The value of collaborative learning in educating the
Sharing knowledge, resources and conversations is critical to thedevelopment of one’s ICT capabilities.Collaboration underpins effective ICT frameworks and is a means ofsustaining pedagogical practices capable of evolving with change.
Influence how one - perceives - uses - talks about technology
Which one are you ... a digital native or a digital immigrant?
1. Do you use technology both socially and for work related purposes?2. Do you download music?3. If you run into a problem using a programme do you easily know how to rectify it?4. Do you surf the net?5. Can you make a webpage or a virtual classroom?6. Are you proficient at excel?7. Would you rather print a document or edit it via the screen?8. Are you comfortable using split screen views?9. If you are an educator, do you incorporate IPods and podcasts into the classroom?10. Do you consider YouTube to be a valuable learning tool or gimmick?11. Would you rather avoid technology altogether if you could?
Digital Native Digital Immigrant Born after the 1980s Born before the 1980s Immersed in a world of digital Various levels of exposure to technology technological exposure Have never known the world Have had to assimilate without the internet their world to accommodate digital technology
connected to friends and the world through technology immediacy: multitask; fast responses to communications experiential: preference to learn by doing highly social: enjoy activities which promote social interaction group work: prefer to work in groups or teams structure: prefer organisation and structure to ambiguity visual (graphics, video) and kinaesthetic learners actively engage in issues of contemporary relevance (Oblinger & Oblinger, 2005)
[ The teacher ]• can be 30, 40, 50 or 60 years of age• educated by traditional teaching methods – authoritarian style, structured, textbook, rote learning, disseminating information, little opportunity for innovation and social interaction• grown up without the INTERNET
according to Prensky (2001) the different levels of ICT acculturation has resulted in the creation of a digital divide; especially in the way the Digital Native and the Digital Immigrant perceive, use and talk about technology divide is so great that traditional styles of teaching no longer meet the needs of students (Prensky, 2001)
Greater exposure to digital media Immersed in technology since birth 93% own a computer (Bennett, Maton, Kervin, 2008, p. 778) 82% own a mobile phone (Bennett et al, 2008, p. 778) Multi-task Search via the internet / power browse Socially connected through social media profiles
Research indicates today’s Australian students tend to be highly proficient at low level Web 2.0 applications such as surfing the net and social networking.In contrast, their skills in emerging applications such as podcasts or designing web-pages is not as extensive (Bennett et al, 2008).Read my paper to see if patterns in ICT use acrossAustralian students meet global trends.
implement constructivist learning styles adopt an eLearning paradigm bridge the gap between how students use technology out of school with their in school practices ie wikis, forums, YouTube address personal inadequacies
Create a school vision Align policy with practice ICT co-ordinator Substantial infrastructure Adequate release time Develop teams Provide opportunities to share resources and model practices
… none of this is possible without substantial sharing of information, knowledge and resources
Sharing of resources, efforts and conversations Increases knowledge, improves support, develops innovation STUDENTS – engaged learning TEACHERS – improved self confidence, improved capabilities and innovation Education for all
Provides a means of sustaining pedagogical practices capable of evolving with change
If you have found my previewinteresting maybe you would enjoyreading the full paper: The Value of Collaborative Learning in Educating the Digital Native Student.
Bennett, S., Maton, K. & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. doi:10.1111/j.1467-8535.2007.00793.xOblinger, D., & Oblinger, J. (2005). Educating the net generation. [Ele ctronic version]. Available from http:/net.educause.edu/i r/library/pdfPrensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved March 22, 2012 from http://www.markprensky.com/writing/pren sky.com/writing/prensky%20-%20 digital%20natives,%d igital%20immigrants%20%20part1.pdf pp