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Technology Integration in the classroom is a reflection
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This chapter examines the basics of the digital native and immigrant theory as well as how digital literacy is being presented in today’s schools. Some of the readings examine how real-world ELA teachers engage their students using digital technology. In addition, it offers a list of suggested titles and technology applications across disciplines to present to current K-12 ELA students.
According to Marc Prensky, digital natives are students who view the world differently than previous generations. Digital immigrants are individuals who need to change their views in order to incorporate technology into their daily lives.
Since digital natives were born after 1980, the internet has always been a major part of their lives. They do not use phone books to find contact information. They use Facetime, Google searches, and texting instead of a home phone, an encyclopedia or pen pals. Siri is a friend. Most critically, they did not need to “immigrate” or change their views to conform to new technologies. This is simply the way the world has always been for them. These differences also extend to the classroom.
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Often, when I discuss Prensky’s digital native and immigrant theory, I get asked, “Which one are you?” To prove my point, I pull out my paper-based day planner and show them the scribbled notes I have on each page.
Yes, i know how to use my Google calendar, but most days I just prefer paper. Even though I would love to say I am a digital native, I know am not. I am a digital immigrant who still goes back to paper and traditional ways of teaching and learning at times because that is how I was brought up. I use a SMARTBoard on a daily basis, but I still feel a jolt of excitement when I can use a chalkboard. Yet, this immigrant background helps me understand the teachers who resist technology. I recognize that change is difficult. This chapter will discuss many of these
issues. Let’s face it-- most of today's K-12 learners never buy a day planner. They also probably never sharpen a pencil. They are too busy using their Google calendar, texting their friends, and making online videos. These youngsters communicate in different ways than we did when we went to school. When I was in school, I passed notes in the hallways on the way to my next class. I created collages by cutting (with scissors) and pasting on to a piece of construction paper. Today, students tweet and Facetime. They send SnapChats and create collages using Tumblr. Which one is more effective? These are issues we will discuss in this section of the textbook. In conclusion, digital natives are here to stay. Much modification to the current education system is required. Although textbooks and day planners may not yet be as obsolete as fountain pens and slates, but students need and expect a different type of engagement in the digital age.
The author claims that the working of a human brain is deeply affected by the technological advances of the current age. Closely administered behavior of Digital Natives reveals that they have sharper cognitive skills as compared to the Digital Immigrants of the previous generation. She begins by quoting Palfrey and Gasser as her counter-argument, who acknowledge the difference between the current and previous generations, thus: “These kids are different. They study, work, write and interact with each other in ways that are very different from the ways that you di...
In higher education, traditional students are characterized as 18-22 in age, majority Caucasian, full-time and interested extra-curricular activities (Falk & Blaylock, 2010). Today’s undergraduate students are classified as “digital natives,” because of their advanced exposure to the Internet, social media and other technology since birth (Liang 2010). The digital natives who started their undergraduate education in fall 2013 grew up when PCs, email, text messages, DVDs, smartphones, and the Internet already existed (Levine & Dean, 2013). Google, file sharing, Skype, YouTube, and Facebook existed by the time digital natives entered middle school, they were introduced to the iPhone before high school, and they in college they expect to communicate
Turkle, Sherry. "Cyberspace and Identity." Writing and Reading Across the Curriculum. Ed. Laurence Behrens and Leonard J. Rosen. 8th ed. New York: Longman, 2003. 271-280.
Digital Divide isn’t just about the access of people to such facilities but also described as the differing levels of IT skills within the society. Digital Divide is often referred back to the haves and have-nots, also known as the rich and the poor. In earlier years, they have been described as the middle and working classes, although these sectors vaguely exist in the society at present. The haves are people who can afford to buy these new technologies such as compute...
For example, while computers have replaced typewriters, it helps the students to become a better writer as they can “revise text, rearrange paragraphs, and experiment with the tone and shape of an essay” while using word processing. Thus, the computer helps the students to improvise their writing. Human relationships with computers and technology have come closer than ever before in the recent decades. Erik Erikson’s view on the element “psychological moratorium” implies the identity development in adolescence. According to Sherry Turkle, computers and the internet have given wonderful opportunities to the young generation that helps them to present themselves online through role-playing games, chat rooms, and other technological venues.... ...
Do you ever think about how much technology has changed the way we work, learn, play, and even think? Technology is a major beneficiary to society; especially in the classroom where we get the opportunity to learn and grow. In recent years, schools have begun implementing tablets and other devices in the classroom to better student’s education. The use of technology in the classroom provides more of a personalized learning experience and gives students a widespread availability to engage in learning. Technology is necessary in today’s modern globe, it is basically “the pen and paper of our time and the lens through which we experience much of our world” (Warlick, 2013). Technology is not just considered the “internet”, it is so much greater than that. Overall, it enhances the quality of education and engages students deeper than ever before. With all the significant gains, why would people argue that technology hinders students more than it helps? Critics may try to repute the use of technology in the classroom but I believe what really matters “is the way we use it, the context that we use it in, and the learners who we use it for” (Chong, 2012).
