...Individual Paper Topic: Explain the need for understanding different intergenerational attitudes of people towards technology and the implications it has for facilitating communicating between digital natives and digital immigrations. HO Nancy Hiu Kwan Introduction With the growth of time, the role of technology is getting more and more significant where technological products are commonly found in today‟s society and everyone generally equips with more than 2 gadgets to deal with their daily business. It is observed that majority of people flips on their smartphone during the ride or in meal are teenagers and young adults, they do with no reason but treat it as a habit. Since those digital natives can hardly live without the electronic devices, feel uncomfortable without them in hands and play with it (smartphone) regardless of the location and time can therefore said as an addiction. And now, it raises a question of whether the rapid advancement of technology betters our life or we are determined by technology? The above controversial topic often comes with diverse respondents amongst different generations, where teenagers may usually agree with technology improves their life in overall despite of some drawbacks brought by those digital technologies as they get used to the online space and possible to handle all the matters by their own; whereas the elder generation may have a different comments and believe technology undoubtedly better off our lives, yet more drawbacks...
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...Digital Natives and Digital Immigrants Prensky, M. and Harding, Tucker. “Digital natives, digital immigrants.” (2011): 81-86. The terms "digital immigrants" and "digital natives" were popularized and elaborated upon by Dr. Mark Prensky (2001) and judged for their legitimacy and effectiveness by Harding (2010). I find it that the way Dr. Prensky and Harding parted digital immigrants and digital natives into three major groups couldn't have been done any better. Categorizing which each individual falls into based on their active relationship with technology. You're probably thinking digital immigrant means a foreigner from a developing country which is being newly introduced to technology. Wrong! The term “digital immigrant” refers to those born before or about mid 1960’s and who grew up in a pre-computer world regardless of their...
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...so powerful and pointless that for some people it is a complete substitute for life (Brown, n.d.).” What is most interesting about his statement is that he was not far off. It is clear that in today’s world there is a division between “digital natives” and “digital immigrants” but that are differing opinions in how to best reconcile this division for the future. “Digital natives” are those that have grown up in a world surrounded by technology and “digital immigrants” are those that would have learned about the technology and tried to adapt as an adult. In the articles by Kuehn, Myers and Sundaram, and Oriji and Efebo, they all focus on what these terms mean and how the new digital world has been a part of defining them. They also address the issue of how to reconcile these two groups in today’s world. In particular, they focus on whether or not there is hard distinction between the two groups. In Myers and Sundaram’s article they talk about how the “digital natives” entering the work force will fare since business systems and managers are all “digital immigrants”. They discuss how because “digital natives” would be proponents of change that their “digital immigrant” managers would be resistant of change. Furthermore they bring up how “digital natives” have also influenced the ubiquitous information systems to better suit their preferences thereby making it easier for them to transition into the workforce. What is interesting is that this is very similar to what Oriji and Efebo...
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...Marc Prensky Digital Natives Digital Immigrants ©2001 Marc Prensky _____________________________________________________________________________ Digital Natives, Digital Immigrants By Marc Prensky From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001) © 2001 Marc Prensky It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Today’s students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a “singularity” – an event which changes things so fundamentally that there is absolutely no going back. This so-called “singularity” is the arrival and rapid dissemination of digital technology in the last decades of the 20th century. Today’s students – K through college – represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention...
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...essay “Digital Natives, Digital Immigrants”(2001) he examines the problem with today’s educational system. He believes that the way students think today is different from the way their predecessors thought and today’s educational system is not set up correctly for teaching them. Parensky believes the arrival of digital technology is the reason for this change. Today’s students spend more time using computers, cell phones, video games, and other electronic devices than they do reading. As a result of this he states, “today’s students think and process information fundamentally different from their predecessors.” Thus their “brains and thinking patterns have physically changed.” Prensky calls these new types of technological savvy students “Digital Natives”. They were born into this digital era and technology is their native language. They have developed hypertext minds and their thought processes are more parallel than sequential. Most of the digital natives’ teachers were born before this era and speak a different outdated language therefore Prensky has dubbed them “Digital Immigrants.” Digital Immigrants were taught to learn in a linear manner and therefore teach in the same way. This can impede and slow down the learning process of digital natives. According to Parensky, digital natives are acclimated to receiving information quickly, multi-task, thrive on instant gratification, and prefer games to “serious” work. This is not how the Digital Immigrants learned...
