Week 5 Major Takeaways

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One major takeaway from the readings this week is the clear divide in the learning development process between people born into this new age of technology (Digital Natives) versus people that have to embrace and implement those aspects of technology later in life (Digital Immigrants) (Prensky, 2001). I have experienced instances of this division in the workplace when training colleagues of different generations and backgrounds. Even if it is a new platform, learners that are already comfortable operating systems, or are familiar with the functionality, tend to pick up on the process faster and recognize the value of the tool before learners that are introduced to the functionality for the first time. The style of teaching and mode of technology implementation needs to evolve to include learners that are emersed in new technology and learn in a different way than past generations, while also concentrating on the positive traits and capabilities of both the Digital Immigrants and Digital Natives in the planning process (Riegel & Mete, 2017). 

 

Another major takeaway from this week’s readings is the importance of identifying new ways to educate learners through effective means of technology that are outside of the traditional, and many times outdated, approaches. Beyond the distinction between Digital Natives and Digital Immigrants, Prensky (2009) highlighted the notion of Digital Wisdom to describe both the knowledge gained through technology utilization as well as a greater understanding of the sensible use of technology to ultimately improve learner aptitudes. Prensky (2012) also explained that since educators are often not aware how to implement the proper technology within their learning setting, the role of technology is not living up to the potential to greatly improve the learner’s experience. Therefore, it is essential to use the appropriate methods of technology to collaborate instead of merely instruct. My company is constantly evaluating the best way to adapt their training approaches. We have experimented with elements of interactivity and gamification to keep learners engaged. How these pursuers of Digital wisdom consume and understand the knowledge that is readily available to them will be an essential factor in their success in navigating a world that is digitally progressing at a rapid rate. 


Question for group: As an adult educator, in what ways can you incorporate technology to engage the digital savvy learner and still consider the needs of the more traditional/less technical learner?

 

References

 

Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the Horizon 9(5), 1–6. https://doi-org.er.lib.k-state.edu/10.1108/10748120110424816

 

Prensky, M. (2009). H. Sapiens digital: from digital immigrants and digital natives to digital wisdom. Innovate: Journal of Online Education. 5(3). http://nsuworks.nova.edu/innovate/vol5/iss3/1

 

Prensky, M. (2012). From digital natives to digital wisdom: hopeful essays for 21st century learning. Thousand Oaks, CA:Corwin. Introduction: https://marcprensky.com/writing/Prensky-Intro_to_From_DN_to_DW.pdf

 

Riegel, C., & Mete, R. (2017). Educational Technologies for K-12 Learners: What Digital Natives and Digital Immigrants Can Teach One Another. Educational Planning, 24(4), 49-58. https://er.lib.k-state.edu/login?url=https://www.proquest.com/scholarly-journals/educational-technologies-k-12-learners-what/docview/2228691023/se-2

Comments

  1. John B.September 19, 2024 at 11:24 PM

    Hi Tim,

    I enjoyed reading your post. The Prensky article was one of my favorite readings of the class thus far.

    In response to your question. I cannot say I have done this well yet, but one of the things I have picked up in this class (and want to implement) is the utilization of digital saavy learners in instructing their peers in need of digital assistance.

    A classmate of ours blogged last week about how they allow members of their professional team to demonstrate their use of their technology and “why their ideas/methods are better than what others may be using, and if it is a new technology, give others the opportunity outside of the meeting to test drive it” (Anonymous, 2024).

    I thought this was a really smart idea, savvy end-users teaching other end-users on their methods, the sharing of ideas between those that do the same work. There somehow is a decreased perception of intentional or unintentional deception by leadership or those implementing technology. Mentorship between co-workers has the potential to outweigh administrative guidance and direction in professional education (Mundia & Iravo, 2014).


