07 21 Digital Natives
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Digital natives are people who have grown up with digital technology and the internet, including students, teachers, musicians, artists, and grandparents. Digital natives learn through sharing, creating, searching, asking questions, reading, exposure to different mediums, and communicating across various digital platforms like texting, blogging, using webcams, downloading, uploading, Twitter, and Hulu. Both digital natives and digital immigrants are considered digital learners as technology becomes more integrated into everyday life.
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The document discusses the differences between digital natives and digital immigrants. Digital natives, those under 25-30 years old, have grown up with technology and use digital tools naturally as part of their daily lives. Digital immigrants, those 25-30 or older, had to learn to use technology and do not consider it as central to their lives. The document also outlines the evolution of the web from Web 1.0, which required programming knowledge, to Web 2.0, which allows anyone to publish content, to future visions of Web 3.0 involving immersive 3D environments.
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A Digital Native is born into a digital world and views technology as a natural part of their daily lives. They spend thousands of hours engaged with digital media and perceive it as their friend. As a result of this constant digital immersion, Digital Natives' cognitive thinking patterns and brain structures differ from previous generations. They are accustomed to creating, sharing, and remixing digital content.
Why use technology for 21st-century learning
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Ecoo 2007
The document discusses digital natives and immigrants, and tools for digital citizenship. It defines digital natives as those who grew up with technology, while immigrants adopted it later. Natives prefer random access to multimedia, are multi-taskers, and prefer learning that is relevant and fun. Immigrants prefer text and linear information. The document lists tools like wikis, blogs, podcasting and videoconferencing that can be used for digital citizenship and outlines their educational benefits.
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Technology should be used for 21st-century learning because it allows students to develop important skills like communication, collaboration, creativity, critical thinking, and character. It also helps students practice digital citizenship through developing digital literacy, collaborating digitally, and establishing a digital identity. Specifically, technology provides opportunities for students to demonstrate digital literacy through practicing safety and critical thinking online, collaborate digitally by creating and curating content, and establish a digital identity using tools like LearnStream and electronic portfolios. Moving forward, the document recommends that teachers create personal learning networks and engage within them, while students cultivate their digital identity and generate a LearnStream.
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This document defines and explains common online terminology used today. It provides definitions for terms like email, blogs, online chat, social bookmarking, URLs, streaming, podcasts, VoIP, wikis, social networking, the World Wide Web (WWW), HTML, and web feeds. Each term is concisely defined and some additional context is provided about the purpose or history of the technology or concept.
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The document discusses skills needed for students to be successful in the 21st century. It outlines that the top skills according to experts are creativity, critical thinking, communication and collaboration. It also notes that brain research shows a difference between multi-tasking and task-shifting. The document recommends allowing creativity through multiple modalities, content creation, social interaction, formal and informal writing, feedback, and teaching media literacy to best prepare students for the future.
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The document discusses the concept of digital literacy and some of the challenges it presents for both staff and students. It provides various definitions of digital literacy, explores whether it is a useful term, and examines issues around whose online identity is owned, boundaries between work and personal life online, and how academic disciplines can develop digital literacy. It also touches on policies around digital literacy and questions of best practices for students, staff, and libraries regarding the "visual web" represented by tools like Twitter and Facebook.
Digitalwriting
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The document discusses digital native students and how to teach them. It defines a digital native as someone born during the digital age who is familiar with technologies like computers, the internet, phones, and MP3 players. It recommends that teachers of digital native students become familiar with current technologies, design an online classroom page, and assign web-based projects that take into account students' interests.
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1) Social media has changed how students think and process information compared to previous generations as they are used to receiving information fast and prefer graphics over text.
2) Today's students are "digital natives" who have grown up with technology while many educators are "digital immigrants" who still think and teach in outdated pre-digital ways, struggling to engage digital native students.
3) To better educate students, the document argues that curriculums need to integrate future technologies to stimulate and engage students in new participatory and self-motivated ways of learning that mirror how they already learn outside of school.
Educational Technology
This document provides a personal timeline of Sarah Mae Burdios' experiences with educational technology from kindergarten through college. It describes some of the early technologies she used in school like the Etch-A-Sketch and chalkboards in kindergarten and the original iPod and Microsoft Office in high school. It also discusses her vision for the future classroom incorporating technologies like audiobooks and Kindle devices to support diverse learners. The document highlights both the benefits of technology in enhancing learning but also challenges of issues like distraction, plagiarism, and how technology cannot fully assess student growth.
