Many of today’s teens are engrossed and actively engaged in technological media programs such as social media platforms, but does that mean they truly have the skills to be deeply connected to the internet and make the most of their digital experiences?
The term “Digital Native” was coined by writer Marc Prensky to describe young people (youths) who are currently growing up in the technological savvy media culture of our world. Looking and diving deeper into his thinking, he presents that “Digital Natives” are just the first part of his framework. On the other side he introduces the people who are older, the people born into the world of nouns over verbs, paper over technology, they are the “Digital Immigrants.” As times keep on evolving new technological advances
Through the years, Prensky's work has sparked a highly disputed debate, especially among educators/researchers, as they see his concepts and terms as a myth not reliant on any proven factual evidence. Danah Boyd, author of "It’s Complicated: The Social Lives of Network Teens" pushes back on Prensky’s concepts. Through her writing, it is evident that she feels that assumptions cannot be made regarding youths having a full, detailed, and coherent understanding of new technologies along with their complete usage. Her writings provide reflection on the question, even though youths are able to make their own media or share their thoughts online, does that equate to them also having the knowledge to critically examine what they are consuming?
As a fourth grade teacher, my students are between the ages of 9-10 years old. Upon entrance to my classroom all of my students have a varying degree of technological skills and availability (computer, tablet, iPhone, etc.) Some more savvy, while others are more limited. More often than not, more than half of them are able to troubleshoot internet problems and even assist me when needed (which can be very often). However, even with all of their skills, I still find myself needing to teach them research and competency skills. Digging deep and looking critically at the why. Many of them come into my classroom always believing what they read on the internet, thinking that every site they go on (mainly because it is google) is credible and true( which makes for interesting classroom discussions.) However, as I take a step back I do acknowledge that my current students do possess a greater level of technological skills than I did as a child. When I was growing up, our family home consisted of one desktop where we needed to dial into the internet, often not going on too long as we would tie up our phone lines. Our classrooms had three desktops for over 20 students to use. Even though technology has advanced quite drastically since I was child, especially with students being one to one with chrome books books, I would not yet consider them critically knowledgable.
are not fully engaged as some other students who are able to go home and have the access to develop their digital media/literacy skills. In this regard, it does not put all students on the same equal playing field. If that is the case can we really classify all students as truly being "Digital Natives?"
I agree with Boyd when she notes that technology will forever play an increasly important role in our society. Technology in the classrooms are not going away. Teachers will never teach like they did years ago. Everyone, adults and children, need to develop digital literacy skills so they can successfully be active participants in society. As Boyd states for EVERYONE, "Learning is a lifelong process."
Lisa, your discussion about technology at home and school in your childhood got me thinking about my own experiences with technology growing up. In elementary school, we did not have access to too many computers. There were a few in each classroom and 5 or 6 in the library. Then, as I got to high school, we had one computer lab with about 30 computers that teachers would have to sign up to use during class periods. By my senior year, the freshmen had started receiving their own Chromebooks for use at school and at home. In my four years of high school, there was a drastic shift in the number of devices available to students. Now, every classroom at my school has a Chromebook cart with one to one devices for each student. Prensky's beliefs that children have more access to technology, so therefore have an easier time using it is true. My students know much more about computers and technology than I did when I was their age. However, Boyd's belief that youth need to be taught appropriate ways to use technology is also true. We cannot expect youth to automatically know how to identify bias and inaccuracies. This is something that needs to be explicitly taught.
ReplyDeleteLisa, I loved the quote you included at the beginning about students having social media and how that does not necessarily mean that students are automatically digitally fluent. It made me think of what we were discussing in our ZOOM today about how students do not know enough about internet safety and how to protect themselves. Having a chromebook, or a phone or tablet does not automatically make you a tech guru!
ReplyDeleteLisa, I agree with your statement that teachers will never teach like they did years ago. I am still developing slides for the day, including digital libraries for the kids, using google classroom daily, and incorporating video clips to supplement lessons. I’ve even come to the point that my morning message is digital and not handwritten anymore. At first it was so difficult to make the switch, especially being a veteran teacher who doesn’t do well with change, but I now see the importance of technology for the students and teachers.
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