The document discusses the relationship between digital native learners and digital immigrant teachers. It summarizes research on students' use of information and communication technologies (ICT) and preferences for learning experiences. The research found that students use ICT as new tools for a traditional education rather than for a new educational model. While students commonly use the web to communicate and share information outside of class, ICT have not fundamentally changed learning attitudes. The document concludes that educational processes should not be determined by technology alone and that e-learning is best used to meet pedagogical needs when the teacher remains the guide and student autonomy increases appropriately over time.

1. Learners’ voices about ICT uses
17/07/2009, Giessen – Emanuele Rapetti – NewMinELab – USI Lugano (CH)
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2. NewMinELab Manifesto
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3. Agenda
1. Intro
2. The core of the
INTRO
problem
3. DIGITAL NATIVES &
pedagogical needs “Professor,
4. DIGITAL are you going to give lesson
TECHNOLOGIES &
learning experiences or to show us a Powerpoint?”
5. Our research
6. Main findings
7. Conclusions
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4. 2. The core
of the problem
• “Digital natives”
 implicate “digital pedagogy”?
• Which kind of gap between
– Digital native learners
– Digital immigrant teacher
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5. Labelling our students
Net
Generation generation
Y (or Screen New
Digital
Millennials) generation millennium
natives
learners
[Prensky] [Howe & Strauss] Net-agers (Pedrò, OECD-CERI)
[Junco &
Mastrodicasa,
Rivoltella, others]
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6. The sly adoption
of this model
Key-points:
-Teachers have to stay up-to-date
with technologies development
-Students need learning
experiences that fit with their
cognitive style
-Task-oriented
-Multitasking
-Collaborative
-Fast
-Focused
-Sharing-based
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7. 3. DIGITAL NATIVES &
pedagogical needs
• Is it anthropologically and pedagogically
correct to ever adapt the didactic to the
learners’ characteristics?
 The dialogue between
• Pedagogical needs
• Learners’ wishes
– In a digital world
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8. 4. ICT & learning
experiences
• ICT Web (2.0) based are a great arousal for
– experiences like
• sharing
• communication
• participation
...and digital natives exploit them sistematically
• But, obviously
– not all learning experience can be meant to be
• Collaborative
• Sharing-based
• task oriented
• fast
• Focused
• ...
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9. Enlarging or changing
the paradigm?
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10. 5. Our research
• A qualitative perspective
• Observing the topic not in a US-centred way
• Online questionnaire about ICT use and
appropriation + not-structured interviews
• Students of Communication Faculty (USI)
– [then italian students of Engineering (Politecnico
di Milano-Campus of Como)]
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13. 6. Main findings
• e-learning doesn’t mean an e-didactic
 both students and teachers prefer to use ICT not
like “tools for a new didactic”, but like “new tools”
for a traditional didactic
• the devices widely used are substantially the
same of the nineties
• the “web 2.0 style” hasn’t yet impacted
structurally people attitude in learning (miles away to
cyborg-students)
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14. • (in l. e.) WWW is habitually used to
communicate, to share and to gather
informations
• a “web culture” exists side by side to a formal
one in the university context
• e-learning is considered to play an important
role in university learning (but it’s also
thought like not necessary one)
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15. Importance
of e-learning
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16. 7. Conclusions
Educational processes misleaded
with technological development
and e-learning diffusion
NO to Technological determinism
( à la page phenomenon)
The trap of generational myth
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17. open-teaching
in which student is co-author because
technologically skilled BUT the teacher
remains the MAGIS-TER
YES to E-learning
When it is founded on pedagogical needs
Autonomous learner & fading teacher
Understanding this relationship in a correct
temporal dynamics
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18. Questions?? ?
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19. http://www.youtube.com/user/majid7s#pla
y/all/uploads-all/2/SRdx7Bq3ZXo
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