Digital Natives

The first computer my family ever owned was when I was still in elementary school. This was back in the day of dial up internet, but we did not know any better, so it was fast enough for us. By middle school I was already using AOL instant messenger, as were many of my classmates. I remember my 6th grade year was the first year that AOL instant messaging was created. My latter years in high school were the beginnings of MySpace, and my first year in college was the 1 year anniversary of Facebook.

Even though I did not start using a computer until my later years in elementary school, I still consider myself a “Digital Native.” Prensky explained that Digital Natives “are all ‘native speakers’ of the digital language of computers, video games and the Internet,” while Digital Immigrants “all carry an accent with them, because they had to learn a new language” (Prensky, 2001, October). I believe I am a digital native because I can hear a definite “accent” when speaking to the digital immigrants. It takes a lot of patience on my part to walk my mom through the steps of how to do this or that on the computer, especially when I am teaching the same task multiple times. Plus, I was able to learn the language of the digital world at an age that is not much older than the average age kids are learning it now.

Because I consider myself a digital native, I feel that I can take a firm stand on this topic of how to teach the new digital native generation. As a student, every single one of my elementary, middle, and high school teachers were “digital immigrants.” The only technology that was utilized in the classroom was a radio, CD (or cassette) player, TV, VHS player, or DVD player. Actually, by the time I was in high school some of my teachers expected their students to utilize the internet at home, but we never used it in the classroom. With that said, after reading Prensky’s articles you would think that I felt deprived or bored from my education. However, I never felt the slightest bit of anger toward my teachers for not utilizing the technology that I knew. Prensky argues that “the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language” (Prensky, 2001, October). I feel as though my teachers had no trouble teaching our population that spoke a different technology language, because we all spoke the same classroom language. There was a time to play video games, talk on the cell phone, text message, instant message, browse the internet, etc., but the classroom was not one of those times.

College was a new experience. I attended the University of Oregon, which had a variety of professors, each with their own way of teaching. Some utilized the internet in the classroom, while others did not. Power points were very common, but there were still a number of teachers that lectured on the white board. The biggest difference between high school and college in regards to technology was the reliance of the University on computers and the internet. Assignments were given and graded via an internet program called “Blackboard.” It was impossible to succeed in college without internet access and knowledge of the computer language. Yet, my professors did not “work really hard to earn” my attention (Prensky, 2005). The classes I took were not particularly engaging via technology, but I was engaged because of the content. I will admit, however, that I did benefit from the technology that was utilized by certain professors, such as power points, videos, conference calls, and conversations via email.

I am not yet convinced that the problem that is proposed by Prensky in his 3 articles is indeed a problem. Based on my experience throughout my education, I have no reason to believe that the “educational systems…can actually retard learning for brains developed through game and Web-surfing processes on the computer” (Prensky, 2001, December). However, these articles have actually transformed the way I think about technology in the classroom. They have opened my mind to the ways in which cell phones can be used. I used to be in the school of thought that cell phones should be restricted in classrooms. I may still be in that school of thought, but at least now I am wrestling with the idea of potential benefits to them. I especially like the idea of trying to reach our students where they are instead of forcing them to meet us where we are. We are bringing learning to them, to their table, to their life. I do not agree with everything that Pensky addressed, but I do agree with the overarching theme that we need to be finding ways to make learning fun for our students. My goal as a teacher is to present information in whatever way necessary that will enable them to learn it the best. If that means utilizing podcasts, then so be it. I appreciate these articles and the video very much, because they challenge me and my way of thinking, which can only result in a better way of thinking.


References

Prensky, M. (2001, October). Digital Natives, Digital Immigrants. On the Horizon, 9 (5).

Prensky, M. (2001, December). Digital Natives, Digital Immigrants Part II: Do They Really Think Differently? On the Horizon, 9 (6).

Prensky, M. (2005, September/October). Engage Me or Enrage Me: What Today's Learners Demand. Educause Review.