Prensky and Digital Colonisers - Digital Chalkie. Sitting here at the Duxton in Perth while Marc Prensky engages us with his ideas on the “New Paradigm”. Predicated on the notion that the majority of approaches to current education are not created with the modern learner in mind, these assumptions and assertions filter through: Digital Natives - grew up in the digital world - without a guidebook and without guidance.They have developed an ‘e-life’Current students challenge traditional tools of education - but embrace the critical and social constructivist pedagogical assumptions.Young people create as much as they consume (Q: degree and complexity is questionable)“Growing up in the light” - metaphor.
“You have to slow down when talking with teachers” - a student quote.The well known native/immigrant discussion.To engage we must enagage WITH students - we must be part of the journey. So far the description of the “New Paradigm” seems to be an iteration of Dewey and others who recognised that learning is done by learners. Valeurs d’Usages rc » Les digital natives nous laissent (encore un) peu de temps. Digital Natives - Berkman@10. Session organizers: John Palfrey and Urs Gasser There are a lot of myths floating through the ether about how young people use new technologies. Does it make sense to talk about a distinctive global culture of young people -- Digital Natives -- who have only known life in a digital age? This session will focus on what research does and doesn't teach us about what this population of young people are up to?
What are the great things that we wish to foster, like creativity using digital tools and new forms of civic activism? Some myths that we may explore for the day: Myth #1The online world presents a wholly new and completely different set of issues for youth we must address. Many of the issues cropping up with children and young people playing, being, and living online â from cyberbullying, to information evaluation, to online civic engagement - are the same as age-old offline issues, however filtered through a new medium with new possibilities, and new considerations.
Synthese_JeunesetInternet_2010.pdf (Objet application/pdf) Lift10 Generations: Doomed to be forever young? A social archaeology of the ‘digital natives’ (Antonio Casilli) — Climb to the Stars. Here are my running notes of the Lift conference in Geneva. This is Doomed to be forever young? A social archaeology of the ‘digital natives’ (Antonio Casilli), part of the Generations and Technologies session.
May contain errors, omissions, things that aren’t quite right, etc. I do my best but I’m just a human live-blogging machine. Found other good posts about this session? Link to them in the comments. The myth of the digital native. steph-note: YAY!!!! Antonio’s cousin’s MySpace page. There is no empirical evidence. Before “digital natives” (2006) we had “internet children” (1999) and “computer kids” (1982) To debunk the myth, we need to do some social archeology. Two social dynamics: Computers have changed the space.
Computers have gone from military bases to factories to offices to houses. In the eighties, the child/youth becomes the main protagonist for the computer. Why did the child become the main user of the computer? Second point, cultural reasons. Third reason: political. Brouehaha » Baisse constante des budgets pour la bibliothèque de droit de Queen’s. Charlie Beckett, POLIS Director » Blog Archive » Digital Natives and Media Literacy: New Report. Not the digital youth This is my introduction to a series of papers on the subject of the ‘myth of digital natives’. They were given at a Polis event last autumn, you can read them in full here. They attempt to dispel the idea that young people of the Internet generation are naturally gifted at using online resources and seek to find ways to enhance everyone’s ability to benefit from digital communications.
Myths can be useful ways for societies to tell stories about themselves. They can help us preserve our values and cope with change. Even if older adults find digital devices and processes challenging we can reassure ourselves that the next generation will take to them effortlessly and creatively. They blog, game and network on a variety of platforms, often multi-tasking, producing sophisticated and rich patterns of communication and expression. The cultural and social barriers to conventional literacies appear to replicate themselves online.