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Digital literacies have broadened beyond just computer literacy and now include skills like media literacy, financial literacy, and global understanding. Digital literacy refers to an individual's ability to effectively function in a digital society and involves skills like accessing and understanding online media and content. There are several components of digital literacy including media literacy, information literacy, ICT literacy, communication/collaboration skills, identity management, learning skills, and digital scholarship. Core 21st century skills that are important for digital literacy include critical thinking, creativity, communication, and collaboration.
Human: Thank you for the summary. Can you provide a 2 sentence summary as well?
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The document discusses media, information, and computer literacy skills for grades 1-7. It covers using technology like web pages, videos, and communication tools in the classroom. It defines media literacy as accessing, analyzing, evaluating, creating and interacting with messages across different formats. Information literacy is locating, evaluating, and effectively using information. Computer literacy involves utilizing computers and technology efficiently. The objectives are to develop lifelong learning, encourage asking questions, and teach students to locate, evaluate, and responsibly use and publish information through hands-on media projects.
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PLNS
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Activity 13 Common Online Terminologies
This document defines and explains common online terminology used today. It provides definitions for terms like email, blogs, online chat, social bookmarking, URLs, streaming, podcasts, VoIP, wikis, social networking, the World Wide Web (WWW), HTML, and web feeds. Each term is concisely defined and some additional context is provided about the purpose or history of the technology or concept.
Open Web Publishing
Presentation for the WiAOC 2007 conference
Sound files to be found here:
http://webheadsinaction.org/wiaoc2007/Presentations
Learn Yiddish Online
eYiddish.org company presentation about Yiddish distance learning and how the eYiddish virtual community can benefit students
Digital Citizenship
This document discusses digital citizenship and what it means to be a good digital citizen. It defines digital citizenship as norms of appropriate and responsible technological use. There are 9 elements of digital citizenship including digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. The document emphasizes that teachers should model good digital citizenship and provides examples of how teachers can do this, such as using social networks constructively and knowing copyright laws. It also lists resources for teaching digital citizenship.
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The document discusses skills needed for students to be successful in the 21st century. It outlines that the top skills according to experts are creativity, critical thinking, communication and collaboration. It also notes that brain research shows a difference between multi-tasking and task-shifting. The document recommends allowing creativity through multiple modalities, content creation, social interaction, formal and informal writing, feedback, and teaching media literacy to best prepare students for the future.
Digital Natives
Digital natives are people who have grown up with digital technologies like computers, the internet, mobile phones, and MP3 players. The document discusses how digital natives view and use technology in their learning. It notes that students value socialization and sharing ideas online, that 70% of teens create their own internet content, and that digital tools are now seen as a necessity rather than a commodity. The document also recommends that primary students' learning can be engaged through digital storytelling and creating pictures, while secondary students need guidance on using information to form opinions and analyzing authenticity online rather than relying on memorization.
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Digitalwriting
The document discusses digital writing and how it can be integrated into the classroom. Digital writing is defined as compositions created for online and digital environments. It allows students to collaborate, incorporate various media types, and publish their work globally. The document provides examples of digital tools that can be used to support digital writing, such as Google Docs for collaboration, Edmodo for connecting classrooms, blogs for publishing writing, and Animoto and Padlet for multimedia projects. It also discusses how digital writing aligns with the Common Core standards.
Internet and its uses
The document discusses the history and uses of the Internet. It began in the 1960s as a network of computer networks called ARPANET, built to remain functional even if parts failed. Over time, protocols like DNS were introduced, restrictions were lifted, and the World Wide Web was invented, leading to widespread commercial and public use. Today, the Internet enables faster communication, access to vast information, education, entertainment, social networking, online services, e-commerce, and more. It has become deeply integrated into daily life.
Aspi 2 Web2
The document discusses digital natives and digital immigrants in the context of using information and communication technologies (ICT). It notes that digital natives, who are typically under 25-30 years old, have grown up with technology being central to their lives, while digital immigrants, those 25-30 or older, have had to learn to use technology. This can lead to differences in how the two groups access and process information. The document also briefly outlines the evolution of the web from Web 1.0, which required programming knowledge, to Web 2.0, which allows anyone to publish content, to the potential for Web 3.0 to involve simulated environments and immersive experiences.