    References:
    Anonymous (2024, September 10). TAM & Take-Ons. EdTech Adventure. https://edace765fa24.blogspot.com/2024/09/tam-take-ons.html

    Mundia, C. N., & Iravo, M. (2014). Role of mentoring programs on the employee performance in organisations: A survey of public universities in Nyeri County, Kenya. International Journal of Academic Research in Business and Social Sciences, 4(8). https://doi.org/10.6007/ijarbss/v4-i8/1110

    ReplyDelete
    Replies
    1. Tim G.September 20, 2024 at 9:05 AM

      Thanks John! To your point, I have found that leaners are often more open to accept instruction or guidance if it comes from a peer or colleague that can share similar circumstances and relate to what each person is going through. Adult learning, especially in a face-paced and evolving area like technology, should not only involve an educator-to-student relationship but include a meaningful peer-to-peer connection to utilize all options of knowledge sharing and retention.

      Delete
  2. AnonymousSeptember 20, 2024 at 2:26 AM

    Hi Tim,

    The distinction between Digital Natives and Digital Immigrants is a crucial consideration in modern education. Prensky's concept of Digital Wisdom underscores the need for learners to not only acquire technological skills but also develop a rich understanding of how to use technology effectively (Prensky, 2001a). As educators, we must adapt our teaching methods to accommodate learners from both generations. One strategy is to create a blended learning environment that incorporates both traditional and digital elements (Diep et al., 2019). This can involve using technology to supplement in-person instruction or offering online modules for self-paced learning. Additionally, we can leverage interactive tools like simulations, games, and virtual reality to engage learners and make the learning process more enjoyable (Wang et al., 2013). I believe it's also essential to provide opportunities for peer-to-peer learning (Wang et al., 2013). Digital Natives can often help their less tech-savvy peers navigate new technologies, fostering a collaborative and supportive learning environment. It's the hope, that by embracing a diverse range of teaching methods and technologies, we can ensure that all learners, regardless of their technological proficiency, have the opportunity to succeed in today's digital age.

    References:
    Diep, A. N., Zhu, C., Cocquyt, C., De Greef, M., Vo, M. H., & Vanwing, T. (2019). Adult learners’ needs in online and blended learning. Australian Journal of Adult Learning, 59(2), 223–253.

    Prensky, M. (2001a). Digital natives, digital immigrants Part 1. On the Horizon 9(5), 1–6. https://doi-org.er.lib.k-state.edu/10.1108/10748120110424816

    Wang, Q. (Emily), Myers, M. D., & Sundaram, D. (2013). Digital Natives and Digital Immigrants: Towards a Model of Digital Fluency. Business & Information Systems Engineering, 5(6), 409–419. https://doi.org/10.1007/s12599-013-0296-y

    ReplyDelete
    Replies
    1. Tim G.September 20, 2024 at 9:14 AM

      Thank so much for the reply! I agree that developing a learning setting that accounts for learners from both generations is important to ensure everyone has a valuable educational experience. In my role as a trainer, I have often become so focused on presenting the new information and technology to users that I don't always effectively focus on the aptitude of the learner, particularly those that may not be digitally savvy. I am making more of a concerted effort to address all learners in a significant way, and I certainly see value in collaboration between colleagues to help foster that learning for individuals that are less comfortable with new technology.

      Delete
  3. Tara G.September 22, 2024 at 10:43 PM

    Thanks for the extremely thorough and thought-provoking post. As an adult educator, there are many ways I can incorporate technology to engage the digitally savvy learner while still considering the needs of the more traditional/less technical learner. One way is to provide opportunities for learner autonomy (i.e., students choose applications to perform assignments such as video submission, PowerPoint, Canva, text submission, etc.) This methodology addresses the impression Prensky (2012) expresses regarding technology integration not living up to the learner's experience. As an educator, I appreciate the importance of autonomy and guided instruction as they pertain to learner success.

    Prensky, M. (2012). From digital natives to digital wisdom: hopeful essays for 21st century learning. Thousand Oaks, CA:Corwin. Introduction: https://marcprensky.com/writing/Prensky-Intro_to_From_DN_to_DW.pdf

    ReplyDelete

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