Generational characteristics and the digital world will influence the type of teacher an individual becomes in a number of ways. The digital world has a huge impact on teaching and learning (Howell, 2012), and will consequently affect the type of teacher a person becomes. The generational characteristics of Generation X give them a unique insight into an education without technology (Australian Bureau of Statistics, 2009 & Dunn, 2011) and one rich with technology, and subsequently an understanding of the benefits and disadvantages of both. As teachers of the iGeneration they will need a sound understanding of digital pedagogy due to the increasing prevalence of technology in all aspects of society (Howell, 2012).
Understanding the influence of the digital world on the students being taught is as important as its influence on teachers, when considering teaching styles. This is because “the way students learn is as important as what they learn, where they learn and who teaches them” (Brady & Kennedy, 2010. p54). Understanding the abilities of children and the elements that influence how they think and learn allows teachers to structure lessons to ensure the required learning outcomes are met (McDevitt, Ormond, Cupit, Chandler & Aloa, 2013). The students of today, variously dubbed the iGeneration, generation z or ‘digital natives’ use more digital technology than previous generations (Howell, 2012). ‘Digital Native’ describes the generation that has grown up surrounded by technology; and are fluent in the use of various digital technologies (Prensky, 2001).
It is not only the variety of technology and the way Digital Natives interact with it that sets them apart from previous generations; their exposure to technology has chan...
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...he traditional lecture method. Retrieved from: http://www.cirtl.net/node/2570
Dunn, J. (2011). The evolution of classroom technology. Retrieved from: http://www.edudemic.com/classroom-technology/
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, VIC: Oxford University Press.
McDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M. & Aloa, V. (2013). Child development and education. Frenchs Forest, NSW: Pearson Australia
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon 9(5) pp1-6. Retrieved from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
University of Iowa. (2009). Supervision of intergenerational dynamics. Retrieved from: http://www.uiowa.edu/~nrcfcp/training/documents/Participant%20Packet%20Intergen%20Dynamics.pdf
It is no more pertinent than today to acknowledge that students live in a technology driven world where information and communication technologies are integrated into everyday situations (QSA, 2007). Prensky, 2001 suggests that it is now clear that as a result of the abundant technological environment and students’ substantial level of interaction with it, that today’s students think and process information fundamentally differently from their predecessors. With this in mind, it is crucial that as a future educator, I bring to the classroom new and innovative ways of teaching and learning in order to motivate and interest these ‘digital natives’ (Halat, 2008).
“Technology has provided the opportunity to create an entirely new learning environment; it has significantly increased the range and sophistication of possible classroom activities” (Hawkins 1997). The vast majority of youths today, grow up with computers and encounter some form of digital learning (Kolikant, 2009). The idea that has had the most impact is that the technology today will be outpaced by the next generation. Most of the technology seen today will never be used by an infant when he reaches school age.
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.
The article, How and Why Digital Generation Teachers Use Technology in the Classroom: An Explanatory Sequential Mixed Methods Study, discusses the use of technology in the classroom. Traditional teachers have been viewed as an obstacle to introducing technology in the classrooms. It is also believed that this issue will resolve once the technological generation of teachers enter the profession.
McDevitt, T.M., & Ormrod, J. E. (2010). Child development and education (4th Ed.). Upper Saddle River, NJ: Pearson Education Inc.
McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.). Pg. 194 - Upper Saddle River, NJ: Pearson Education.
Social media websites such as Facebook, Twitter and LinkedIn and the internet in general have remarkably changed the way we interact on a day to day basis. Marc Prensky has defined this generation as 'digital natives' and states that it is necessary that we accept the digital generation but try to relate to it and integrate the abilities of young people in everyday life, especially education:
Doherty, J. and Hughes, M. (2009) Child Development. Theory and Practice 0-11. Essex: Pearson Education Limited, p. 256.
In one’s lifetime, he or she will see the world change; right now, the world is constantly changing due to advancements in technology. Older generations feel that by the time they learn and understand one type of technology, a newer, better model comes out. The newer generations, Millennials and Boomlets, are constantly adapting and learning with the new technology. This fast changing technology will change the way that they attain jobs and how they will work in the workforce. Because of this change in technology affecting the entire world, it is affecting the education system as well. Students have seen technology implemented into the classroom with smart boards, calculators that can solve any problem, tablets, and computers. Still,
McDevitt, T.M., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, NJ: Pearson Education Inc.
Tapscott, D. (2008) Grown Up Digital: How the Net Generation is Changing the World. University of Missouri Press.
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).
ICT have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally transformed the practices and procedures of nearly all forms of exertion within business and governance. Education is a very socially focused activity and quality education has traditionally been connected with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centred learning settings. But with the world moving swiftly into digital media and information, the role of ICT in education is becoming more and more essential and this importance will continue to grow and develop in the 21st century.
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...
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