Digital Natives, les nouveaux travailleurs numérique ? - Article sur Journal du Net Solutions. L'immersion dans les outils numériques aurait-elle provoqué une génération spontanée d'employés, aux habitudes et comportements différents et novateurs ? Décryptage d'un concept controversé. Un Digital Natives, c'est quoi ? Ce sont ces enfants qui ont toujours connu Internet et sont complètement habitués aux appareils et logiciels numériques. De par leur pratique de ces outils, ils sont des consommateurs de produits multimédias et de l'information instantanée. Qui a forgé le terme de Digital Natives ? Ce néologisme a été inventé par un consultant américain en TICE (nouvelles Technologies de l'Information et de la Communication pour l'Enseignement), nommé Marc Prensky. Le concept de Marc Prensky a été repris lors de travaux universitaires menés conjointement par le Berkman Centre for Internet & Society à la Harvard Law School et le Centre de recherche en droit de l'information à l'Université de Saint-Gall en Suisse.
Quelles sont les caractéristiques des Digital Natives ? Pour en finir avec les natifs versus les immigrants digitaux. Marc Prensky a beaucoup fait pour favoriser l'introduction des nouvelles technologies à l'école ou faciliter son acceptation dans la population, avec une belle formule-choc : les jeunes sont natifs du numérique, les vieux sont des immigrants. Mais il est temps maintenant de neutraliser ce mythe du natif versus immigrant qui a fait plus de tort qu'autre chose. Comme prétexte pour vous en parler je prends mon journal (papier) préféré qui nous propose une attaque frontale contre la blogosphère, ce qui nous change des petites flèches de côté qui ont eu cours dans la dernière année. Essayons d'y voir clair le temps d'identifier une source d'incompréhension sur la blogosphère et proposons ensuite une nouvelle métaphore plus pratique pour débloquer la situation...
Je vous laisse le temps de le lire (843 mots), le croissant à la main (joignons l'utile à l'agréable), et on se retrouve au paragraphe suivant. Rioux serait donc un "dinosaure", voué à l'extinction s'il ne s'adapte pas. Digital Natives, une vidéo de TheoBondolfi. Digital, Natives, france, suisse, UNI-GE. Not ‘Natives’ As part of the JISC funded Isthmus project we have been taking a close look not at whattechnologies our students use but at how our they use them. We found that our students could not be usefully categorised as Digital Natives or Digital Immigrants. I.e. This distinction does not help guide the implementation of technologies it simply provides the excuse that “some people ‘just don’t get it’ which is why your new approach has failed so badly…” Anyway, our students appropriation of online services did not seem to follow a simple pattern based on skill level.
It seemed to depend on if they saw the web as a ‘place to live’ or as a collection of useful tools. This underlying motivation led us to outline two main categories of distance learning student. The ‘Resident’ The resident is an individual who lives a percentage of their life online. The ‘Visitor’ The Visitor is an individual who uses the web as a tool in an organised manner whenever the need arises.
Visiteurs et résidents. Par Jean-Michel Salaun le mardi 23 septembre 2008, 02:57 - Socio - Lien permanent Lorcan Dempsey attire l'attention (ici) sur une proposition de David White : David White, “Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents’,” TALL blog, juillet 23, 2008, ici. Le vocable Natives/Immigrants, passé dans le langage courant, est issu de cet article : Marc Prensky, “ Digital Natives, Digital Immigrants - Part1” MCB University Press 9, no. 5 (Octobre 2001), là.
David White n'est pas n'importe qui. C'est lui qui avait souligné les usages divers des étudiants en ligne dans une enquête menée à Oxford (UK) : David White, Results of the ‘Online Tool Use Survey’ undertaken by the JISC funded SPIRE project, Mars 7, 2007, là. Sa proposition est fondée sur son expérience. Quoi qu'il en soit, l'appropriation par nos étudiants des services en ligne ne semble pas suivre le niveau des compétences. Le «résident» Le résident est quelqu'un qui vit une part de sa vie en ligne.