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...In Digital Native, Digital Immigrants, Marc Prensky asks, “What should we call these ‘new’ students of today? . . . the most useful designation I have found for them is Digital Natives.” Today’s young people have never lived in a time without Internet access. Prensky created the term digital natives to describe these young people. This term is meant to describe a young generation that is quite familiar with and proficient at using digital media. However, this is not always true. Mary Ann Harlan discusses this problem with calling the younger generation digital natives in her essay Deconstructing Digital Natives. This metaphor conveys a full competency with technology, when many young people lack what Harlan calls digital literacy. She maintains...
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...Natives of the Cloud Michael Dimas April 25, 2013 Natives of the Cloud For digital natives technology exists at the core of daily life; therefore, technology coexists for core use in the educational system. By the integration of 21st century technologies into the classrooms and daily curricula and with the enhancement of the traditional instructional methods electronically, the concept of the virtual smart-classroom is the new educational model for stimulating the learning environment. "The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country.” Abraham Lincoln (1809–1865). Technology in the classroom has changed the appearance of traditional education. The benefits of various educational technologies have enhanced the quality of students’ learning and achievements. Teachers have learned how to integrate a multitude of different technologies into the smart and virtual classrooms. The relationship between students and instructors is more dynamic as the digital natives become more interested in learning with technology. A survey indicated that in late 1996, about 65% of the United States educators had access to the Internet at their school, and 14% had Internet access in their classroom (Heaviside, 1997). In addition, more than...
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...Digital Citizenship and Cyberbullying Digital citizenship and cyberbullying education is imperative for all students beginning at an early age. When it comes to digital citizenship students should be aware of the 9 Ps. The 9 Ps are; passwords, privacy, personal information, photographs, property, permission, professionalism, and personal brand. All passwords and personal information should be kept private, and the students should be cautious of who they share any information with. Property and permission is regarding sources, and other information the students find online. The students must be aware of how to obtain permission to use those sources, as well as have the knowledge on how to cite those sources. Professionalism is having the...
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...many examples of statistics and credible resources. The end of the article includes the references used throughout his argument and allows the reader to see where the information he is using originates from. Kirschner starts off the article by explaining the claim made about the existence of digital natives and their affect on the educational system and society as a generation. The claim he makes within the Abstract portion of the...
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...Storytelling at its Best Caitlin Lawrence ENG-114-90 Storytelling is at the centre of human experience. It is a compelling form of communication, a way to interact with each other. Storytelling is as ancient as humankind, it predates the written word and even the spoken word! Through stories we let people know what is important to us: our struggles and our life lessons, our beliefs, our values, our traditions, our hopes and our dreams. Telling stories is a way to honour our past, describe our present and shape our future. The Storytelling in Organizations bring narrative insights into the contemporary business scene by documenting and promoting the constructive role and widespread importance of storytelling in corporate, non-profit, small business, education, and other settings. Further, by clarifying the dynamic, integral relationship between narrative and organizational development, advances the role of storytellers as workplace consultants. Organizational stories provide an effective way to convey fundamental understandings necessary to workplace design and culture. The specific kind of knowledge that stories communicate is crucial. While information can be said to be the lifeblood of every organization, information alone is never enough. Crucial to success are stories that speak to the heart of why information matters. Stories supply facts with meaning, and value propositions with illustrations; they testify to core beliefs and kindle aspirations that motivate and...
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...Board of Education, Calgary Catholic School District, Golden Hills School Division and Canadian Rockies Public Schools. CORE will allow teachers to access 21st century resources such as digital books, newspapers, audio, video and educational games. These resources will be incorporated into lesson plans. With CORE, all these schools can collaborate and be able to teach one another the best new learning methods. It will create one point of access that a teachers and student can go to and search for any specific type of digital resource. IS Implications CORE is a brilliant idea with lot of benefits and opportunities for collaboration on the best use of newest learning technologies to improve teaching and learning. But the network and database requirements must be adequate, among several other technological challenges that will have to be resolved before this idea can be implemented successfully. These challenges may include the following - Intellectual Property A major barrier to implementing CORE collaboration idea is to satisfy the associated concept of Intellectual property. Several documents and materials that have to be shared on this platform may require authorization, agreement and licenses. This requirement must be met, in order to avoid lawsuits. Additionally, the consent to use the lesson plans and materials of the participating teachers will have to be obtained before utilizing them on the CORE network. Access Control & Security of Information Since this platform...
