E-learning: Part A

What are some characteristics of digital natives? (What are they good at? What are they poor at?)

The term ‘digital natives’ refers to the generation of people for whom digital technologies such as computers, handphones, internet access and video games existed when they were born. These people grew up with these technologies and were exposed to them at a very early age. The difference between this new generation of digital natives and the older generation is evident from the huge number of hours spent by digital natives in playing video games, surfing the internet, using handphones and MP3 players and watching television. According to Prensky, digital natives spend “over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; (and) over 20,000 hours watching TV.” And, these are accomplished at very young ages while even many adults may not be spending as much time on these.

It is a known fact that the way of thinking differs according to the way people are brought up and the culture and surroundings in which they grow up. Thus, digital natives who grow up amidst all these advanced technologies and use them in their daily lives think differently from the older generation. This might be to their advantage in this changing world that is shaped by technological advancements. For example, just like how “boomers’ brains were programmed to accommodate television, and literate man’s brains were reprogrammed to deal with the invention of written language and reading, (digital natives) have been adjusting or programming their brains to the speed, interactivity, and other factors in the games” that they play. The attention of digital natives can also be sustained in schools if appropriate teaching methods involving gaming technologies or others that interest them are incorporated in lessons.

However, most digital natives seem to lack in the area of reflection which is the process of learning from experience and enables one to create mental models from experience. This can be attributed to the fact that digital natives are provided with “less and less time and opportunity for reflection” in their everyday usage of the advanced technological gadgets. For example, while most video games promote interactivity, reflection and critical thinking are not emphasized.

Which portrait did you select? (In your blog, create a link to the portrait.) In terms of their digital background, how similar was that student compared to a Singapore student?

Justin (http://www.edutopia.org/digital-generation-profile-justin) is a 16-year old student in Washington, studying in McKinley Technology High School. The school provides various opportunities and resources for the students, like Justin, to work with technology. With technology education and innovative teaching practices, Justin’s school prepares the students for the global world of advanced technologies. Hence, Justin learns advanced 3-D modeling, simulation, and animation at school and this does not only fuel his passion but also paves the way for his future career in those fields. In this aspect, Singaporean students do not receive as much exposure to such technologies at this age in schools. Most secondary school students at the age of 16 are only entitled to weekly computer lessons that teach them the basics such as web designing and this is also dependent on the school administration. Only those who are truly interested in such technologies take up such courses in their free time.

Some of Justin’s class activities include creating videos to upload to YouTube or using shared notebook computers in class as learning tools to retrieve information for history lessons. Although such activities may not be seen in a daily basis in Singaporean schools, students in Singapore are introduced to such activities and this is the efforts of teachers to incorporate ICT tools to enhance lessons. However, many teachers in Singapore are using ICT in their lessons merely for the sake of fulfilling requirements or to simply arouse interest and the exposure of students to such activities and technologies are hampered by the teachers’ lack of expertise in these areas.

However, similar to Justin, the digital natives of Singapore are introduced to technology, such as computers and gaming gadgets, early and view technology as a tool to express themselves. Justin says in an interview that he spends an average of 2-3 hours a day on computers, mostly playing online games. This accumulates to about 21 hours a week which is similar to Singapore students who spend spend about 27 hours a week playing online games. Although Justin’s mother is not worried about her son being addicted to the games but confident that her son is able to balance his time, Singapore parents are worried about cyber addiction. (refer to Straits Times article ‘Youth stuck on gaming’ http://www.straitstimes.com/Breaking+News/Singapore/Story/STIStory_438220.html)

How might teachers in Singapore today engage and teach our digital natives?

As mentioned by Prensky, “digital natives’ brains are likely physically different as a result of the digital input they received growing up (and thus) learning via digital games is one good way” to teach them. This is because digital games might capture the interest and attention of the students. Moreover, it is advisable for teachers to incorporate digital game-based learning in their lessons as “linear thought processes that dominate educational systems now can actually retard learning for brains developed through game and Web-surfing processes on the computer.”