In his two part essay Digital Natives, Digital Immigrants, Marc Prensky offers some valuable insights into neuroscience, contemporary technology and media culture, and education. The youth of today are the natives, having grown up immersed in high tech devices and media of all kinds. Reading this, I immediately began to try to place myself along this divide. I’m 36, and came to computer literacy much later than the natives, well after college. But if I’m an immigrant, it’s with what would be called a mild “digital immigrant accent” (Prensky 2001). My first inclination is generally to look for answers online, for example, and I’ve never printed an email. But I’ve also sent one text message in my life; I’ve just never had the need. So I’m speaking with a slight accent, in a world where the standards of pronunciation are evolving. If I don’t seek out and embrace new developments, especially as a teacher, what seems slight in 2008 will be a speech impediment before I know it (but not before my students do!).
The ISTE’s NETS for teachers and students (iste.org 2007), outlines standards with which teachers should comply, and which align nicely with the assertion that educators must embrace technology and learn to use it to engage their students who are already tech savvy in order not to lose their attention altogether. “Their attention spans are not short… for anything… that actually interests them” (Prensky 2001). All of the NETS standards are relevant in one way or another to this argument, but some especially salient ones for teachers are:
2. Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, (and) develop authentic learning experiences…incorporating contemporary tools and resources… (a): Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.”
(c): Teachers customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
5. Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice, model lifelong learning, and… (demonstrate) the effective use of digital tools and resources.
(d): Teachers contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
(www.iste.org 2007)
While teachers are addressing their own skills, attitudes, and values through these standards, the ISTE is also recommending holding students to high but achievable standards. Some especially relevant NETS standards for students are:
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
(a): Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
(b): Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
(a) Students understand and use technology systems.
(d) Students transfer current knowledge to learning of new technologies.
(www.iste.org 2007)
As nostalgic as any of us, whether veteran teacher or novice may wish to be regarding the schools and society of a few decades ago, this genie simply can’t be put back in its bottle. Computers, ipods, cell phones, and video games are a fact of life. The internet will be an ever changing, ever present entity in our lives and should be that in the classroom as well. Not to teach through contemporary technology shortchanges students who have less access and bores those who have more.
references:
Prensky, M. (2001). Digital Natives, Digital Immigrants, from On the Horizon. NCB University Press, Vol. 9
International Society for Technology in Education, NETS for Students 2007. www.iste.org
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