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1.8C Problem 4 Summary
- Instelling
- Erasmus Universiteit Rotterdam (EUR)
Summary of 1.8C Problem 4 Literature
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1.8C Problem 4Learning in the Digital Age
Digital Native
Digital native- students who were born in an age of omnipresent digital media,
fundamentally different from previous generations of students (pre-1984)
Digital immigrant- those born before 1984
Seen as students who require a new educational approach, radically different
from previous generations
Teachers should use technology to teach, in line with students’ technology-
familiar lives
Prensky
Coined “digital native”
Digital natives are constantly growing group of all ages, who have been immersed
in tech their whole lives
Their exposition to tech has given them unique characteristics, different from
members of previous generations
o Better at info retrieving, info seeking, evaluation
Children surrounded by tech understood what they were doing, to use devices
efficiently, so should design education around this
Have tech digital skills/learning preferences that trad education is unfit for
(Veen and Vraking: homo zappiens- new breed of learners that has developed
without help/instruction by others in metacognitive skills)
Consequences:
1) Teachers of digital natives are digital immigrants who impede native learning as
they lack digital knowledge/skills
2) When/if digital natives become teachers, this problem will be solved
Net generation student teachers have limited software available to them,
which can’t be used as a tool for actively creating content/interacting with
others/ sharing resources
Teachers use variety of tech as much as their students, perhaps even
more
Contradicting Argument to Digital Native
Uni students born after 1984 do not have deep knowledge of tech
o Knowledge they have often limited to use of basic office skills, emailing,
texting, surfing the internet
Study of 1st year undergrads
o Students appear to use a lot of tech for communication, learning,
connecting with friends etc.
o But: primarily use them for personal empowerment and entertainment,
not digitally literate in using tech to support learning
Pupils younger than uni
o Digital native is in top 10 myths about tech and young people
Older students exhibit more digital native characteristics than younger
counterparts
o 58% students over 30 showed these characteristics
Digital natives proved less “tech savvy” than their middle school science
teachers
Conclusion: people 50 and under, no relationship between age and internet knowledge:
higher income and higher educated linked to higher web-savvy
Significance of lack of digital-natives for teachers/teaching
Helps teachers avoid assumption that students have skills that they don’t have
o Skills/competencies related to tech need to be taught and acquired
properly before application
Gets rid of view that if there’s a generation of proficient digital natives, there’s
also generation of digital immigrants lacking proficiency
, o Study: students and teachers use many of same tech, differences between
use should be attributed to their difference in roles, not their age
difference
o Gap between students/teachers isn’t fixed, and can be bridged
Relationship determined by requirements teachers put on students
to use new tech
Digital natives not always more digitally oriented than immigrants
Should address dangers and changes when discussing digital literacy
o Teachers should teach and be taught how to deal with online info
Shows should be cautious of claims about changing education because of a
generational difference
Multitasker
Multitasking- person is capable of simultaneously/concurrently carrying out 2+ info
processing tasks
Presumed that the digital natives can multitask
Often related to children and women
o many claim young are experts at multitasking and education should adapt
to this
human brain is single core, only allowing for switching between different
tasks
Threaded cognition- carrying out several different cognitive tasks/partial tasks in quick
succession, not simultaneously
Cognition maintains set of active goals, producing threads of goal-related
processing across the available resources
All resources (cognitive, perceptual, motor) execute processing requests serially
(one at a time)
Multiple threads contend for procedural resource, least recently processed thread
proceeds
Switching between threads can occur so quickly that performance appears
simultaneous
Can only do more than one thing at once if all activities are fully automated,
saving the one requiring processing
Have severe limitations on carrying out certain cognitive processes
simultaneously from psychological refractory period- period of time during
which response to second stimulus is significantly slowed because first stimulus is
still being processed
When thinking/any other conscious info processing involved in carrying out a task:
o People can’t multitask
o Can just switch “seamlessly” from one activity to another
Task switching:
Shifts goal and makes decision to divert attention from carried out
task to another task
Activates rule so instructions/procedures for carrying out task
switch off, those for executing new task switched on
Involves dividing attention between tasks
o Each task competes with others for limited cognitive resources= performing
one task interferes with other tasks
Interference exists at neuronal level
Tombu Et Al. Study- fMRI of simultaneous perceptual encoding and response selection
Results: when humans attempt to perform 2 tasks at once, execution of first task
causes postponement of second one
- Delay results from bottleneck occurring at central stage of
info processing precluding 2 response selection/decision-
making operations
Good at multitasking= via practice, individual developed ability to quickly switch
between carrying out different tasks
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