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Digital Natives Essay

 Digital Natives Essay

“What should we call these “new” students of today? Some refer to them as the N-[for Net]-gen or D-[for digital]-gen. But the most useful designation I have found for them is Digital Natives. Our students today are all “native speakers” of the digital language of computers, video games and the Internet.”These are the words of Marc Prensky an American writer and speaker on learning and education. He is best known as the inventor and for the popular terms “digital native” meaning the generation who has grown up with digital technology as a part of their everyday live.” and “digital immigrant” which is the generation that was born before the existence of digital technology and adopted it to some extent later in life. This was further described and explained in a 2001 article entitled “On the Horizon.” 

Throughout the life of Digital Natives they demonstrate being “native speakers” of the digital language in three major ways:

v  It is portray in their diverse style of retrieving information and communication

v  Natives sense of identity differ when compared to that of  immigrants

v  The way how natives manipulate technological devices when compared to immigrants

Natives retrieve information and communicate with their peers very quickly when compared to digital immigrants. Each method of communication allows natives to harness a different set of capabilities and skills when communicating with others. Texting may be better for communicating one idea while face book might be better for expressing their thoughts and at the same time keeping in touch with a vast number of friends worldwide. Text messaging,  Black Berry Messenger, what’s up, twitter, face book and other social medias has become some of the most important form of communication, since messages can be sent  and retrieved promptly in circumstances where a phone call cannot be made or retrieved, whether at school or work.   Students are now living in a digital age; therefore they sharpen their skills in the retrieval and analyzing of information in a more rapid form. Natives are proficient in multiple tasking-they are capable of jumping from one idea to the next as they think of things, they can have the TV playing and their iPods blasting in their ear and it does not create any form of distraction, it comes natural to them because they have been practicing these skills all their lives. But digital immigrants are not wired this way. Immigrants grew up learning one topic at a time, everything in order, following a linear and logical progression. This learning style is commonly referred to as “accent.” Immigrants tend to carry this with them throughout life. Prensky (2001) stated “Student think and process information fundamentally differently from their predecessor. These differences go far further and deeper than most education suspect or realize.”  

Furthermore natives sense of identity differ when compared to that of  immigrants; since natives view technology as an extension of who they are, while digital immigrants view technology- cell phones emails and the internet as tools that can be used to reach someone or set up a “real” face- to-face meeting. Digital immigrants have to prepare themselves to meet students at their level. Children need to progress in every aspect of their life without feeling that they are being hampered .Therefore instead of parent calling a child to come their place of work, that parent could simply make a video call. Immigrants have to continually bear in mind that children feel that digital meeting is just as real as an office meeting and takes away the same meaning and feeling  as that of an office meeting.

Educators have to find creative ways of keeping students enthuse in the lesson to reduce the high level of boredom so students can take away knowledge from the lesson that is being thought. Students would rather do a research on the net or view a power point presentation and engage in a discussion rather than listing to a teacher just talking away. “This generation is much more comfortable sharing and teaching each other than any previous generation” (Prensky, 2007). This creates a struggle for Per-digital immigrant educators who have the task of teaching an entirely new population who speaks a totally different language.

Students today have countless needs which need to be met and in order to meet their needs a completely new approach needs to be taken. Natives know that immigrants are not as comfortable or familiar with technology as they are and as a result you will find natives researching the next big facebook program, iPod or tablet revolution, Xbox games, and the latest hype phone on the market.

Lastly natives manipulate technological devices differently when compared to immigrants; because the present generation of students is the first to grow up immersed in technology. They have always had the computer, internet, cell phones, digital cameras and DVD players. This plays a major role in eliminating all the challenges students may face in manipulating technology. For this reason digital immigrant teachers have to play catch up to be on par with digital natives. Students in today classroom grew up on “twitch speed.” Students are able to work through any computer base activity within or before the allotted time.

Computers can support the variety of ways learners construct their own understanding. Students that are able to manipulate Computer Software are capable of creating pictures, sound, and motion which can make learning fun. In keeping students intrigued teachers could include multimedia software in the lesson. This could contribute richness and variety to students work and the learning process. Students can build on their own understanding by using computers as resource tools. Technology in the learning environment can encourage cooperative learning and student collaboration. Classroom activities that are structured for computers usage encourage collaboration and build on learners’ desire to communicate and share their understanding.

One implication for the teacher who teaches digital natives is; digital immigrants failing to connect with digital natives in the classroom that hinders the learning process from being productive. “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach” (Presky 2001). Immigrant educators take for granted that natives function and process information the same way they do and of the belief that the method that worked for them- teachers when they were students will work for their students now, which is a wrong assumption since different kinds of experiences lead to different brain structures. Natives find it difficult to focus on the lesson while being taught by Immigrant instructors who makes the learning not worth paying attention to.

Digital Immigrants needs to accept the reality that students can learn successfully while watching TV or listening to music because they are wired that way. Immigrants did not practice these skills in their formative years therefore it comes as a challenge. Digital Immigrants think learning should not be fun, but why should they? They did not spend their formative years learning with Dora the Explorer and Sesame Street but that is no excuse for them to stay as accent, when a new world of technology awaits.

