"The newest generation of learners arriving at our shores have never been without technology in their lives…how does this simple fact change their perception of education? What does it mean for them, and us? Explore the paradigm of teaching to the Digital Native." Presentation given at the Association of Adult Educators conference on October 23rd, 2015 at Nova Scotia Community College - Waterfront Campus in Dartmouth, Nova Scotia, Canada. Bibliography available on request.

1. Digital Nativity_
Chris Mogensen
Faculty of Information Technology
Nova Scotia Community College
,
,x?n=4??$$n.
-Lb$;zPs$Lb;d)%.
;d$$$$$$$$$$$$b$;-
$$$$$$$$$$$$$$$$$;-
?$$$$$$$$$$$$$$$$"
.d$$$$$$$$$$$$$$$$.
`$$c,,$$$bc,,d$$>"
?$$$$$eed$$$$$F
"?$$$L,J$$$F)ee,
"""";zd$$$$$$$ec,
.dF$$$$$$$$$$$$$$$eeu,,.;;!!!!!!!!!i;
<Fd$$$$$$$$$$$$$$$$$$$P,!!!!!!!!!!!!!!i
'$$$$$$$'<$$$$$$$$$$":!!!'!!!''(!!!!!!!>
$$$$$$'d$$$$$$$$$P.<!'./` -'`((((!!!!!!
$$$?$'$$$$$$$$$$$ !' `,cucucuc, `'!!!!'
$$Jz".,"?$$$$$$$F u$$$$$$$$$$$r `!'
d$$$$ d$$$ """"" d$$$$$$$$$$$$" ueP
-$$$$"ci"$" $$$$$$$$$$$P".,d$$ __ e$ec.
e=7?Rbi3P ??$$P d$$$$$$$$P" <PF??? ..,,ccd$$$$c,`""??$$eec,_
-?F"""" ?$$$$$$$$$b$$$$$$$$$$$$$$$$$$$$$$$$$r."""""""
`""""""""""""""""""""``` """``

2. “O God, give us the serenity to
accept what cannot be changed,
the courage to change what can be
changed, and the wisdom to know
the one from the other.”
- Reinhold Niebuhr

4. Marc Prensky wrote “Digital Natives,
Digital Immigrants” in 2001.

5. Students entering the
school system at the age
of five in 2001…
…and entering post-secondary institutions.
…are now 19…

6. These
students
entered
Primary the
year Apple
released the
first iPod.
(Marc Prensky’s article was
published the same month)

7. Demographically, there are 363
million of them.

8. They can have trouble communicating (in
person), consider themselves global
citizens without knowing much about the
world, and question established social
constructs like dating, love, and marriage.
They think and process information
fundamentally different to their
predecessors.
They have grown up connected to the
world, using touch screens, finding new
ways to share experiences they are having.share
question
think

9. Myth: Digital Natives can use all kinds of tech.
Fact: They learn it quickly, but still need explanation.
Myth: Digital Natives want all content digitally.
Fact: Some students say paper books are less
distracting, strain eyes less, and are more comfortable
to use.
Myth: Digital Natives are aware of their online
presence.
Fact: Not always, and they are surprised how much
information can be unearthed with a simple search.
Myth: Digital Natives are lazy.
Fact: They question why they are doing something in
order to understand and negotiate their lives.
Myth: Digital Natives want lots of educational
technology.
Fact: Too many options can be overwhelming (and
overwhelming to maintain).

10. These “kids” are completely different:
• many have never even seen a
newspaper other than watching their
parents read one
• they don’t watch television…most media
is Internet-based
• they have a completely different
relationship with the media
• positive or negative, this transformation
inevitable
• they need guidance on how to live in this
world
• they are consuming, but don’t know how
to put it in context or how to evaluate it

11. Millennials are
expected to have 17
different employers
over their lifetime -
upskilling and lifelong
learning are the norm.
Whole vocations have emerged during their schooling.

12. We have no
long-term
evidence of the
health effects
using handheld
devices.

13. Not without irony, the immigrants
invented the technology the
natives are using.
Digital immigrants learn,
some better than others -
to adapt to their
environment.
immigrants
invented

14. The traditional style of teaching
i.e. 100’s of students listening to
a lecturer present factual
information in a step by step
process, is no longer an
effective way of teaching the
new generation of Digital
Natives.

15. The new paradigm incorporates
mobile devices, virtual worlds,
robotics, phasing out physical
textbooks, adding blended
learning/courseware sites…
…and encourages digital natives to
use Instagram, Twitter, Snapchat,
Facebook, and “selfie sticks” to
make content.