Digital Native
The document discusses digital native students and how to teach them. It defines a digital native as someone born during the digital age who is familiar with technologies like computers, the internet, phones, and MP3 players. It recommends that teachers of digital native students become familiar with current technologies, design an online classroom page, and assign web-based projects that take into account students' interests.
Multilingualism & pluriculturalism; key e-competences for global citizenship
Multilingualism and cultural pluralism are key competencies for developing global citizenship in the 21st century. Schools must educate students to be responsible participants in an increasingly diverse and interconnected world. This requires developing students' functional literacy with technology, media literacy, and cultural understanding to interact respectfully with those from different backgrounds. International collaborative learning projects can help students learn about other cultures while developing important social and communication skills for bridging differences in a global society.
The Final Digital Literacy
Digital literacy involves the ability to use technology to find, evaluate, create, and communicate information in various contexts. Theorists have studied how technology can enhance student learning when integrated into school curriculums. The document discusses different digital literacy competencies and strategies for teaching digital literacy to students using various technologies and online resources.
Social media and Education
1) Social media has changed how students think and process information compared to previous generations as they are used to receiving information fast and prefer graphics over text.
2) Today's students are "digital natives" who have grown up with technology while many educators are "digital immigrants" who still think and teach in outdated pre-digital ways, struggling to engage digital native students.
3) To better educate students, the document argues that curriculums need to integrate future technologies to stimulate and engage students in new participatory and self-motivated ways of learning that mirror how they already learn outside of school.
Educational Technology
This document provides a personal timeline of Sarah Mae Burdios' experiences with educational technology from kindergarten through college. It describes some of the early technologies she used in school like the Etch-A-Sketch and chalkboards in kindergarten and the original iPod and Microsoft Office in high school. It also discusses her vision for the future classroom incorporating technologies like audiobooks and Kindle devices to support diverse learners. The document highlights both the benefits of technology in enhancing learning but also challenges of issues like distraction, plagiarism, and how technology cannot fully assess student growth.
Digital literacy skills in the 21st century
Digital literacies have broadened beyond just computer literacy and now include skills like media literacy, financial literacy, and global understanding. Digital literacy refers to an individual's ability to effectively function in a digital society and involves skills like accessing and understanding online media and content. There are several components of digital literacy including media literacy, information literacy, ICT literacy, communication/collaboration skills, identity management, learning skills, and digital scholarship. Core 21st century skills that are important for digital literacy include critical thinking, creativity, communication, and collaboration.
Human: Thank you for the summary. Can you provide a 2 sentence summary as well?
E-Learning: Old Wine, New Bottle?
This document discusses the history and evolution of e-learning. It notes that many aspects of modern e-learning have historical precedents dating back centuries. While the internet increased access to online content and tools, e-learning design has remained primarily focused on information transmission rather than collaboration. Emerging technologies and the characteristics of newer students provide an opportunity for e-learning to realize its full potential through more learner-centered and participatory models like Learning 2.0.
Kids in the Cloud Namibian R
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Kids in the Cloud
The document discusses media, information, and computer literacy skills for grades 1-7. It covers using technology like web pages, videos, and communication tools in the classroom. It defines media literacy as accessing, analyzing, evaluating, creating, and participating with messages across different forms. Information literacy is locating, evaluating, and effectively using information, while computer literacy involves utilizing computers and technology efficiently. The goals are to develop critical thinking, problem solving, effective communication, and active citizenship skills through hands-on learning with tools like WordPress, Gmail, blogs, and publishing online content.
PLNS
A Personal Learning Network (PLN) allows teachers to share knowledge, ideas, questions, and collaborate with other educators using online tools. PLNs have become popular for teachers through social networks like Twitter, Ning, YouTube, Diigo, and Skype. Maintaining a PLN helps teachers continuously learn and improve by keeping them informed of new methods and ideas from colleagues around the world. Teachers in a PLN feel supported and inspired to become better educators.
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07 21 Digital Natives
- 1. Who are digital natives? Students Teachers Musicians Artists Grandparents Your Mom...
- 2. Digital is more than the Internet Texting Blogging Using Webcams Downloading Uploading Twitter Hulu...
- 3. How do digital natives learn? Sharing Creating Searching Asking questions Reading Exposure to different mediums Communicating
- 4. Whether you are a digital native or digital immigrant, we are all digital learners.