Digital Immigrants Teaching the Net Generation – Much Ado About Nothing?
Over the past few months we have done several posts regarding the net generation, the so-called group of school children dubbed “digital natives.”
Many experts within, as well as from outside the field of education believe that the current crop of students entering our schools present a unique set of challenges for teachers. The belief is that many are used to the multi-sensory world that technology provides that 21st century classrooms must be adjusted to accommodate that development. In addition, because this generation of students has grown up with computers, video games and social networking opportunities, many of those same experts are of the ilk that today’s students are more computer savvy than their teachers and their parents.
At OpenEducation.net, we too have jumped on the digital natives, net generation, bandwagon.
In particular, we focused on teaching and learning as it relates to this generation in each of the following posts:
- Of Digital Immigrants, Power Browsing, and Bouncing Out
- Video Games in the Classroom – Teaching the Scientific Method to Digital Natives
- Social Media – FaceBook and MySpace as University Curricula
- Of Trashing Teens, The Impact of Generation Y, and Extraordinary Talents
- Virtual Worlds – Westminster Professors Discuss Research
- Higher Education – Dangerously Close to Becoming Irrelevant
We also provided our readers a link to Michael Wesch’s provocative YouTube video in our post, If a Picture is Worth a Thousand Words – More on the Digital Divide?
Conflicting Data
At the same time, we reviewed a very interesting report out of Europe that contradicted the viewpoint that this generation of learners is extremely adept at using technology. Our summary, Student Shortcomings – Anything but Masters of Technology, highlighted several very interesting misconceptions.
For example, the report indicated that this new generation of tech users were anything but “expert searchers.” In fact, the researchers found that most “digital natives” had real difficulty choosing good search terms.
The report did reveal another weakness created by having access to interactive devices. Because students really like activity, they love to cut-and-paste. The report goes on to note, “There is a lot of anecdotal evidence and plagiarism is a serious issue.”
At the same time, there were two major surprises. One related to the growing belief that technology was ultimately making students more impatient and adding to their need for instant gratification. To the complete shock of many, the report indicated that young people demonstrated no higher levels of impatience than did adults.
The second surprise was in regards to the critical assumption that digital natives were more tech savvy than adults. No evidence could be found that teens, in total as a group, were more adept at using technology, than were older adults.
Then, less than a week ago, at The Chronicle of Higher Education, Siva Vaidhyanathan authored a similar piece entitled, Generational Myth, Not All Young People Are Tech-savvy. We give deference to paraphrasing and provide two noteworthy segments from the article directly:
College students in America are not as “digital” as we might wish to pretend. All this mystical talk about a generational shift and all the claims that kids won’t read books are just not true. Our students read books when books work for them (and when I tell them to). And they all (I mean all) tell me that they prefer the technology of the bound book to the PDF or Web page.
Yes, he insists that students prefer the technology of the bound book to that of a web page!
And later:
Talk of a “digital generation” or people who are “born digital” willfully ignores the vast range of skills, knowledge, and experience of many segments of society. It ignores the needs and perspectives of those young people who are not socially or financially privileged. It presumes a level playing field and equal access to time, knowledge, skills, and technologies. The ethnic, national, gender, and class biases of any sort of generation talk are troubling. And they could not be more obvious than when discussing assumptions about digital media.
While Vaidhyanathan dwells a bit too hard on the privilege piece, citing it as a delineation, his point about mass assumptions is consistent with the findings from the European study. The bottom line,it seems, is that not all “digital natives” are tech savvy.
Empirical Evidence Appears to Be Lacking
In our constant search for news on technology and its impact on teaching and learning, we came across a blog with an extremely provocative title, Net Gen NonSense. The site, featuring four contributors, Mark Bullen, Crogoza, Iain Doherty and Tannis, is “dedicated to debunking the myth of the net generation, particularly as it relates to learning, teaching and the use of technology.”
On the Net Gen NonSense site is yet another link to an article questioning the current assumptions, a piece authored by three Australian researchers, Sue Bennett, Karl Maton and Lisa Kervin. Their review of current data questions the ongoing claims that fundamental changes to our educational institutions are necessary because of the unique needs of the current generation of learners.
The researchers insist that such claims have not been subjected to enough scrutiny. In very strong terms, they call the current debate an academic form of ‘moral panic.’
In total, these three scholarly articles indicate we are in fact making some major assumptions about the current generation of learners. Are they truly that unique or have we exaggerated the belief? We began wondering, is all of the hullabaloo regarding teaching the net generation simply much ado about nothing?
Next, in an attempt to answer our questions, we talk with Mark Bullen, one of the founders of the blog, NetGenNonsense, to determine the specific net generation myths he is seeking to debunk.
Flickr photos courtesy of Caghs the Cat Lady and BGBlogging.
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[...] On Monday, we began looking at one of the current assumptions fueling educational reform, the belief that the current generation of learners is so unique that fundamental changes to our educational institutions are necessary. [...]
[...] they have known for some time. (See the excellent post on this topic at Open Education: ‘Digital Immigrants teaching the Net Generation – Much Ado About Nothing. ) The OLLI students in this particular class have a surprising depth of experience with computers, [...]
