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Statistics and expectations ICT proficiency and literacy Implications Learning needs The Net Generation COVERAGE

Statistics and expectations

ICT proficiency and literacy

Implications

Learning needs

The Net Generation

SOME STATS: Incoming students Access University of Melbourne (2006) Mobile 93% Desktop 90% Broadband 73%

Computer use University of Melbourne (2006) SOME STATS: Incoming students Emailing 94% Creating documents 88% Info searching 83%

University of Melbourne (2006) Main activities on computers ‘ Overwhelmingly positive’ SOME STATS: Incoming students Study 94% Info Searching 93% Course admin 84% SMS 84% IM 75%

University of Melbourne (2006) STUDENT EXPECTATIONS International students use more tech Engineering students more likely to use tech than Arts students Reasons for use: convenience and control – not learning

International students use more tech

Engineering students more likely to use tech than Arts students

Reasons for use: convenience and control – not learning

JISC (2007) Preference for using technology Ubiquitous internet is normal Cautious about publishing their work for public scrutiny Tech is not an end in itself Face-to-face is seen as core STUDENT EXPECTATIONS

Preference for using technology

Ubiquitous internet is normal

Cautious about publishing their work for public scrutiny

Tech is not an end in itself

Face-to-face is seen as core

JISC (2007) Uncertain about how to map current learning experience onto uni study Cannot see how ICT and learning can work together outside of school STUDENT EXPECTATIONS

Uncertain about how to map current learning experience onto uni study

Cannot see how ICT and learning can work together outside of school

Are personalised Are visual Have links to the community Are rigorous Use individualised feedback INFORMAL LEARNING ENVIRONMENTS Pletka (2007)

Are personalised

Are visual

Have links to the community

Are rigorous

Use individualised feedback

Working with info Creating and sharing info Using ICT responsibly MCEETYA (2007) ICT PROFICIENCY

Working with info

Creating and sharing info

Using ICT responsibly

‘ Challenging but reasonable ’ expectation Year 6: 49% Year 10: 61% MCEETYA (2007) ICT PROFICIENCY

‘ Challenging but reasonable ’ expectation

Year 6: 49%

Year 10: 61%

Patterns: Low socio-economic bkgnd Indigeneity Remote locality Gender not an issue MCEETYA (2007) ICT PROFICIENCY

Patterns:

Low socio-economic bkgnd

Indigeneity

Remote locality

Gender not an issue

Findings Communication is a frequent use BUT Less use of applications for creating , analysing , transforming information MCEETYA (2007) ICT PROFICIENCY

Findings

Communication is a frequent use

BUT

Less use of applications for creating , analysing , transforming information

Skills gap between using media to create and how to create meaningful content CRITICAL CHALLENGE Horizon Report, EDUCAUSE (2007: 4-5)

Skills gap between using media to create and how to create meaningful content

Facility does not mean ICT literacy Need to be careful about assumptions we make IMPLICATIONS MCEETYA (2007)

Facility does not mean ICT literacy

Need to be careful about assumptions we make

Competent or just confident ? How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context The need to apply problem-solving and critical thinking skills Oblinger and Hawkins (2006) IMPLICATIONS

Competent or just confident ?

How to find the right info, then assess, validate, interpret, analyse, synthesise, critique, evaluate, put in context

The need to apply problem-solving and critical thinking skills

Renewed emphasis on collaborative learning Growing expectations for higher ed to deliver services , content and media to mobile and personal devices Horizon Report, EDUCAUSE (2007: 4-5) IMPLICATIONS

Renewed emphasis on collaborative learning

Growing expectations for higher ed to deliver services , content and media to mobile and personal devices

You need to be ICT literate, too. IMPLICATIONS

You need to be ICT literate, too.

What’s important will not change: good pedagogy is good pedagogy Content: Shift away from rote learning and memorisation to creation of understanding and meaning IMPLICATIONS

What’s important will not change: good pedagogy is good pedagogy

Content: Shift away from rote learning and memorisation to creation of understanding and meaning

Need to build ICT literacy through “ systematic teaching rather than incidental use ” More personalised assessment LEARNING NEEDS MCEETYA (2007)

Need to build ICT literacy through “ systematic teaching rather than incidental use ”

More personalised assessment

Dynamic Experiential Learning by doing Problem-solving Pletka (2007) LEARNING NEEDS

Dynamic

Experiential

Learning by doing

Problem-solving

Want to engage and be engaged Learn through doing Veen and Vrakking (2006) LEARNING NEEDS

Want to engage and be engaged

Learn through doing

I am no longer the sole repository of information BUT I have to teach them how to YOUR NEW MINDSET Assess Critique Validate Analyse Interpret Synthesise Evaluate Research

I am no longer the sole repository of information

BUT

I have to teach them how to

Assess

Critique

Validate

Analyse

Interpret

Synthesise

Evaluate

Research

Also called ‘millennials’, ‘Digital Natives’ In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone Average age of first phone ownership is 8 Vision (2005: 11) THE NET GENERATION

Also called ‘millennials’, ‘Digital Natives’

In the UK, 1 in 3 children aged between 5 and 9 owns a mobile phone

Average age of first phone ownership is 8

Parallel process and multi-task Have ‘ hypertext minds’ Have always had Web 2.0 at home Have little patience for step-by-step logic (or reasoning?) Prensky (2001) THE NET GENERATION

Parallel process and multi-task

Have ‘ hypertext minds’

Have always had Web 2.0 at home

Have little patience for step-by-step logic (or reasoning?)

