Digital Immigrants Raising Digital Natives By Nadia Kashif #100334146 & Serena Eccleston # 100622240


SITUATION: Technology is causing a divide between digital immigrants and digital natives. Digital immigrants think of the internet and virtual world as not a part of real life, they are grounded in their culture and a little cautious about technology as compared to digital natives prefer technology, spending a lot of time and communication with their peer through social networks. Internet experience is more real and engaging for them than offline. They are more far more advanced in technology as compared to digital immigrants, they are risk takers and multitaskers, appear to have surprisingly superficial understanding of new communication technologies. To Digital Immigrants, cell phones, emails, and the Internet are just tools that can be used to reach someone or set up a “real” face-to-face meeting. Natives look at the same technologies and see an extension of who they are. Digital natives view online communication the same way, as an immigrant views a face to face interaction.

Steps Involved

  1. Research-searching for articles/resources related to our topic
  2. Defining the problem-Focusing on building a better understanding of our children’s experience with the digital world.
  3. Identify and collecting sources-Identifying the generational clash/divide with understanding of technology use.
  4. Building awareness-step out of our comfort zones and meet our children where they are. Educating digital immigrant on the importance of online technology and also teaching them how to be good digital citizen and the proper etiquette of digital use.
  5. Implementation-teaching parents to mentor more than monitor. Maintaining a balance, engaging in virtual and face-to-face communication. Be a part of their children’s social network while respecting their space. Digital immigrants should valued digital native knowledge of technology and respect their point of view. Value digital native knowledge and be apart of their virtual world.

Predicting Any Problems We May Encounter

  • Finding appropriate and relevant resources
  • Accommodating scheduling time, between group members
  • Finding large number of people to survey
  • Sturdy internet connection.

The video below is how some digital natives view their digital immigrant parents

100 Words: Technology is everywhere, is an important part of our everyday lives and has liberated our world. However it has caused a digital divide between digital immigrants (prefer face to face interaction) and digital natives (interact through their devices). Digital natives have created 24/7 network that blends the human interaction solely with technology thus transforming human relationship in a fundamental ways. Digital immigrants view this onset of technology as a crisis, and are extremely concerned with a trend of its dependency among the younger generation. How can a balance be maintained allowing both generations to reap the benefits of technology.

Digital Natives, Digital Immigrants: Some Thoughts about the Generation Gap: Digital natives explore their world in an entirely new ways, they interact with new technologies are self-motivated, willing to teach themselves new things that appear interesting to them. They are accustomed to new technologies, they speak an entirely different language, one they expect digital immigrants to understand. Digital Natives are used to things that are instantaneous, sending and receiving information really fast, they are multi taskers, they choose graphics, before text and thrive on instant gratification in the form of notifications such a Facebook likes, text messages. They rely on technology for everything and it has become safety blanket for them. They turn to their device for love, friendship and to keep them up-to-date on new trends in fashion and what's happening around the world. Technology has enabled them to apply minimal effort for a lot of benefit. They prefer to spend their time playing games than doing serious work. Marc Prensky (2001). On the other hand digital immigrants show their "Digital Immigrant accent"that is demonstrated in numerous ways for example printing out a digital document to edit it rather than editing it on line (Prensky, 2001). One major difference between digital natives and Immigrants is the way they process information. Digital natives retrieve information and communicate with their peers very quickly (Prensky, 2001) unlike digital immigrants. Digital Immigrants view, cell phones, emails, and the Internet as tools that can be used to reach someone or set up a “real” face-to-face meeting. Natives look at the same technologies and see an extension of who they are. Many Immigrants consider education as the process that forces as much information into students’ heads as possible so they can regurgitate it. Whereas digital natives view education as something that prepares them for their future (Prensky, July 2007).