College students in the 21st century are a part of the so-called digital generation. Technology has...
The concept of digital literacy was introduced by Paul Gilster in his book of the same name (Gilster 1997). Gilster took a broad approach to digital literacy defining it as ‘the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers’. Now digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements.
Mark Prensky (2001) has coined the phrase Digital Natives versus Digital Immigrants. To put it simply, Digital Natives (DN) have always had the new technology (cell phones, video games, digital music, computers) while Digital Immigrants (DI) have come into these things later on in life and have had to learn “it” above and beyond the old ways they had of doing things. Is there a difference? Children today are born into a digital world and use technology from a young age. The Digital Natives/Learner finds technol...
Paper has officially been replaced with iPads. Just kidding, but there are over 1.5 million iPads that are being used in classrooms by students on a daily bases rather than using printed textbooks as main learning resources (Graduating With Technology). With recent advancements in technology, many school districts have turned the focus off traditional learning methods of using textbooks, and are now focusing on integrating the use of tablets and computers as the main means of learning for students. Technology is going to continue to advance throughout this digital age and is going to gain popularity within education, but there are questions arising of how effective technology is when used in the classroom. The opportunity of using new technology to enhance learning should be seized, but textbooks should not become extinct within the education system or become a secondary learning method due to tablets and other types of technology becoming more popular in the education system.
Technology is a vital part of education and the workforce. The digital divide is putting some students at risk for lacking vital vocational and educational skills. The National Telecommunications and Information Administration states that currently about half of Americans are online (ClickZ, 2002). According to a report from the New York Times (2003), United States President, George W. Bush seemed to be satisfied with this number. He tried to eliminate the technology access programs that were initiated in the Clinton Administration for the purpose of bridging the digital divide. His cuts eliminated over 50 million dollars. Fortunately, as a result of several passionate coalitions, Congress has given $50 million back to the funds (Feeder, 2003). However, there is still a digital divide, and it is putting students at risk. According to the educational testing service, which is the world’s largest private educational measurement organization and a leader in educational research (Landgraf, Statistics Section, para. 5); “ ‘49 percent of Caucasian children use the Internet at home, compared to only 29 percent of African-American children, and 33 percent of Hispanic children’, ‘children from high-income families are more than twice as likely to have home Internet access (66%) than children from low-income households (29%)’ and ‘despite strong growth in school access from 2000 to 2002 for low-income children (20 to 32 percent), their current school use still significantly lags behind high-income children (47 percent)’ (Landgraf, Statistics Section, para. 5). The fact that so many children are not accessing technology is not just a present problem for them, it is creating future problems by putting them at risk for lacking vital educational and vocational skills.
Today’s generation is like no other. The nation as a whole has completely evolved from past times, with technology being one of the greatest improvements. Traditionally, schooling takes place in a classroom setting, but, with the many modifications in our world’s system, we are able to assimilate more modern means of education, such as online learning. However, with many changes comes differences and requires adjustments. The online learning system has proven to be just as effective as traditional learning, with some minor differences, however, nothing of great significance. A few of those insignificant differences include online learning being convenient, especially for the non-traditional students,
Throughout history technology has been the driving force of change. From movable type, to television, to the Internet, technology has been embraced and incorporated into our daily lives. Within the constructs of civilized society, the vast rewards of technological innovations have far outweighed the negatives. The digital revolution has altered conceptions of time and distance. It has created a wealth of information that is available at the stroke of a key. Not since the invention of the printing press has the distribution and consumption of information been so democratized. The rapidly changing technological landscape has put students and teachers in the cross-hairs. Can students be positively impacted by this digital revolution? Has the wave of technology that has swept through in recent years improved teaching and learning in the classroom? Utilizing various research tools such as Boise State University's Albertsons Library database, Google Scholar, and other online tools to access peer-reviewed journals, this paper will demonstrate that technology in the classroom results in increased student performance. great intro, Evan. -Barbara Schroeder 5/6/10 7:51 AM
The question people are asking themselves today is, Is digital literacy just as important as daily subjects such as reading, writing, and math for our students today? To prepare for this paper I was given three excerpts to read. Right away I was drawn to how much time we spend on the internet daily and what types of things we do while we are on the internet. I realized that today’s society is dependent on the internet for most things like doing homework, researching information, shopping, and getting on social media websites. While reading a fact sheet named Fact Sheet: Digital Literacy, “We live in an internet economy I came across interesting facts such as 96% of Americans use technology and internet at their jobs and 28% of American don’t
Imagine someone born in the early 1900’s entering a modern-day classroom. They would likely be confused as to what televisions, computers, cell phones, and other electronic devices are. It is also likely that they would be overwhelmed by the instant access to information that the internet provides. Digital media has become a large part of people’s everyday lives especially with the rise of digital media in classrooms. Digital media is growing so rapidly that people who are not adapting to this shift in culture are falling behind and becoming victims of the “digital divide”, this is leaving people misinformed. Digital media has a large effect on the way that people communicate, this is especially evident in the way that students interact with