Elearning2_PartA

Thoughts on Prensky's article:

'Digital natives' have hypertext minds; it is not linear or sequential. For example when you are reading a text, you may wander off to certain issues along the way, and then (hopefully) return to your initial text/task.

Attention spans are apparently short but definitely not for games, or anything that interests them. Well, not different from so-called non-digital natives. If I am disinterested I tend to switch off. Regardless of whether or not I am considered to be a digital native or a digital immigrant, I believe this trait is applicable to everyone. I would consider it human nature to not pay attention when the subject/issue is not appealing.

The research for Sesame Street came up with an interesting observation: children as young as 5 can apparently strategically distribute their attention between toys and television. This suggests that even with 'distractions' they can learn as much.
I hate to be skeptical, but indeed I am. It would be of course be wonderful to have students smsing/reading a book and whatever else during lessons, yet able to absorb all the critical content/skills. But does this happen?
Come to think of it, the experiment can be seen as a similar situation in classrooms. A lesson without 'distractions' and another where students are allowed to use their mobile phones, use the internet etc. while a class is ongoing. Will they absorb the same amount of content and skills?

I suppose it brings us back to the point above - if the television (and lessons) are interesting and engaging, audience will give their full attention, even with distractions abound. How many of us refuse to pick up the phone/reply an sms during soccer? Certainly myself. Turn away from the screen and you may miss a spectacular goal (of course there are replays but the excitement comes from seeing it 'live').

So what does this mean? If students are distracted and choose to sneak an sms during our lessons or prefer to watch cars go by outside, we ought to reflect on our lessons and try to make it more engaging. It's not them. It's us.

Badly designed games?
We need real games with real content. But what content? To teach students values? E.g. they should not give up. Or content as required in the syllabus? I do think games can teach analytical skills which is useful for any subject. But delivering content/information via games for subjects like history can be difficult.

Digital Youths

Finding out about Olivia set me thinking about a few things.
I make the assumption that students without computer and internet access would find it a chore if they are to get assignments that requires them to get access. Olivia however seems to relish such activities and even uses technology for her own leisure (and I have to say going to stores to use computer and internet on the sly is indeed VERY street smart.). How many of our students are like her? Well I have no idea.

Singstat reveals that as of 2005 74% of Singaporean hh have computer access, and 66% have internet access. So in a class of 40, about a quarter will not have computer access, and a bit more will not have internet access.

How many of these students will be motivated enough to head to the school library to do their work and pick up new skills? Being my skeptical self, I'd say 50-50. In addition, they may not have the motivation but do not have the time. After all, those without computer and/or internet are likely to be from families of low SES. These students may be working part-time after school hours to earn extra incoem for themselves or their family.

I find it surprising that Olivia can personalize MySpace page because I know a lot of my peers who have computer and internet access at home do not how a hoot about CSS and HTML. It has always been my assumption that those without access would have less knowledge and skill, but she has proven me wrong. I wonder how many Olivias there are out there though. Hmmm

Application to our teaching?

To engage our digital natives, it becomes imperative that our lessons are not too structured or linear. Allow students to explore the concepts and issues in any manner they are comfortable with. Provide students with the end goal/skill which they have to acquire.
Using game techniques in lessons can also attract and appeal our students.