The Myth of the Digital Native
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Our kids are supposed to be the Digital Natives, the ones that inherently understand all this technology stuff. After all, they've grown up with technology and live with it every day! We talk a lot about how fluent our students are with technology, but are they really? In this keynote we'll think about some of the realities of technology use in schools, and try to get a clearer perspective about our roles in the learning process.
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The Myth of the Digital Native
- 1. The Myth of the Digital Native Chris Betcher @betchaboy
- 3. Myths are funny things...
- 7. “Spinach is rich in iron”
- 8. Spinach is a healthy vegetable to eat for many reasons
- 9. iron is not one them
- 10. Emil von Wolff 1870
- 11. 270.0mg/100g
- 12. 60 years
- 13. 270.0mg/100g
- 14. 27.0mg/100g
- 15. typo
- 16. Oxalic Acid
- 17. 27.0mg/100g
- 18. 2.70mg/100g
- 20. - - --· ..... ~ ., ... .-. / ~- •• ' ,_ , "' ' ~ - A · ~
- 23. myth
- 26. October 2001
- 27. Ul v IU SEA OF FOOGOTIFNMEMEs F;Jlht. -' r 'JollliY 0 '
- 28. “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.”
- 29. “born digital”
- 30. “twitch speed”
- 31. “Our students today are all “native speakers” of the digital language of computers, video games and the Internet”
- 32. How do you THI K my :nrst day of kindergarten went?!?' T;hey didn't even have Wi-~i ..
- 38. “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, Digital Immigrants.”
- 39. “As Digital Immigrants learn to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.”
- 42. Did you get my email?
- 43. “...the single biggest problem facing education today is that our Digital Immigrant instructors... are struggling to teach a population that speaks an entirely new language.”
- 44. interpreted as
- 46. “it is very likely that our students’ brains have physically changed as a result of how they grew up”
- 47. fMRI
- 49. 1990
- 50. 1963
- 56. 1 Everything that’s already in the world when you’re born is just normal
- 57. 2 Anything that gets invented between then and before you turn thirty is incredibly exciting and creative and with any luck you can make a career out of it
- 58. 3 Anything that gets invented after you’re thirty is against the natural order of things and the beginning of the end of civilisation as we know it until it’s been around for about ten years when it gradually turns out to be alright really.
- 59. But back to the natives...
- 61. 'r L~VE.
- 62. “but my kids are good with technology”
- 63. really?
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- 66. Spcllin9 Tsst i wi l b oM b+ U
- 67. but
- 69. most of these “Natives” seem to have very little understanding of
- 70. how to create a network for learning
- 71. how to manage information overload
- 72. how to work collaboratively
- 73. how to build content
- 74. how to make information work for them
- 75. how to use information legally and ethically
- 78. in so many cases
- 79. our “Digital Natives” don’t know about these things
- 80. unless a “Digital Immigrant” tells them about it.
- 82. quick learners
- 83. enjoy challenges
- 84. seek engagement
- 85. no fear
- 86. willing to try
- 87. willing to fail
- 88. BUT
- 90. Students Teachers quick learner enjoys a challenge seeks engagement no fear willing to try willing to fail enjoys learning worldliness wisdom knows what’s possible
- 91. Students Teachers quick learner enjoys a challenge seeks engagement no fear willing to try willing to fail enjoys learning worldliness wisdom knows what’s possible
- 92. Students Teachers quick learner enjoys a challenge seeks engagement no fear willing to try willing to fail enjoys learning worldliness wisdom knows what’s possible
- 94. “As long as the hardware and software is available, it will make the learning more effective since the kids already know how to use it”
- 95. “We don’t need to actively teach the responsible use of social tools… the kids already know how to use them”
- 96. “As a teacher I don’t need to really understand this stuff, since the kids will figure it out”
- 97. “Using technology in class is not that important, since the kids spend so much time using it out of school anyway"
- 98. these are the real myths
- 99. Students Teachers quick learner enjoys a challenge seeks engagement no fear willing to try willing to fail enjoys learning worldliness wisdom knows what’s possible
- 100. Students Teachers quick learner enjoys a challenge seeks engagement no fear willing to try willing to fail enjoys learning worldliness wisdom knows what’s possible
- 102. What do you need to know to teach a dog tricks?
- 103. More than the dog
- 104. ~ 2 people like this. Brittney- WO'N mom vou l'n<lke me so proud to be VOUt daughter, do you at~e.. t know lhos one's """"'1lol Ye~dayat8:U%xn
- 105. How are YOU when it comes to...
- 106. creating networks for learning?
- 109. building content?
- 110. making information work for you?
- 111. using information legally and ethically
- 112. Kids need teachers who...
- 113. show leadership
- 114. model learning
- 115. know what’s possible
- 116. fail publicly
- 118. provide guidance
- 119. make them ambitious
- 120. push them to be more
- 122. . ' .- 1s1tors tSO · 1950 -2000 Carteston Road
- 123. 1998 2011
- 124. In early 1998 could you have predicted how much the world would change in 13 years? Image: 'ashamed' http://www.flickr.com/photos/24471966@N04/3114343040
- 125. 2011 New Start ? 2024 Year 13
- 126. How do we prepare for a future that we can’t possibly even imagine? Image: 'fle' http://www.flickr.com/photos/23474554@N00/2619625163
- 127. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared. Seymour Papert
- 128. this is all new territory no matter how you got here
- 129. show leadership model learning know what’s possible fail publicly understand the culture provide guidance make them ambitious push them to be more
- 130. why ICT?
- 131. SAMR Model
- 132. ---- -- -- - - - -- -- -- -· Substitution Tech acts as a direct tool substitute, with no functional change
- 133. ---- -- -- - - - -- -- -- -· Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
- 134. Modification Tech allow. for fgnificant task redesign ---- -- -- - - - -- -- -- -· Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
- 135. Redefinition Tech allows for the creation of new tasks, Modification Tech allow. for fgnificant task redesign ---- -- -- - - - -- -- -- -· Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change
- 139. ( X·O, Y:- 180)
- 140. "It's fun" "I learned most of it from the teacher, but then... I started doing stuff for myself" "I found my way and worked it out by myself, and tried to solve my own problems" It makes you think a lot about the problem solving" "It helps you create your inner awesomeness!"