Digital Native are (Zur, & Walker, 2016)

  • Tremendously creative
  • Prefer to connect via text, chat, Facebook, online games, etc.
  • Prefer receiving information quickly and simultaneously from multiple multimedia and other sources
  • Prefer parallel processing, multitasking or task switching
  • Prefer instant gratification and rewards, do not see value in waiting
  • Try many careers during the lifetime and switch workplaces and work settings fairly easily
  • Are more concerned with personal satisfaction
  • Use the Internet to socialize, play, have fun, watch videos, shows, create, etc.
  • Put highly personal information on social networking sites,
  • Interact/network simultaneously with many,
  • Quality interactions can occur with complete strangers,
  • Editing a profile on myspace
  • Making a videos online
  • Downloading music track
  • A degree of control over their cultural environment
  • Self centered
  • Learned quickly (developing software program in a snap)
  • Digital rely upon connected space for virtually all of the information they need to live their lives.
  • Research for them means a google search
  • They leave a digital footprint
  • They see the world in less hierarchical terms - the Internet levels the playing field, making everyone more equal online.
  • digital natives imagine a world with little institutional structure and open access to people of diverse backgrounds
  • more aggressive, competitive and results-obsessed generation
  • value oriented
  • More impulsive.

Digital Immigrant are (Zur, & Walker, 2016)

  • Goal oriented
  • They prefer a lifestyle that leaves them relatively technology-free or with minimal-technology
  • Prefer to talk on phone or in person
  • Do not use text or use it sparingly and reluctantly
  • Prefer synchronistic communication, in real time, such as in f2f or phone conversations
  • Logical and linear process of discovery
  • Prefer receiving information slowly: linearly, logically, and sequentially
  • Prefer reading text (i.e., books) on processing pictures, sounds and video
  • See high value in deferred gratification and rewards
  • Value loyalty and consistency
  • Think of the Internet and virtual world as not part of "real life"
  • Value privacy
  • Get their news via traditional news sites
  • Prefer to have 'quality' interaction with one or few people rather than many
  • Prefer to go to the bank instead of doing their banking online

What can digital immigrants teach digital natives? (DeGraff, 2014)

  • Make a place in life for values
  • Value their privacy
  • To use focused resources in building things to scale

What can digital natives teach digital immigrants? (DeGraff, 2014)

  • Achieve goals quickly
  • To collaborate across boundaries, with a variety of people
  • To revitalize or repurpose existing institutions
  • Place more importance on how to communicate over what to communicate.

Bridging the Gap, Digital Immigrant Teaching Digital Native -According to Prensky (2001),digital immigrants needs to recognize that their experiences with technology are minimal and it reflects a pre-digital age. Digital native are grown up on technology which make it difficult for them to focus when digital immigrant are teaching them in traditional way. Prensky suggest that educators needs to learn the language of digital native which would help speed up instruction, and provide “random access (2001).” Prensky provide two category he labels as “legacy content” which incorporate traditional subjects. For example reading, writing, and logical thinking and the other category is “future content” is a digital and technology,” which includes the following such as “software, hardware, robotics, nanotechnology, genomics, along with the ethics, politics, sociology, languages and other things that go with them”. Prensky’s considering taking both category and use them in a edutainment base on his own personal experience. This helps digital immigrant to engage and motive digital native in their language by embedded the curriculum into serious gaming where they are still learning the course material. It’s just dumb (and lazy) of educators – not to mention ineffective – to presume that (despite their traditions) the Digital Immigrant way is the only way to teach, and that the Digital Natives’ “language” is not as capable as their own of encompassing any and every idea… “Just do it!” They will succeed in the long run – and their successes will come that much sooner if their administrators support them. – Marc Prensky

Theoretical lens of digital native Behavioural Theory: Skinner (1953) stated digital native learning are focus on the environment and behaviour and see learning as the result of forming connection between stimuli from the environment and related responses. Bransford, Brown and Cocking (2000) stated that this motivation to learn is driven by rewards and punishments. Gagne (1977) considered an instructional model that will help scaffold the learner which take on a nine step approach:

  1. Gaining attention
  2. Expectancy: Informing the learner of the objective
  3. Memory retrieval: Stimulating recall of prerequisite learning
  4. Presenting stimulus materials
  5. Providing learning guidance
  6. Providing learning guidance
  7. Providing feedback
  8. Assessing performance
  9. Assessing performance

