Digital Natives, Digital Immigrants Marc Prensky Digital Natives Digital Immigrants ©2001 : Digital Natives, Digital Immigrants Marc Prensky Digital Natives Digital Immigrants ©2001 Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. They represent the first generations to grow up with technology. Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games. Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives. Digital Natives, Digital Immigrants Marc Prensky Digital Natives Digital Immigrants ©2001 : Digital Natives, Digital Immigrants Marc Prensky Digital Natives Digital Immigrants ©2001 What should we call these “new” students of today? Digital Natives So what does that make the rest of us who were not born into the digital world but have, adopted technology? Digital Immigrants . Digital Native Digital Immigrant Digital Natives, Digital Immigrants Marc Prensky Digital Natives Digital Immigrants ©2001 : Digital Natives, Digital Immigrants Marc Prensky Digital Natives Digital Immigrants ©2001 Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language. Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Introducing the Digital World: Introducing the Digital World As educators, we need to be thinking about how to teach in the language of the Digital Natives. The first involves a major translation and change of methodology. The second involves new content and thinking. So we have to invent; adapting materials to the language of Digital Natives Digital Libraries: Digital Libraries Teachers and students who create, digital activities can then be engaged in an important role in demonstrating the practical and effective uses of interactive technology resources in both teaching and learning. For teachers, digital content libraries will offer access to a broad array of combining interdisciplinary content into a complete seamless learning experience. Creative Commons http://creativecommons.org: Creative Commons http://creativecommons.org Creative Commons is a nonprofit organization providing free legal mechanisms for learners inside and outside schools to share and remix content. A creative commons environment allows for an expanded range of creative work to be available for others to legally build upon and share. Creative Commons: Creative Commons Once the Creative Commons domain has been developed it will enable content creators to grant rights to the exclusive domain through open content licensing terms. External links with elements digital content library can be used as live events as they are tied to a presentation to bring depth and dimension to a lesson. Introducing Project Based Learning: Introducing Project Based Learning No longer will content be segmented and delivered in multiple strands, but can now be combined into projects that will expand the learning opportunities for all students. Project Based Learning: Project Based Learning Project-based learning is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices. Project-Based Learning Components : Project-Based Learning Components Content Standards – Content Building Multimedia Integration - Tools Student Direction – Digital Storytelling Collaboration – Virtual Web 2.0 Real World Connection - Interdisciplinary Extended Time Frame – My Share Box Widget Assessment - Rubrics PowerPoint Presentation: Web 2.0 Collaborative Learning Content Standards: Content Standards Establishing Purpose Selecting Content Standards Defining Methods of Assessment Developing Learning Task Multimedia Integration: Multimedia Integration The multimedia component gives students opportunities to use various technologies effectively as tools in the planning, development, or presentation of their projects. Technology can easily become the main focus of a given project, the real strength of the multimedia component lies in its integration with the subject curriculum and its authentic use in the production process. Student Direction: Student Direction Project Based Lesson Outlining Content Developing A Narrative Selecting and Applying Technology Collaboration: Collaboration This component gives students the opportunity to learn collaborative skills, such as group decision-making, relying on the work of peers, integrating peer and mentor feedback, providing thoughtful feedback to peers, and working with others as student researchers. Real World Connection: Real World Connection The Interdisciplinary Lesson Use Standards to Identify Outcomes Select a Universal Theme Use Curriculum Web To Organize Content And Align Skills Step One Outcomes Step Two Theme Step Three Skills Step Four Resources Use Search Features And Create Media Resource Folders Step Five Lesson Design Develop A Lesson Plan & Create A Lesson Assessment: Assessment assessment is an ongoing process documenting that learning teacher assessment peer assessment, self-assessment, reflection Assessment practices should be inclusive and well understood by students, allowing them opportunities to participate in the process in ways not typically supported by more traditional teacher-centered lessons.