Information-rich Non-linear and associative Multi-media, visual and graphical Immediate/instantaneous Immersive and abundant Relevant and meaningful INFORMATION FOR THE NET GEN Pletka (2007)

Information-rich

Non-linear and associative

Multi-media, visual and graphical

Immediate/instantaneous

Immersive and abundant

Relevant and meaningful

Community-oriented and team-based Collaborative , co-operative, participatory Communication-rich Interactive and dialogical Customised , personalised, individualised COMMUNITY, CHOICE COLLABORATION Pletka (2007)

Community-oriented and team-based

Collaborative , co-operative, participatory

Communication-rich

Interactive and dialogical

Customised , personalised, individualised

Are active processors of information Filter info all the time Are used to getting info immediately Are used to controlling info flows CHARACTERISTICS Veen and Vrakking (2006)

Are active processors of information

Filter info all the time

Are used to getting info immediately

Are used to controlling info flows

Get bored if the information flow is poor or too slow Use non-linear resources Do not complain of information overload! Veen and Vrakking (2006) CHARACTERISTICS

Get bored if the information flow is poor or too slow

Use non-linear resources

Do not complain of information overload!

Absorb discontinuous information and make meaning of it Cope with complexity Increase or decrease their attention levels , depending on need COMPLEXITY Veen and Vrakking (2006)

Absorb discontinuous information and make meaning of it

Cope with complexity

Increase or decrease their attention levels , depending on need

Can work with sub-optimal knowledge Make sense of bits Accept uncertainty Veen and Vrakking (2006) COMPLEXITY

Can work with sub-optimal knowledge

Make sense of bits

Accept uncertainty

Are effective communicators Prefer communicating through images Use their networks Are used to controlling communication Are collaborative COMMUNICATION Veen and Vrakking (2006)

Are effective communicators

Prefer communicating through images

Use their networks

Are used to controlling communication

Are collaborative

‘ Net Gen’ communication is Multimodal Interactive Creative and interpretive Comes easily to them Johnson (2006: 73) COMMUNICATION

‘ Net Gen’ communication is

Multimodal

Interactive

Creative and interpretive

Comes easily to them

Trust Openness Access VALUES Veen and Vrakking (2006: 47)

Trust

Openness

Access

Speak with an ‘ accent ’ – or a different language entirely! Misunderstand the new ways in which the Neg Gen learns Prensky (2001) ‘ DIGITAL IMMIGRANTS’

Speak with an ‘ accent ’ – or a different language entirely!

Misunderstand the new ways in which the Neg Gen learns

We work in a linear fashion We read the instructions first before using We are used to working alone We believe in doing things 'right ' We believe in doing things one thing at a time Veen and Vrakking (2006: 32 ) ‘ DIGITAL IMMIGRANTS’

We work in a linear fashion

We read the instructions first before using

We are used to working alone

We believe in doing things 'right '

We believe in doing things one thing at a time

Students are feeling as though they are ‘ powering down ’ when they enter the school gates Vision (2005: 4) NET GENERATION AT SCHOOL

Students are feeling as though they are ‘ powering down ’ when they enter the school gates

Source: http://www.businessweek.com/magazine/content/07_24/b4038405.htm

Lecture-based Isolating Segmented Uniform Responsive-deficient Didactic Irrelevant INDUSTRIAL-AGE LEARNING Pletka (2007)

Lecture-based

Isolating

Segmented

Uniform

Responsive-deficient

Didactic

Irrelevant

EDUCAUSE. 2007. The Horizon Report . New Media Consortium and the EDUCAUSE Learning Initiative. http://www.educause.edu/ir/library/pdf/CSD4781.pdf. Accessed 10 October 2007 . JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx . Accessed 12 February 2008. Johnson, Larry. 2006. The sea change before us. EDUCAUSE Review , March/April 2006: 72-3. http://www.educause.edu/ir/library/pdf/erm0628.pdf . Accessed 10 October 2007 MCEETYA. 2007. Information and Communication Technologies Literacy Years 6 and 10 Report 2005. http://www.mceetya.edu.au/verve/_resources/NAP_ICTL_2005_Years_6_and_10_Report.pdf. Accessed 12 February 2008 . Accessed 12 February 2008. Oblinger, Diane G. and Brian L. Hawkins. 2006. The myth about student competency. EDUCAUSE Review , March/April 2006: 12-3. http://www.educause.edu/ir/library/pdf/erm0627.pdf. Accessed 10 October 2007 . Accessed 12 February 2008. REFERENCES

Pletka, Bob. 2007. Educating the Net Generation. How to engage students in the 21 st century. Santa Monica Press. Prensky, Marc. 2001. Digital Natives, Digital Immigrants. On the Horizon , 9 (5): 1-6. University of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf. Accessed 12 February 2008 . Veen, Wim, and Ben Vrakking. 2006. Homo Zappiens. Growing up in a digital age. London: Network Continuum. Vision. 2005. The future of mobile technology: learning ‘on the run’? Vision 1: 11-3. http://www.futurelab.org.uk/resources/documents/vision/VISION_01.pdf . Accessed 10 October 2007. REFERENCES

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