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The Digital Divide and Teaching: How Do Our Students Really Use Technology?
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The Digital Divide and Teaching: How Do Our Students Really Use Technology?

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Presented at the University of Iowa, January 29, 2014

Presented at the University of Iowa, January 29, 2014

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  • Keeping up with friends!
  • Keeping up with the news!
  • Minority reports!
  • Minority reports!
  • Time on task!
  • Time on task!
  • Votes: 4, 3, 8, 7.

The Digital Divide and Teaching: How Do Our Students Really Use Technology? The Digital Divide and Teaching: How Do Our Students Really Use Technology? Presentation Transcript

  • The Digital Divide and Teaching How Do Our Students Really Use Technology? Derek Bruff derekbruff.org @derekbruff
  • WARM-UP Question 1 • What is one way of using or thinking about technology that you and (most of) your students have in common? Question 2 • What is one way (most of) your students use or think about technology that is different from how you use or think about technology.
  • SAME OR DIFFERENT?
  • What’s your experience? 5% 75% 20% A. Students yes, me no. B. We have that in common. C. I don‟t think students do/think that.
  • It’s complicated. We should probably ask some students.
  • IT’S COMPLICATED
  • Digital Natives vs. Digital Immigrants “It is now clear that as a result of this ubiquitous environment and the sheer volume of their interaction with it, today‟s students think and process information fundamentally differently from their predecessors.” Marc Prensky (2001)
  • Digital Natives vs. Digital Immigrants Digital Natives: “Our students today are all „native speakers‟ of the digital language of computers, video games and the Internet.” Digital Immigrants: “Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are, and always will be compared to them, digital immigrants.”
  • It’s Complicated • The independent variable here is experience, not age. • Individual results may vary. • I can drive a car, but I don‟t really know how it works. • I can drive a car, but I don‟t really understand the automotive industry. • Non-academic experiences don‟t always map to academic experiences. • “Native” and “immigrant” are complex terms.
  • But Here’s the Thing… Super Mario Bros. (1985) Super Mario Galaxy (2007)
  • But Here’s the Thing… Source: TechCrunch, http://is.gd/oWk8O8
  • WE SHOULD PROBABLY ASK SOME STUDENTS.
  • This might be a biased sample.
  • 2013 ECAR Study of Undergraduate Students and Information Technology (n=113,035) Data!
  • 2013 ECAR Study of Undergraduate Students and Information Technology (n=113,035) Someone else‟s Data!
  • What can we learn about how our students use social media (etc.) that might inform faculty interested in integrating technology into teaching and learning?
  • Our Data!
  • 6 FOCUS GROUPS 35 a lot STUDENTS OF DATA
  • What do students do online outside of their academic work? “I just check to see what‟s going on. I use the Facebook chat a lot to talk to people; friends from school and friends from other schools.” “In terms of Facebook, it‟s just keeping up to date with family and friends from home and that‟s what I say for Twitter, too.”
  • What do students do online outside of their academic work? “Also, I feel like I get a lot of news from Twitter just because I check, like, what‟s trending, like, I found out about when Whitney Houston died on Twitter…” “I have an order of things I always check in every day. [Facebook,] email, news, ESPN, and then whatever I decide. I go to a bunch of video sites and check out some funny videos and then
  • What do students do online outside of their academic work? “On my phone I have Google Reader, and I have an aggregate of RSS feeds for certain tech blogs and other sites I love. That‟s kind of one of the main things.”
  • What do students do online outside of their academic work? “Most frequently I‟m on Deviant Art, like, hands-down. I just love that website… Literature, poetry, stuff like that. Things based on books and stuff. And, like, I talk to a lot of people in there… I know people from Australia, Germany, the Netherlands, different parts of America.”
  • SIDEBAR: MEMES
  • Student 1: I may have to explain it, but I make Memes, occasionally. Student 2: Oh, God, Memes? Facilitator: Yeah, explain. Student 1: It’s -Student 2: So complicated. Student 1: It’s, like, yeah. It’s like a -- it’s kind of like an inside joke. An inside joke from, like -Student 3: Of the internet. Student 1: Basically. And everyone on the internet can vibe to it. Student 4: This is so different than Memes that, like, the definition of Memes in social science; right?
  • DISCUSSION Given the student perspectives you‟ve seen today, what do you see as key principles for integrating technology in teaching and learning?
  • DISCUSSION Given the student perspectives you‟ve seen today, what do you see as key principles for integrating technology in teaching and learning?
  • A Few Takeaways
  • Have a clear goal.
  • Livetweeting Bladerunner Mark Sample George Mason Univ.
  • Tell students why you are using technology.
  • “You MUST MUST MUST explain to students why you are using clickers. If you don‟t, they often assume your goal is to track them like Big Brother, and force them to come to class. Students highly resent this.” Doug Duncan CU-Boulder
  • Take time to teach the technology.
  • Writing for Wikipedia Cynthia Cyrus Vanderbilt Univ.
  • Another Example
  • What was the most common reason students in Derek's class chose Diigo over Pinterest? 41% 24% 6% 29% A. B. C. D. Pinterest was too feminine. Diigo seemed more academic. Diigo seemed easier to use. Pinterest accounts took too long to create.
  • Don’t underestimate the importance of ease of use.
  • Derek Bruff Email: derek.bruff@vanderbilt.edu Web: derekbruff.org Twitter: @derekbruff Flickr Photo Credits – “Questions from the Audience,” Derek Bruff – “Baby Sees the iPad Magic,” Steve Paine – “Angry Face,” Katy – “Riced Out,” Scott Waldron – “Planning Session,” WorldIslandInfo Meme featuring Mike Caulfield, courtesy Amy Collier – – – – “X-Ray Chairs,” Henning Mühlinghaus “Missing Steps,” Stefan Bucher “Interesting Pin,” Derek Bruff “Like Father, Like Daughter,” Derek Bruff