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I think some of the surprise over these youth-not-all-that-tech-literate points is based on a kind of egocentric view on adults’ part: extrapolating about youth literacy from the way *we* use tech and the Internet. My take-away from reading studies from both sides of the Atlantic over the past 10 yrs is that it’s not that young people are *generally* so much more tech-literate than adults but that they’re much more literate in the way they use it for their own purposes. They just use technology and the Internet *differently*. There’s creative networking or social producing, which is more “native” to them, I think, but I think also there’s more diversity and individuality in the way they use technology. Just some thoughts. Thanks for the great post!
We always have to be careful about developing generalized theories about entire generations when wide disparities exist in terms of access to variables that affect their characteristics. I believe student expectations have changed due to their extensive experience with advanced multimedia and Internet applications, but not necessarily their thinking patterns in terms of learning. There are geographic areas where, due to socioeconomics, there is a higher instance of students who use technological devices, and this should impact instructional strategies. However, school districts and teachers need to consider the socio-economic characteristics that define their educational environments when considering how to most effectively adapt their teaching methods to a changing student population. Just my two cents’ worth.
Even as a “digital immigrant” I extol and applaud the pervasive access to information provided by the Web environment. As a middle school teacher, I find that my task is to be a “purveyor of research strategies” to guide my students to more efficient searches that may answer their questions or satisfy their curiosity. Otherwise, the Web may become a huge “time suck.” And valuable teaching and learning opportunities are lost with “Net wandering.”
If “nothing” is referring to our future state of economy, then the statement “much ado about nothing” is inaccurate. Afterall, the big picture of advanced technology is to make things happen faster, easier and with stimulation so that the tasks at hand will be fruitful. The digital natives are stuck between two worlds where the advantages and disadvantages may cancel one another out. Critical thinking, reflection and mastery of literacy skills may suffer, while multi-tasking, collaboration and increased response reactions are heightened. All are important tools in education and lifelong learning. Finding the balance and creating tools that will match the learning goal is where the “brain work/regeneration” must happen constantly.
I am a “digital immigrant” while my 23 year old daughter is a “digital native.” My daughter embraces technology but I’m the true lover of new technology and she comes to me for help. I don’t think we can generalize and say it is one generation or another. I think we have to look at what technology has given the new generation–entertainment and instant access, therefore, their expectations of education are different. They expect to be entertained. With the age of information, we cannot know everything but we now need to know where to find it–and quickly! It has added a new perspective to how students learn and their expectations. For example–if you have a multi-media class at school–do you expect to just learn the history and read articles about how technology is applied OR do you want to experiment with some of the new technology such as podcasts or movie making? In the past there was normally mainly one way of learning–reading the textbook, going to class, etc–now we have so many opportunties of learning that are so much more interesting. Students expect us to use those techniques.
As an elementary school teacher I sympathize with educators who feel that their “digital immigrant” status leave them struggling to make lessons interesting and relevant to their Digital Native students. I do agree with the report that students are still in need of better research and writing skills. I strongly agree that teachers needs to be trained to teach students how to navigate the Internet safely and effectively. However, many teachers don’t have the confidence because of false claims that students know “so much more” about technology than their teachers or other Digital immigrants. If school systems would take the initiative to budget required professional development for teachers, then digital immigrants would have more tools to use in the classroom that really engage students and increase their inquiry about content in the curriculum that may have otherwise been taught in a traditional “old school” style. I believe, student success all depends on how the content is delivered and these days, it needs to be interactive and relevant to their technology-filled world.
As a middle school teacher I am definitely “old school” but I do integrate technology into my classroom. The foundation of Education will never go away but with this new age of students we cannot hide from technology. It is here to stay. What I do each week is to incorporate some type of technology into my curriculum. My students love to blog so I have weekly discussions of what we are learning in class. I supply interactive games and videos which hold their interest. Over the Thanksgiving vacation I said that there would be no homework but I would still post a blog. They were excited about that and stated that they want the blogs to continue. I am able to bring in new technology while teaching them the fundamental of my subject area. What I am found with my younger students when I am stuck on something I incorporate them into my lesson plans. Since these students were born into this era I learn from them. I assign some of my students as my “IT” specialist if I cannot figure out how something is done (I do know how to get it accomplished but this is a way to connect with the students). My students have actually went home and conference each other on the subject matter and have brought me back a report the next day. They also assess my interactive games to see if the material is challenging for them. Most of the time I hit a home run but there are times when I make a “dud” and they let me know it. This keeps me challenged. It is more work? On some level it is but the goal for me as a teacher is to keep them engaged. Putting in the extra work for them to learn my subject area is priceless to me.
In the report, Student Shortcomings – Anything but Masters of Technology, you mentioned that one surprise is that there is no evidence that digital natives are more savvy and adept at using technology than digital immigrants. From my experience as a middle school teacher, I am not surprised by this finding at all. I currently teach 8th grade and 100% of my students have access to high speed internet in their home and close to 100% of them have mobile phones and iPods. However, I am continually shocked at how little they know about using the Internet effectively or using common programs such as Microsoft Word and PowerPoint. Just because they are using technology everyday doesn’t mean that know a wide variety or technology and it doesn’t mean that they know how to use the technology effectively. I think it’s essential that students are taught in school how to use the Internet properly, how to use Microsoft programs effectively, and I believe they need to be exposed to a wide variety of interactive tools that can help them learn. I think we are mistaken if we think students are tech savvy just because they send 100 text messages a day or because they have the newest iPod or because they own a laptop or because they are under 20 years old.
Thanks for writing about this topic… I have enjoyed reading the posts.
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