 One implication for policy makers in their quest to equip digital natives with the required skills for the future is; if policy makers fail to accept the new generation they will go on to make policies that do not fit the educational scope of digital natives which will defeats the process of equipping students with the required skill for the future. The current educational system is no longer equipped to accommodate the changing needs of this new generation of learners. Hence educational policy makers have to optimize both the needs of the system and those of students which can generate a positive outcome in the school system. Policy makers have to look at ways to develop a high-quality curriculum framework that will reflect the educational needs of digital natives in the classroom. In developing a standards-based curriculum it will require that immigrant educators change their accent style of teaching to facilitate the new generation.

With the knowledge and experience that the digital natives possess the policy makers can capitalize on it and ensure that all students and teachers have access to the different technological devices to enhance the teaching and learning process. Policy makers could take the initiative of putting a system in place to train teachers how to use the different technological devices, they must also ensure that there is equity and equality in the distributing of equipment, in doing so all the schools will be able to have access to the same quality of education as we strive to meet the needs of digital natives.

According to Howard Gardner (1983) there are eight intelligences, and his theory postulates that students learn in different ways. Therefore instead of always chalk and talk policy makers should integrate technology in the curriculum since our students today are digital natives and can easily maneuver the devices. Policy makers need to do a more in-depth investigation of students’ technological practices and a research into how these technologies are capable of transforming students’ life. If policy makers, in their quest to equip the digital natives with the required skills for the future is materialized then this will result in better growth and development in our education system.

Three ways in which teachers can integrate technology in teaching and learning process to improve the quality of students learning is as follows:

 Online education portfolios- immigrant educators can demonstrate being speakers of the digital language when, for instance a partially technological savvy educator can take a computer course to build on prior knowledge. This will allow the teacher to effectively upload class work, homework, students’ grades, record students gold and achievement and have online discussion with students. With the infusion of technology Students will become captivated with the lesson and eager to learn. Students can upload their home work on the online portfolio if they will not be present for school. Hence, with the integration of technology learning never stops.

Teachers can choose from a variety of online portfolio providers that will tailored to the needs of their classroom. The online portfolios also serve as a platform for students to demonstrate growth, it also encourages and facilitates the learners to participate and provide feedback on their learning experience. Students can carry their online portfolios throughout their learning journey and can use it to record, assess, evaluate and for reflection. This will help to improve the quality of education our students will obtain. The online portfolios have many advantages over paper based options because they cost less and allow for more robust outreach and it is amenable to a wider variety of formats including video, image, music and other interactive features.

 Multimedia presentations- teachers can create dynamic multimedia presentations that can enhance a classroom lessons by providing materials beyond the textbook. This eliminates boredom in the lesson and keeps the students’ interest alive. When students are able to interface with technology it encourages them to contribute their ideas and special skills to the learning. Multimedia presentations can bridge the gap between different learning styles in the classroom and reach otherwise reluctant learners. Therefore teachers have to constantly keep their lessons “fresh.” Teachers are speaking the language of digital natives when they successfully incorporate information from varied sources such as; the Internet, electronic encyclopaedias, and familiar Microsoft Office System programs to make their multimedia presentations more appealing and interactive to the students as they take away knowledge from the learning process.  

Smart board-when teachers use the smart board it can lead to a more interactive lesson and presentations. Smart board give students a hands-on approach to classroom activities. Because the teachers can allow their students come up during a lesson and solve a problem or write down class notes. In a case where a lesson is taught and a student forgets vital information that was taught he/she could simply go back to the smart board and retrieve previous notes. Teachers no longer have to stand in front of chalk board to present information to students they can simply walk up to the board and touch the screen with their finger, or the pens provided and the information automatically pops up. Teachers are effectively speaking the language of digital natives when they are capable of manoeuvre this type of device to impart knowledge while “boosting” the learning process for students. Therefore students learning information with technology will retrieve meaning full information from the lesson, thus improving their quality of education.  

Lesson Plan Assure Model

Lesson Plan Assure Model

Lesson Plan Assure Model

Subject:          Principles of Business

Topic:             Organization Chart

Subtopic:         Introduction to Organization Chart

Grade:                        10

Age Group:    15-16 year

Time:            15 minutes

Date:              April 7, 2014

Analyze Learners

The lesson plan is prepare for student at the grade 10 level. The class population is consists of 20 students. Principles of Business is one of the prefer subject by students.  They always pay keen attention to this subject and they are eager to learn. Student tends to have varied learning styles in the classroom such as visual and auditory. Some students prefer view video and images meanwhile some students learn best when they hear information. Therefore we plan the lesson plan to meet each students needs.

Entry competencies

Students will:  

Become aware of The Organization Chart.

Learning Styles

Student tends to have varied learning styles in the classroom such as visual and auditory. In order to ensure that each student actually learns, we cater for everyone.

Objectives:

Students should be able to:

1.1  Accurately define what an Organizational Chart is after the introductory activity.

1.2  Clearly explain the rules of drawing an Organizational Chart after discussion.

1.3  Accurately draw an Organizational Chart after class discussion.

1.4  Correctly assess the importance of The Organizational Chart after class discussion.

Selected Media, Materials and Methods

Projector: The teacher will use the projector to allow the students to view PowerPoint presentation.