Cognitivism theorists emphasised on the relationship between the learner and the environment. Thus allowing the learners to think and engage, in learning by providing an hands-on experiences. When digital natives interact with technology and incorporate other learning material that are in their environment, thus enabling learning that will impact them in a meaningful way. There are six instructional model stages that was developed to scaffold learning along cognitivism comprises stated (Harris & Graham, 1999)

  1. Develop and activate background knowledge, including skills and knowledge
  2. Discuss the strategy, to promote active involvement and ownership of the strategy
  3. Model the strategy, to demonstrate how to learn and illustrate the thought process of a skilled learner
  4. Memorize the strategy, so that students know and understand what is involved with each step in the process
  5. Support the strategy, using scaffolding to promote a transfer of strategy performance from teacher to student; and,
  6. Observe independent performance, to demonstrate use of the strategy for improved academic performance.

Constructivism: Vygotsky talks about the zone of proximal development (ZDP) to emphasize the gap between what an individual learner can accomplish on their own and what they can attain when their full potential is enhanced through support given by a more capable individual. Digital immigrant may able to maximize students active learning and construction of knowledge, we should give them opportunities to be involved in five key elements through digital technology according to constructivism. The five E should take into consideration:

  1. Engage
  2. Explore
  3. Explain
  4. Elaborate
  5. Evaluate

These 5E instructional model is a learning cycle and can help Digital natives maximize their learning ( Bruner,1966).

During Teaching the Digital Generation Frank Kelly, Ted McCain and Ian Jukes (2009) articulate their views are in agreement with Prensky’s perspectives on how digital technologies have influenced the behaviors, thinking and learning of Digital Natives. They say that: “The world we live in has fundamentally changed. Students have moved into the information Age The learning styles of today’s digital kids are significantly different than those for whom our high schools were originally designed. They work, think, and learn differently, and our schools, and instruction primarily based on teachers talking in classrooms, textbooks, memorization and content-based tests, are becoming increasingly out of sync with the world around them (Ibid, p. 9).”

My Experiences of Raising Digital Native (Serena): Im raising two digital native and one digital adapter. I found that the older child is more exposed to both digital and traditional way of teaching at school and in the home environment. Since my oldest started university and his career in the medical field, he has experienced both the traditional way of learning and learning online as sixty percent of is course load is online. My second child is 60 percent digital native at school and forty percent at home. When I need her to come from her room I send her a text message and like magic she appears. I find that my youngest who is a digital adapter learn best on technology and he's more motivated to read if it's on his ipad. However, I try to balance it because I believe children need the foundation of pencil and paper incase digital technology fail us. I used to think negative that too much digital technology is not good for children. I now believe if it's used in a constructive and productive way children learned a lot more when digital technology is incorporated in the school curriculum but there also need to be balance between both world. Digital immigrant can learn a lot from digital native I find that they are still learning what is being taught but in a different way. (Serena)

My Experiences of Raising Digital Native (Nadia): I always viewed technology as a negative thing that diverts children from their school work. Watching my son spend his time on youtube, I thought that he is wasting his time and learning nothing, being antisocial, and not spending his time with his family. How wrong I was. After enrolling in this program, which relies solely on technology, i realized the importance of technology. My taught me so many new thing, like how to use my MacBook Air, how to edit video on iMovie.He learnt all this from watching videos on youtube. I fact my husband and my son are currently building our basement, received most of the information on how to build by watching youtube videos. My son is so well versed, on so many topics that it is hard for me to win any discussions with him. He is very current on news from around the world, while I wait to watch the 6:00pm news on t.v., where as he already aware of it. My perception on how I view technology has completely changed. I am now encouraging my younger children to follow in his footsteps. My daughter who is 6 years old practices her math and reading online using an iPad, my youngest. son who is 4 years old, is learning how to write his number and letters on an iPad. However, I strongly believe that teaching children how to hold/grip and write with a pencil is very important skill. I believe that there needs to be a balance, in order to reap the benefits of both worlds.

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