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...were no cell phones, i-pads, smart boards, e-books, web based and interactive tools, you name it and it has evolved dramatically. The years have brought about new inventions and bright ideas. We know live in an age of constant digital, informational, and technological change. Paper and the chalkboard are now a thing of the past. Every day, new and improved programs and web-based tools are used as a means to help promote, engage, and teach young minds. This paper will discuss the differences in student and teacher use of technology, how technology has evolved, describe what is expected when using technology in class, discuss concerns that should be addressed for the use of social media during school, the three T’s that Warlick suggests and its impact, and how I will address the needs of my students in technology use. There are many differences that students and teachers face with technology, the main difference is that students are born into it and teachers were introduced to it and have seen it evolve over time. Students are tech savvy, rely on it for almost everything, use it to socialize, and use it as an interactive approach to learning at their own pace and level. Teachers use technology to communicate and collaborate with fellow teachers, record and keep track of grades, lessons, private information, etc… They also use it as an interactive approach to teaching and learning, and also use it to socialize. Schools have come a long way with the evolvement with technology...
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...The Intense Cultural Conflicts of The 1920s Throughout the 1920s the United States faced harsh cultural conflicts including controversies with race and immigration. First, in the years leading up to the 1920s racial tension began to rapidly cultivate due to a multitude of reasons including the rapid change in the racial demographic of the northern economy, which up until that point had been principally white. African Americans who had fought in World War I had additionally began to express their want for civil rights due to their contributions in Europe in the war. The previous actions caused the eruption of violence from white mobs in several areas. One of the first cities to see the eruption of violence was Tulsa, Oklahoma which had contained the wealthiest African American business community in the Southwest. The violence commenced after a 19-year-old African American man was accused of assaulting a white female elevator operator which would give rise to a substantial amount of violence in which the number of killed and injured is not completely known with an approximate by the state of Oklahoma stating that 26 African Americans killed, 10 Caucasian killed, and 317 injured. Following the events in Tulsa on New Year’s Day 1923 the small African American settlement in Rosewood, Florida was attacked by a white mob believed to be from Georgia. The death toll from the incident has varying accounts with some newspapers reporting seven deaths and others 21.Hence, the early 1920s...
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...Digital Media: A Better Way to Learn Educators and parents have legitimate concerns about the effects of the Digital Age on learning. Digital media has changed dramatically since the development of the Internet and improvement of wireless technology. John Palfrey, Professor of Law and Urs Gasser, Executive Director of the Berkman Center for Internet and Society, both employed by the prestigious Harvard Law School, have written about how the world has been reshaped because of this new digital world in Born Digital. They found that this period “is the most rapid period of technological transformation ever, at least, when it comes to information” (3). This transformation of digital media over the last twenty-five years and the introduction of tools like the iPad create a clutter of information that threaten the ability to think deeply and concentrate, which has made the current educational system obsolete and ineffective. This same technology can be utilized to create the school of the future, by improving learning in the Digital Age. Digital natives, ”born after 1980,” do not know the world without the Internet, cell phones, computers, tablets and everything else that networked digital technology has provided (Palfrey 1). They “study, work, write and interact with each other in ways that are very different from the ways” their parents and grandparents grew up. (Palfrey 2). Palfrey and Gasser found that digital natives are comfortable with this new technology and experts...
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...Technology doi:10.1111/j.1467-8535.2007.00793.x Vol 39 No 5 2008 775–786 The ‘digital natives’ debate: A critical review of the evidence Sue Bennett, Karl Maton and Lisa Kervin Sue Bennett is a senior lecturer in the Faculty of Education, University of Wollongong. Karl Maton is a lecturer in the Department of Sociology and Social Policy at the University of Sydney. Lisa Kervin is a lecturer in the Faculty of Education, University of Wollongong. Address for correspondence: Sue Bennett, Faculty of Education, University of Wollongong, Australia. Email: sue_bennett@uow.edu.au Abstract The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed ‘digital natives’ or the ‘Net generation’, these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being...
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