The N-gen vs. I-gen

1. The N-gen vs. I-gen Natives vs. Immigrants by Tamika James, Jacob Lorenzo, and Ranelle Woolrich

2. Major points to consider: • Digital Natives learn differently than Digital Immigrants. • Digital methodology in teaching content differs from traditional methods of teaching. • A challenge for the learning style of Digital Natives is REFLECTION.

3. Natives Devices (Computers, Websites, Cell phones) Analog & Digital Social learners Multitask learners Immigrants Resources (Library, Books, Catalogs) Analog to Digital-Analog Task by Task learning Digital Natives learn differently than Digital Immigrants.

4. Considerations • Medium • Speed of attaining information • Style of presentation • Multi-tasking • Digital simulations

5. Approach to Technology • Thought process • Techniques (programs) • Style • Comfort Level

6. The Technology Source Archives by Timothy VanSlyke • Prensky-Too Generalized • Focus on Basic skills (reading, writing, and logical thinking) • Time to master Technology • Availability of Technology • Effective Learning • Not all Technology

7. Developing the Digital Mind: Challenges and Solutions in Teaching and Learning • Understand student’s thinking and processing • Developing Digital media • Learn relationship between societal changes and learning styles • Developing digital activities that accommodate the learning style

8. I-gen will understand N-gen better if they can accept: • that the tools have changed the path of attaining the same goal • that technology should be used as a tool and not a teacher • that active learning and reflection are needed to create knowledge

9. Digital methodology in teaching content differs from traditional methods of teaching. Eight Shifts from “broadcast learning” to “interactive learning” help us consider the differences.

10. Linear to Hyper Media Learning has switched from text books and watching T.V. to surfing the web while watching the T.V. Students once focused on one task at a time. Now they are focusing on several at once.

11. Instruction to Construction Students learn by doing and just not by being told.

12. Teacher-Centered to Learner- Centered Teacher-centered tends to focus on the teacher and not the student. Learner-centered would focus on what could help suit the needs of the students.

13. Absorbing material to Learning how to navigate and learn Learning how to synthesize and not just analyze. Students are able to interact with the information and construct their own ideas.

14. School to Lifelong learning Times have changed from learning a single skilled craft to a continuous life-long process.

15. One size fits all to a Customized learning The digital media allows students to be treated as individuals and to have custom learning experiences based on their background, individual talents, and age level.

16. Learning as torture to Learning as fun The teacher in front of the class lecturing all day changes to use of all the different types of media to engage students.

17. Teacher as a transmitter to Teacher as a facilitator The teacher tells the students information rather than being a resource and consulting with students as they engage in the learning process.

18. A challenge for the learning style of Digital Natives is REFLECTION. Digital Natives’ brains are actually physically different due to the digital technology they have used to receive information. The challenge becomes the lack of reflection. (Prensky, 2001)

19. Prensky shares this concern… With Helen Chen: * Opportunity * Skills (Chen, 2005)

20. And also with… Rebecca Blood * “Deluge of data” * Left with only reactions, not reflections (Blood, 2000)

21. Two possible solutions: 1. BLOGS: * Share thoughts * Share works in progress

22. 2. E-portfolios * Connects jobs, learning environments, and other activities * Represents learning experiences through media

23. The bottom line… N-gen learns differently. N-gen needs to be taught differently. And N-gen needs to learn to reflect differently.

24. Sources: Blood, Rebecca. (2000, September 7). Weblogs: A History and Perspective. Retrieved from www.rebeccablood.net/essays/weblog_history.html Chen, H. (2005, September). Reflection in an Always-on Learning Environment: Has It Been Turned Off? Campus Technology. Retrieved from http://www.campustechnology.com/printarticle.aspx?id=40502 Digital Immigrants Teaching the Net Generation - Much Ado About Nothing? Retrieved September 28, 2008, from http://www.openeducation.net/2008/09/22/digital-immigrants-teaching-the-net-generation-much-ado-about-nothing/ Jones M. G., Harmon, S. W. & O’Grady-Jones, M. K. (2005). Developing the Digital Mind: Challenges and Solutions in Teaching and Learning. Teacher Education Journal of South Carolina. 2004-2005; (pp. 17 -24). Retrieved from www.coe/winthrop.edu.educ275/00_New_FALL_05/developing_digital_minds.pdf Oblinger, D. & G. (2005). Educating the Net Generation [Electronic Version]. Retrieved from http://www.educause.edu/educatingthenetgen/5989 Prensky, M. (2001). Digital Natives, Digital Immigrants. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Prensky, M. (2001). Do They Really Think Differently? Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf Tapscott, D. (1998). Growing Up Digital: The Rise of the Net Generation. Retrieved from http://www.ncsu.edu/meridian/jan98/feat_6/digital.html The Net Generation. (2000, October 6) Retrieved from http://www.riverdeep.net/current/2000/10/100400_netgen.jhtml Timothy VanSlyke "Digital Natives, Digital Immigrants: Some Thoughts from the Generation Gap" The Technology Source, May/June 2003. Retrieved from http://technologysource.org/article/digital_natives_digital_immigrants/