Le «visiteur» 1. How the Google generation thinks differently - Times Online. Exposing a Popular Myth « Chalkdust101. One of my favorite thinkers/critics out there, Barry Bachenheimer, did something last week that I have wanted to do for a while: he surveyed his high school students about their use of technology and their opinions about it. Seeing his results makes me want to do this even more so now. here is a smattering of the responses he got: 1. All kids are tech savvy and are using lots of Web 2.0 tools.False. Based upon a recent survey at our high school, I found the following:Do you do any of the following on a regular basis (check all that apply) And… 5. Technology is needed to students to learn in the 21st century.I feel that learning with technology improves my achievement.
In every conversation I have with teachers and parents, I really try to stress the fact that while yes, this group of children has grown up with digital technology ingrained in their lives, their ability to use it critically and meaningfully is as raw and undeveloped as any adult figure, including their teachers and parents. Instructional Technology Resources. Technology tools available to us today have created distinctions in our society. The question of access -- also known as The Digital Divide -- is often raised, but even among those who already have access to technology, there are differences in how technology is used and understood. Mark Prensky, an author and educational consultant, has posited that individuals who have grown up with technology – digital natives -- differ radically from those who have adopted technology later in life – digital immigrants.
In 2001, he published an article which has been creating a buzz in the educational community. The article is titled Digital Natives, Digital Immigrants: to Look at Ourselves and Our Kids . In this essay, he describes digital natives as: Growing up with technology Accustomed to quick access to information Comfortable with multitasking Reliant on graphics to convey messages quickly Thriving on instant gratification and frequent rewards and digital immigrants as: Digital Nativism. Prensky's Digital Nativism With an insulting tone worthy of the original American nativists who hated immigrants (especially Catholic ones), Marc Prensky speaks of pre-iPod humans (digital immigrants) contemptuously.
(Prensky's work) In a rather shallow piece lacking in evidence or data, Prensky offers the terms "digital natives" and "digital immigrants" to set up a generational divide. His proposition is simple-minded. He paints digital experience as wonderful and old ways as worthless. He lumps people together by nothing more than age and exposure, spending little time on differentiating or understanding. He offers learning with video games as a digital Nirvana that should replace forms of learning that he claims are now outmoded. Prensky's Brave New World of Video Game Learning It is amusing to note Prensky's unbridled enthusiasm for learning via video games. Prensky Ignores Serious Studies of the Young and Important Data Light users Medium users Heavy users Prensky's Legacy Learning vs.
Natives_report2006.pdf (Objet application/pdf) Digital Natives » "Digital natives" under attack! (as a metaphor) MIT professor Henry Jenkins is one of several bloggers who have criticized the Digital Native/Digital Immigrant metaphor in recent weeks. Jenkins argues the metaphor oversimplifies and exaggerates generational distinctions, in the process letting adults “off the hook” for getting involved with technology and how kids use it. Last week, I had the privilege of seeing Jenkins discuss these concerns, along with many other issues, on stage with two other brilliant luminaries: Katie Salen, a game designer and professor at the Parsons School of Design, and Howard Gardner, a professor at the Harvard School of Education. When Jenkins’s “native/immigrant” critique came up, Gardner responded that though the metaphor may be used simplistically, it still has value. “There’s clearly a difference between people who use these things easily and naturally and reflexively, and people for whom everything has to be translated into kind of another language.”
“Metaphors are powerful things. Indeed. Jesse Baer. Nick Anstead » Digital natives and digital literacy. Thanks for a friend linking to it on Facebook, I was able to find the best article I have read on the London riots so far. The argument it makes is simultaneously very simple, but also far less reductionist than the two positions (or rather caricatures of positions) we are seeing in the media. The first of these discourses – by far the dominant one, as pretty much every national politician is pushing it out – is that this is an example of mindless violence or simple criminality (for example David Cameron’s speech in the House of Commons today or this Telegraph leader column). The second – certainly less popular, but also present narrative – is to talk about the social backdrop to the riots (as occurs in this article). Yet neither of these positions seems particularly plausible when carefully considered, since they both deprive the rioters of agency.
Mindless violence is, by definition, an ill-considered act, while social explanations prioritise structure over agency.