16. What about fears that
digitization is undermining
the pedagogy? Some
professors or schools ban
electronic devices…

17. These are missed opportunities.
Our students need to be…
…proficient with digital technology
…savvy coders
…prolific e-book readers
…but moreover understand deeply,
holistically, and realistically how the
digital world works behind the scenes.
deeply
holistically realistically

18. Schools often hand out
technology but don’t deal
with how they teach about
the tech.
Adopting cutting edge
technology is not the
answer, nor is
intimidating learners
with the “dangers” of
the Internet.

20. Re-writing the currencies.
So what is the answer?
(We’ll come back to this)

21. Students get little
opportunity to practice
technology beyond
persuing personal
interests.
They should be encouraged to
“solve sophisticated thinking
problems”, rather than “using
entertainment or communication
technologies”.
They need opportunities to
develop the skills and
knowledge to engage with
contemporary technology
effectively and meaningfully.

22. Technology needs to be
incorporated into how students
solve problems, enhance
productivity, or develop creativity,
and not just for researching
information.
solve enhance
develop

23. Becoming literate in a
networked age is hard
work, regardless of age
(or familiarity).
Another Myth,

24. Computer science is often
taught as a peripheral course.
We’ve become good at using the
tools, but not knowing why we’re
using them.
We need to teach digital citizenship.

25. Young people are experimenting with
identity to interact with people and in
ways they normally wouldn’t.
We can engage the digital natives in discussions
about identity…what does it mean in a digital age?
Do you have one identity or many?
One could argue it doesn’t
change…but its distribution
does.

26. Have discussions about how the Internet
generates money by selling personal data…
…and challenge what “wasting time” on the Internet means?
We can debate over whether digital technology makes
people more open-minded or more enclosed in world
views…
Ask how .mp3’s, Torrents, Netflix and YouTube have
changed the landscape of entertainment and business…

27. Technology is a tool, like a pencil…it’s a means to an
end, not a replacement for very human learning.

28. “What about us?”
“Hey, Chris!”
“Y’know, the teachers?”
“If you can
it, why teach it?”

29. • We used to be appreciated as “experts in our field”
• The emergence of the Internet has usurped the
teacher from the role of dictator of subject content
• Now we “facilitate” knowledge that is widely
available
• All computing devices are dismantling knowledge
silos
• “Sage on the stage” to “guide on the side”
• Intellectual property that once belonged to teachers
is now openly available on the Internet
• Likewise, teachers are now borrowing lesson plans
shared online

30. Teachers are already
overburdened with
curriculum
demands…adding
technology integration is
one more thing, and
keeping up is a challenge.

31. When the
teacher relies on
digital media to
provide the core
knowledge, their
role shifts to
facilitator.
Absorb content at
home, engage in
facilitated
projects/problem
solving at school.
Flipped Learning:

32. Student driven learning is
curious, collaborative, self-
organized, engaged, and
social, and facilitated by
mentor encouragement.

33. Teachers used to make
the content, now it can be
more efficient to use
professional content.

34. Be a curator!

35. Our skill set becomes about
curation, and then teaching the
skill of curating.
The Internet is currently like the wild west.

36. Digital natives are driven by
productivity…their goal-oriented approach
might seem aggressive, but incorporating
values might be a good strategy:
There are many ways to come to a
conclusion…embracing all the technology available
leads to a broader understanding of the problem.
Including a place for it in lessons
will allow a deeper
understanding.

37. The {new} currencies:

38. Acquiring the skills and thought
processes needed to respond
appropriately under pressure, in
a variety of situations.
What is learning?
“Chris, we’re educators…”
“I know. Stick with me.”

39. Handwriting replaced by
keyboarding, or mouse handling, or
touch gestures, or…
How does one transcribe thought
into physical form for future
reference or to share with others?

40. Critical thinking replaces rote learning.
The information is already there…how
do I find it, and how do I disseminate
right from wrong?

41. Student-led Content Creation:
Create videos, podcasts, blogs,
lead forum discussions, critique
each other’s responses, create
plans and projects.
By making, they will learn…it’s
about rigorous standards;
frequent peer assessment will
enforce fairness.

42. Project-Based Learning:
Extended periods of time
investigating and responding to
an engaging and complex
problem, question or challenge.

43. Game-Based Learning:
Look at any good game…deconstruct the fun;
what is left is an enjoyable built-in learning
process.
To progress in a game is to learn; when we are
actively engaged in a game, our minds are
experiencing the please of grappling with and
coming to understand a new system.

44. Assessment Needs to Change.
Many collaborative activities are
wonderful, but if you still
evaluate with an exam…

45. In conclusion…

46. {Despite the rise of illegally downloading
movies, Netflix counts for more Internet
traffic. What can we learn from that?}
{Netflix takes its content, curates it for its
users, recommends new experiences
based on consumption, and presents it in
an easily accessible, attractive package.}
{What can educators learn from that?}