Sharing knowledge, resources, and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use. It also addresses the importance of collaboration between educators in integrating technology into classrooms and bridging gaps between students' in-school and out-of-school technology habits.

1. Sharing knowledge, resources and conversations is critical to the
development of one’s ICT capabilities.
Collaboration underpins effective ICT frameworks and is a means of
sustaining pedagogical practices capable of evolving with change.

3. Influence how one - perceives
- uses
- talks about technology

4. Which one are you ...
a digital native or
a digital immigrant?

5. 1. Do you use technology both socially and for work related purposes?
2. Do you download music?
3. If you run into a problem using a programme do you easily know how to
rectify it?
4. Do you surf the net?
5. Can you make a webpage or a virtual classroom?
6. Are you proficient at excel?
7. Would you rather print a document or edit it via the screen?
8. Are you comfortable using split screen views?
9. If you are an educator, do you incorporate IPods and podcasts into the
classroom?
10. Do you consider YouTube to be a valuable learning tool or gimmick?
11. Would you rather avoid technology altogether if you could?

6. Digital Native Digital Immigrant
Born after the 1980s Born before the 1980s
Immersed in a world of digital Various levels of
exposure to technology technological exposure
Have never known the world Have had to assimilate
without the internet their world to
accommodate
digital technology

7.  connected to friends and the world through technology
 immediacy: multitask; fast responses to communications
 experiential: preference to learn by doing
 highly social: enjoy activities which promote social interaction
 group work: prefer to work in groups or teams
 structure: prefer organisation and structure to ambiguity
 visual (graphics, video) and kinaesthetic learners
 actively engage in issues of contemporary relevance
(Oblinger & Oblinger, 2005)

8. [ The teacher ]
• can be 30, 40, 50 or 60 years of age
• educated by traditional teaching methods – authoritarian
style, structured, textbook, rote learning, disseminating
information, little opportunity for innovation and social
interaction
• grown up without the INTERNET

9.  according to Prensky (2001) the different levels of ICT
acculturation has resulted in the creation of a digital
divide; especially in the way the Digital Native and the
Digital Immigrant perceive, use and talk about
technology
 divide is so great that traditional styles of
teaching no longer meet the needs of
students (Prensky, 2001)

10. … read my paper and decide for yourself

11.  Greater exposure to digital media
 Immersed in technology since birth
 93% own a computer (Bennett, Maton, Kervin, 2008, p. 778)
 82% own a mobile phone (Bennett et al, 2008, p. 778)
 Multi-task
 Search via the internet / power browse
 Socially connected through social media profiles

12. Research indicates today’s Australian students tend to be
highly proficient at low level Web 2.0 applications such
as surfing the net and social networking.
In contrast, their skills in emerging applications such as
podcasts or designing web-pages is not as extensive
(Bennett et al, 2008).
Read my paper to see if patterns in ICT use across
Australian students meet global trends.

13.  implement constructivist learning styles
 adopt an eLearning paradigm
 bridge the gap between how students
use technology out of school with
their in school practices ie wikis,
forums, YouTube
 address personal inadequacies

14.  Create a school vision
 Align policy with practice
 ICT co-ordinator
 Substantial infrastructure
 Adequate release time
 Develop teams
 Provide opportunities to share resources and
model practices

15. … none of this is possible without
substantial sharing of information,
knowledge and resources

16. Sharing of resources, efforts and conversations
Increases knowledge, improves
support, develops innovation
STUDENTS – engaged learning
TEACHERS – improved self
confidence, improved capabilities and
innovation
Education for all

17. Provides a means of sustaining
pedagogical practices capable of
evolving with change

18. If you have found my preview
interesting maybe you would enjoy
reading the full paper:
The Value of Collaborative
Learning in Educating the Digital
Native Student.

19. Bennett, S., Maton, K. & Kervin, L. (2008). The ‘digital natives’
debate: A critical review of the evidence. British Journal of
Educational Technology, 39(5), 775-786.
doi:10.1111/j.1467-8535.2007.00793.x
Oblinger, D., & Oblinger, J. (2005). Educating the net generation. [Ele
ctronic version]. Available from http:/net.educause.edu/i
r/library/pdf
Prensky, M. (2001, October). Digital natives, digital
immigrants. On the Horizon, 9(5). Retrieved March 22,
2012 from http://www.markprensky.com/writing/pren
sky.com/writing/prensky%20-%20 digital%20natives,%d
igital%20immigrants%20%20part1.pdf pp