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
'Digital Natives and Immigrants: What Brain Research Tells Us' is an organized, rhetorical piece by Nancy K. Hethers, explaining the reasons and rationale behind the great divide of Digital Natives and Digital Immigrants, and sheds light over the effective cognitive development that takes place as a result of stimulating experiences in the light of Neuroscientic evidence and research. The underlying purpose of this article is to shed light over the fact that the brain adapts itself to the challenges and situations that it comes across, and that the brains of the Digital Natives are not more effectively equipped than the brains of the Digital Immigrants. The individuals termed as Digital Immigrants have also proved that they have adequate adaptive abilities to counter the challenges of today as effectively as Digital Natives can. The author addresses the general public as audience, while delivering an insightful research over the workings of the brain, and specifically seeks to refute the arguments of claimants, who believe that Digital Natives are born with specially equipped brains, and the Digital Immigrants stand no chance at competing with them at cognitive levels.
Berk, L. (2009). Child Development (Custom Edition for Pennsylvania State University ed.). New York : Custom Publishing.
Our world is changing gradually bringing these changes into people’s daily life styles; consequently, a person’s potential to embrace these challenges and revolutionize with them has become an important factor to analyze people’s way to prepare themselves for the future. According to Gilbert Valdez, educational technology, especially computers and computer-related peripherals, have grown tremendously and have permeated all areas of our lives. It is incomprehensible that anyone today would argue that banks, hospitals, or any industry should use less technology. Most young people cannot understand arguments that schools should limit technology use. For them, use of the Internet, for example, plays a major role in their relationships with their friends, their families, and their schools. Teens and their parents generally think that use of the Internet enhances the social life and academic work of teenagers. Nonetheless, not all people has the possibility of changing towards a technological society due to the lack of personal progress through technology, and the misunderstanding of this tool is leading future professionals to become technologically dependant; in other words to rely only on technology without considering the possible consequences that it might have on future professionals development and their educational background. The overuse of educational technology has been growing over the recent years due to the emergent technological developments around the world; however, it can be solved by searching for a new balance between the uses of technology within education.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Upper Saddle River, NJ: Merrill.
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 Ltd
Tapscott, D. (1998). Growing Up Digital: The rise of the net generation. New York, NY: Mc-Graw Hill Companies Inc. .
In Renee Wilson’s article, “In Defence of the iGeneration” (2013), she explores her belief of the iGeneration being the smartest generation yet. Through the use of many anecdotes, Wilson reflects on her experiences of teaching the iGeneration and their ability to ignore negative criticism and still show their full potential. In her article, Wilson discusses the iGeneration’s reliance on technology and social media; however, she does not engage the disadvantages of technology, in particular laptops in the classroom, which, as I argue here, is in need of more study. In this essay, I argue that the use of laptops by students in a university classroom is distracting not only to the student, but also to surrounding students. Inevitably, multitasking and distractions in the classroom will result in a decline in academic performance.
Somekh, B (2007) Pedagogy and Learning with ICT: Researching the Art of Innovation. London: Routledge.
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
John Santrock’s Child Development is probably the most up to date, well researched and therefore the most accurate book in its field. Now in its fourteenth edition it has certainly stood the test of time considering it was first published in 1978. This topically organised text presents a wealth of information that is applicable and adaptable and is uncomplicated to read and understand. Eloquently written and logically presented it covers all aspects of child development
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).
McDevitt, T.M, & Ormrod, J. E. (2010). Child development and education (4th ed). New Jersey: Pearson Education.
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
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.