Computer: A computer will be used to run slides on the overhead projector.

Digital Storytelling: the teacher will use this to give an overview of an Organizational Chart

Speakers: With the aid of speakers the students will be able to hear the clip clearly. The speakers will enhance their learning experience

Marker: This will be used to write on the whiteboard.

Whiteboard: to record students and demonstration.

Ruler: This will be used to make partitions on the whiteboard and draw straight lines.

Text book:  This will be used as the teacher’s reference: Principles of Business text, by: Karlene Robinson and Sybile Hamil, Unit 2 (page 52-53).    

Major Concepts

Organization: An organization is a social entity that has a collective goal and is linked to an external environment.

Organizational Structure: is a design of an organization, which indicates formal, planned relationships between its personnel and the function they perform in relation to each other.

Organization chart: is used to display, visually, the structure of a formal organization.

Authority: is the right or power to command.

Responsibility: is the obligation to perform a task efficiently, or to see to it that a task is performed efficiently.

Content Summary

Organizational Chart is used to display, visually, the structure of a formal organization.

Every business whether large or small, has an Organizational Chart. This should be appropriately displayed within the organization; it is the duty of all employees to know the organization chart since it serves a number of functions in a business such as: demonstrating the distribution of power to concerned stake holders and established clear line of authority in the company.

Rules for drawing organization chart

v  Charts must show different levels of authority and different position of work within organizations.

v  The person or individual having the highest authority must be placed at the top of the pyramid.

v  managers with the same level of authority are placed on the same level

v  If boxes are used to identify these managers, care must be taken to make them the same size because large boxes would indicate more authority.

v  Unbroken line represents direct authority.

v  broken line show functional relation

v  Secretaries and consultants who do not have direct authority are drawn to the side of the main structure.

v  Workers in the various department or units in the organization are placed at the bottom of the charts or at the lowest level.

v  Supervisors within the department or store of the functional area are drawn below the functional area.

The Organization Chart shown above is a Simple Organization Chart that shows how authority flows from top to bottom in an organization and it gives or explains the designation of jobs within an organization and the relationships among those jobs. For example the manager is in charge of the supervisor while the supervisor is in charge of the clerks.

Importance of an Organizational Chart

v  It helps build and design the organization structure to meet the business' objectives.

v   Organizational chart can guide the employees to know their rights and responsibilities

v  It also shows the relationships between the organization's staff members.

v  It helps divide the functions of a company, enterprise or department.

Introduction

The lesson will be introduced with a scenario which will be used to formulate the topic. Students will be probed by the teacher to formulate the topic for the lesson. After the formulation of the topic anything that the students did not understood from the scenario will be cleared up through explanation by the teacher.

Step 1

The teaching strategies that will be used are Discussion, Explanation, Questioning and Cooperative Learning. The lesson will be introduced by scenario. After the introductory activity the students will be questioned on what they have grasped from the scenario. Prior knowledge can be used by the students to devise an answer which will be recorded on the white board. Subsequently the teacher will ask the students to use their responses to determine what they think the lesson will be. The teacher will evaluate their responses and then establish the topic for the lesson.

Step 2

 Students will be further questioned based on the introductory activity to formulate a definition for Organizational Chart. The responses of the students will be recorded on the white board by the teacher. The responses of the students will be modified if necessary. Then the teacher will show the definition of Organizational Chart on PowerPoint to the students. Afterward the students will be given three minutes to copy the definition off the board in their note books.

Step 3

After discussion students will be questioned to decipher the rules of drawing an Organizational Chart. Their responses will be recorded on the board and then students will make comparison with the ones provided by teacher on a multimedia projector. Subsequently students will be allotted two minutes to copy any rules from multimedia presentation that was not brought out during questioning. 

Step 4

Students will ask to construct an Organizational Chart of their school after class discussion. Students will be allotted four minutes to complete the task. The teacher will check the books of the students to see if they are doing task that is required of them. Following that the teacher will randomly select students to come to the board and draw their organizational chart.

Step 5

Students will be further questioned to assess the importance of the Organizational Chart. Students’ responses will be recorded on the board. Following that a comparison will be made between students’ response and that of the teacher which will be presented on a power point. Teacher will then clear up any misconception if necessary. Subsequently three minutes will be allotted to students to write the information from the projector. The teacher will then show students a digital storytelling of the overview of an Organizational Chart.

Lesson Summary

The lesson will be summarized using the hand print strategy where students will sketch their hands on a sheet of paper that will be given to them by the teacher. In each finger on the sketch, the students will write what they have learnt from the lesson. The students will place the main thing that was learn in the thumb. The students will use five (5) minutes to complete this activity. The teacher will collect the papers at the end of the five minutes. This will allow the teacher to determine what the students have grasped from the lesson and what each student think is the most important thing that they have learned.

Culminating Activity

Students will be given four (4) Questions to complete, two short answer questions and two true and false questions. The students will be given ten (10) minutes to complete the activity in their notebooks.