that the students of our times have grown up and are constantly surrounded by technology, it highlights this point by stating some shocking facts which are: students have spent less than 5,000 reading, over 10 hours playing video games and over 20 hours watching TV. Continuing from this it suggests that students brains are now physically different from those before and that educators have not realised the amount of change/difference. The students have been given a name which is 'Digital Natives', this is because the students now have all created and re-newing digital language. These digital natives are always compared to those who weren't born into this digital world or have eventually taken interest in it, Digital Immigrants.
Digital Immigrants adapt to their environment, however they will always bring along some of the past and their social norms. The Digital Immigrants were bought up and socialised differently and are now learning this new language which the digital natives have created. The article then states ways in which the digital immigrants have bought the past with them: printing out emails, bringing someone in the office to look at a website instead of just sending it them and calling someone to see if they got their email.
However the article then changes its tone and addresses the seriousness of this as the students educators are teaching them in a whole new language. This is obvious for the digital natives and school feels like somewhere they are bought in to be taught by a foreigner.
The article then highlights the major issues which are digital natives are used to receiving information fast if not instantly, they like to multi-task, they prefer the graphics before the text, they thrive of rewards and would rather play video games than do any serious work. Digital immigrants rarely have appreciation for these skills as they want to and are stuck in the ways of teaching in a slow, step-by-step way, which, for the digital natives is a boring way.
Digital immigrants don't believe that digital natives can learn in different ways to ways that they do. Digital immigrants therefore that digital natives learn in the same way they did, this however is not valid. Digital natives therefore believe that the education that the digital immigrants are providing them with isn't worth it.
It is unlikely that the digital natives will go 'backwards' and return to the social norms and learning of past times. Some digital immigrants embrace the change and accept that they don't know much and take advantage of their kids to help them. However there are some digital immigrants who refuse to change and complain about the 'old days'.
To overcome this problem the article suggests we have to reconsider both our methodology and our content. First our methodology, the educators need to change the way they teach and teach in the new language that the digital natives created. This means make it faster and less step-by-step. Second our content, which there seems to be two kinds of the first legacy and second future. 'Legacy' is the traditional curriculum like, reading, writing, arithmetic, and logical thinking. Which is of course still important but its from a different era, some parts like logical thinking will be important but others like geometry wont e.g Greek and Latin. The second content, Future is digital and technological including, ethics, politics, sociology and languages. This content is interesting to today's students. Some digital immigrants however might not want to teach it.
The educators need to think about how they are going to teach both legacy and future content to digital natives, this would involve a translation and to add the new content. A theory has been highlighted which may at first been seen comically but as a case study shows it can definitely work. The theory is to make this content into video games. A case study to back this up was a company who had designed a new, faster and overall better way to operate factories. However the company encountered resistance as there was new software to learn eg. more buttons. The marketers then turned the learning into a computer game. The computer game ended up being highly successful. However it was harder for the educators to create it as they were used to different ways. They were asked to create a series of task's that the skills were embedded in. The professors had made 5-10 minute films, they insisted for them to be 30 seconds, the educators insisted that they do them in order, they insisted randomly. So the experimenters stripped all the old language away. Eventually the educators came through and it started working.
Similar thinking needs to be done for other subjects, there have been attempts that failed but the article states that we will improve. For example in maths we should now use computers and calculators all the time and learn how to implement them in aiding us. Geography there are many games out there which many kids can remember huge amount of information for eg. Pokemon and memorising 100+ Pokemon with all their info, we need to re-think how we present information.
Overall if digital immigrants want to reach out to digital natives they will have to change. If so they will eventually succeed.